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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
Common fungi
|
By the end of the
lesson, the learner
should be able to:
Define fungi Identify common fungi in the environment Show interest in learning about fungi |
- Use print and non-print materials to search for images of common fungi
Share findings with peers Discuss the colors and shapes of fungi observed |
What are fungi?
|
- mentor science and technology
pg. 1 Digital resources Internet access and reference books |
- Observation
Oral questions
Written assignments
|
|
| 2 | 2 |
Living Things and Their Environment
|
Fungi
Types of fungi
Fungi Growing moulds Fungi Features of moulds |
By the end of the
lesson, the learner
should be able to:
Identify different types of fungi in the environment Classify fungi according to their characteristics Appreciate the diversity of fungi |
- Take a walk in the school compound to observe and identify different types of fungi
Classify the observed fungi according to their characteristics Draw and label the observed fungi |
How many types of fungi do you know?
|
- mentor science and technology
pg. 1 Charts showing different types of fungi Digital devices - Food materials (bread, bananas, ugali) Magnifying glass Water Small containers mentor science and technology pg. 2 - Mouldy food materials pg. 3 Charts showing mould growth |
- Observation
Oral questions
Written tests
|
|
| 2 | 3 |
Living Things and Their Environment
|
Fungi
Edible fungi
Fungi Yeast Fungi Economic importance |
By the end of the
lesson, the learner
should be able to:
Identify different edible fungi Explain the importance of edible fungi Appreciate the nutritional value of edible fungi |
- Use digital devices to search for information on edible fungi
Discuss the importance of edible fungi like mushrooms Create a poster showing edible fungi |
Which fungi can be eaten?
|
- mentor science and technology
pg. 4 Digital devices Charts showing edible fungi Internet access pg. 5 Yeast samples Bread, mandazi and cake samples Digital resources pg. 6 Charts |
- Observation
Oral questions
Written assignments
|
|
| 2 | 4 |
Living Things and Their Environment
|
Fungi
Decomposition
Fungi Safe handling |
By the end of the
lesson, the learner
should be able to:
Explain the role of fungi in decomposition Describe how fungi help in soil fertility Show interest in environmental conservation |
- Discuss how fungi break down dead matter
Explain how decomposition helps in soil fertility Observe decomposing materials in the environment |
How do fungi help in soil fertility?
|
- mentor science and technology
pg. 7 Decomposing materials Digital resources Charts Safety equipment (gloves, masks) Charts showing safety procedures |
- Observation
Oral questions
Written tests
|
|
| 3 | 1 |
Living Things and Their Environment
|
Fungi
Poisonous fungi
Fungi Food preservation |
By the end of the
lesson, the learner
should be able to:
Identify poisonous fungi in the environment Distinguish between edible and poisonous fungi Show interest in fungi safety |
- Use digital devices to search for information on poisonous fungi
Discuss the characteristics of poisonous fungi Create awareness posters on fungi safety |
How can we identify poisonous fungi?
|
- mentor science and technology
pg. 7 Digital devices Charts showing poisonous fungi Internet access Fermented food samples Digital resources Charts |
- Observation
Oral questions
Written assignments
|
|
| 3 | 2 |
Living Things and Their Environment
|
Fungi
Ecological importance
|
By the end of the
lesson, the learner
should be able to:
Summarize the importance of fungi in the environment Create awareness about fungi conservation Appreciate the ecological role of fungi |
- Create a mind map showing the importance of fungi
Discuss the ecological role of fungi Debate on the importance of fungi conservation |
What would happen if there were no fungi in the environment?
|
- mentor science and technology
pg. 7 Digital devices Charts Internet access |
- Observation
Oral questions
Written assignments
|
|
| 3 | 3 |
Living Things and Their Environment
|
Invertebrates
Introduction
Invertebrates Safety |
By the end of the
lesson, the learner
should be able to:
Define invertebrates Identify common invertebrates in the environment Show interest in learning about invertebrates |
- Use print and non-print materials to search for information on common invertebrates
Discuss different types of invertebrates Observe pictures or videos of common invertebrates |
What are invertebrates?
|
- mentor science and technology
pg. 8 Digital devices Charts showing invertebrates Internet access pg. 9 Safety equipment (gloves, containers) Charts showing safety precautions Digital resources |
- Observation
Oral questions
Written assignments
|
|
| 3 | 4 |
Living Things and Their Environment
|
Invertebrates
Characteristics
|
By the end of the
lesson, the learner
should be able to:
Describe the general characteristics of invertebrates Classify invertebrates based on their features Appreciate the diversity of invertebrates |
- Use print and non-print materials to search for information on characteristics of invertebrates
Classify invertebrates based on their features Draw and label different invertebrates |
What are the common features of invertebrates?
|
- mentor science and technology
pg. 10 Digital devices Charts showing invertebrate features Internet access |
- Observation
Oral questions
Written tests
|
|
| 4 | 1 |
Living Things and Their Environment
|
Invertebrates
Insects
Invertebrates Spiders and ticks |
By the end of the
lesson, the learner
should be able to:
Identify the different groups of invertebrates Describe the characteristics of insects Show interest in learning about insects |
- Group invertebrates into different categories
Discuss the characteristics of insects Observe and identify different insects in the environment |
What are the characteristics of insects?
|
- mentor science and technology
pg. 11 Digital devices Insect specimens or pictures Charts pg. 12 Pictures or specimens of spiders, ticks, and mites |
- Observation
Oral questions
Written assignments
|
|
| 4 | 2 |
Living Things and Their Environment
|
Invertebrates
Millipedes and centipedes
|
By the end of the
lesson, the learner
should be able to:
Identify millipedes and centipedes in the environment Describe the characteristics of millipedes and centipedes Appreciate the diversity of invertebrates |
- Observe pictures or specimens of millipedes and centipedes
Discuss the characteristics of millipedes and centipedes Compare and contrast millipedes and centipedes |
How do millipedes differ from centipedes?
|
- mentor science and technology
pg. 13 Pictures or specimens of millipedes and centipedes Digital devices Charts |
- Observation
Oral questions
Written assignments
|
|
| 4 | 3 |
Living Things and Their Environment
|
Invertebrates
Snails and slugs
Invertebrates Worms |
By the end of the
lesson, the learner
should be able to:
Identify snails and slugs in the environment Describe the characteristics of snails and slugs Show interest in learning about mollusks |
- Observe pictures or specimens of snails and slugs
Discuss the characteristics of snails and slugs Compare and contrast snails and slugs |
What is the difference between a snail and a slug?
|
- mentor science and technology
pg. 14 Pictures or specimens of snails and slugs Digital devices Charts pg. 15 Pictures or specimens of worms |
- Observation
Oral questions
Written tests
|
|
| 4 | 4 |
Living Things and Their Environment
|
Invertebrates
Sea invertebrates
Invertebrates Invertebrates as food |
By the end of the
lesson, the learner
should be able to:
Identify sea invertebrates Describe the characteristics of sea invertebrates Show interest in learning about marine life |
- Observe pictures or videos of sea invertebrates
Discuss the characteristics of octopus, starfish, and crabs Draw and label different sea invertebrates |
What are the characteristics of sea invertebrates?
|
- mentor science and technology
pg. 16 Pictures or videos of sea invertebrates Digital devices Charts pg. 17 Internet access |
- Observation
Oral questions
Written tests
|
|
| 5 | 1 |
Living Things and Their Environment
|
Invertebrates
Pollinators
|
By the end of the
lesson, the learner
should be able to:
Explain the role of invertebrates in pollination Identify pollinators in the environment Appreciate the importance of pollination |
- Discuss the role of bees, butterflies, and other insects in pollination
Observe pollinators in the school garden Draw and label the process of pollination |
How do invertebrates help in pollination?
|
- mentor science and technology
pg. 18 Digital devices Charts showing pollination School garden |
- Observation
Oral questions
Written tests
|
|
| 5 | 2 |
Living Things and Their Environment
|
Invertebrates
Soil aeration
Invertebrates Pests |
By the end of the
lesson, the learner
should be able to:
Explain the role of invertebrates in soil aeration Describe how earthworms improve soil fertility Show interest in environmental conservation |
- Discuss how earthworms and other invertebrates improve soil aeration
Observe earthworms in soil samples Explain how soil aeration helps plant growth |
How do invertebrates improve soil quality?
|
- mentor science and technology
pg. 19 Soil samples with earthworms Digital devices Charts pg. 20 Pictures of invertebrate pests |
- Observation
Oral questions
Written assignments
|
|
| 5 | 3 |
Living Things and Their Environment
|
Invertebrates
Disease vectors
|
By the end of the
lesson, the learner
should be able to:
Explain how invertebrates transmit diseases Identify disease vectors Show interest in disease prevention |
- Discuss how mosquitoes, ticks, and flies transmit diseases
Identify common disease vectors Explore methods of preventing vector-borne diseases |
How do invertebrates transmit diseases?
|
- mentor science and technology
pg. 21 Pictures of disease vectors Digital devices Charts |
- Observation
Oral questions
Written assignments
|
|
| 5 | 4 |
Living Things and Their Environment
|
Human Circulatory System
Main parts
Human Circulatory System Modelling |
By the end of the
lesson, the learner
should be able to:
Identify the main parts of the human circulatory system Draw and label the human circulatory system Show interest in learning about the human body |
- Use print and non-print materials to search for information on the main parts of the human circulatory system
Draw and label the human circulatory system Discuss the function of the circulatory system |
What is the human circulatory system made up of?
|
- mentor science and technology
pg. 22 Digital devices Charts showing the circulatory system Internet access pg. 23 Locally available materials (carton, clay, plasticine) Paints Charts |
- Observation
Oral questions
Written tests
|
|
| 6 | 1 |
Living Things and Their Environment
|
Human Circulatory System
Heart structure
|
By the end of the
lesson, the learner
should be able to:
Identify the parts of the heart Explain the functions of different parts of the heart Appreciate the complexity of the heart |
- Use digital devices or charts to observe the parts of the heart
Discuss the functions of the auricles and ventricles Draw and label the parts of the heart |
What are the parts of the heart and their functions?
|
- mentor science and technology
pg. 24 Digital devices Charts showing the heart Internet access |
- Observation
Oral questions
Written assignments
|
|
| 6 | 2 |
Living Things and Their Environment
|
Human Circulatory System
Heart function
Human Circulatory System Blood vessels |
By the end of the
lesson, the learner
should be able to:
Describe the function of the heart in the circulatory system Explain how the heart pumps blood Show interest in how the heart works |
- Watch a video clip on how the heart works
Discuss how the heart pumps blood throughout the body Use a stethoscope to listen to heart beats |
How does the heart pump blood?
|
- mentor science and technology
pg. 25 Digital devices Video clips Stethoscope (if available) Charts pg. 26 Charts showing blood vessels Internet access |
- Observation
Oral questions
Written tests
|
|
| 6 | 3 |
Living Things and Their Environment
|
Human Circulatory System
Arteries
|
By the end of the
lesson, the learner
should be able to:
Explain the structure and function of arteries Describe how arteries carry blood away from the heart Show interest in learning about blood circulation |
- Discuss the structure of arteries and why they have thick walls
Explain how arteries carry blood away from the heart Draw and label the structure of an artery |
Why do arteries have thick walls?
|
- mentor science and technology
pg. 27 Digital devices Charts showing artery structure Internet access |
- Observation
Oral questions
Written tests
|
|
| 6 | 4 |
Living Things and Their Environment
|
Human Circulatory System
Veins
Human Circulatory System Capillaries |
By the end of the
lesson, the learner
should be able to:
Explain the structure and function of veins Describe how veins carry blood toward the heart Appreciate the complementary roles of arteries and veins |
- Discuss the structure of veins and why they have valves
Explain how veins carry blood toward the heart Compare and contrast arteries and veins |
Why do veins have valves?
|
- mentor science and technology
pg. 28 Digital devices Charts showing vein structure Internet access pg. 29 Charts showing capillary structure |
- Observation
Oral questions
Written assignments
|
|
| 7 | 1 |
Living Things and Their Environment
|
Human Circulatory System
Blood components
|
By the end of the
lesson, the learner
should be able to:
Identify the components of blood Explain the functions of plasma, red blood cells, white blood cells, and platelets Appreciate the importance of blood |
- Discuss the components of blood and their functions
Use charts or digital devices to observe blood components Draw and label the components of blood |
What are the components of blood and their functions?
|
- mentor science and technology
pg. 30 Digital devices Charts showing blood components Internet access |
- Observation
Oral questions
Written assignments
|
|
| 7 | 2 |
Living Things and Their Environment
|
Human Circulatory System
Red blood cells
Human Circulatory System White blood cells |
By the end of the
lesson, the learner
should be able to:
Explain the function of red blood cells Describe how oxygen is transported in the body Show interest in learning about blood functions |
- Discuss the structure of red blood cells and how they transport oxygen
Explain the role of hemoglobin in oxygen transport Draw and label a red blood cell |
How do red blood cells transport oxygen?
|
- mentor science and technology
pg. 31 Digital devices Charts showing red blood cells Internet access pg. 32 Charts showing white blood cells |
- Observation
Oral questions
Written tests
|
|
| 7 | 3 |
Living Things and Their Environment
|
Human Circulatory System
Platelets
|
By the end of the
lesson, the learner
should be able to:
Explain the function of platelets Describe the process of blood clotting Show interest in learning about wound healing |
- Discuss the structure and function of platelets
Explain the process of blood clotting Demonstrate the process of blood clotting using diagrams |
How do platelets help in blood clotting?
|
- mentor science and technology
pg. 33 Digital devices Charts showing platelets and blood clotting Internet access |
- Observation
Oral questions
Written tests
|
|
| 7 | 4 |
Living Things and Their Environment
|
Human Circulatory System
Plasma
Human Circulatory System Health conditions |
By the end of the
lesson, the learner
should be able to:
Explain the function of plasma Describe how plasma transports nutrients and waste Appreciate the role of plasma in homeostasis |
- Discuss the composition and function of plasma
Explain how plasma transports substances in the body Create a diagram showing plasma functions |
What role does plasma play in blood transport?
|
- mentor science and technology
pg. 34 Digital devices Charts showing plasma Internet access pg. 35 Charts |
- Observation
Oral questions
Written assignments
|
|
| 8 | 1 |
Living Things and Their Environment
|
Human Circulatory System
Diet and heart
|
By the end of the
lesson, the learner
should be able to:
Explain the relationship between diet and heart health Identify heart-healthy foods Show interest in healthy eating habits |
- Discuss how diet affects heart health
Identify foods that promote heart health Create a poster showing heart-healthy foods and those to avoid |
How does diet affect heart health?
|
- mentor science and technology
pg. 35 Digital devices Charts Food samples or pictures Internet access |
- Observation
Oral questions
Written tests
|
|
| 8 | 2 |
Living Things and Their Environment
Matter Matter |
Human Circulatory System
Healthy lifestyle
Change of state Melting Change of state Evaporation |
By the end of the
lesson, the learner
should be able to:
Develop a routine plan for maintaining a healthy circulatory system Explain the importance of exercise for heart health Appreciate the need for a healthy lifestyle |
- Discuss ways of maintaining a healthy human circulatory system
Develop a routine plan for maintaining a healthy circulatory system Share and review plans with peers |
What measures enhance a healthy human circulatory system?
|
- mentor science and technology
pg. 35 Digital devices Charts Internet access Cooking fat Source of heat Metal plate or pan Safety equipment pg. 36 Water Container for heating water |
- Observation
Oral questions
Written assignments
|
|
| 8 | 3 |
Matter
|
Change of state
Sublimation
Change of state Condensation Change of state Freezing |
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 pg. 39 Ice cubes (if available) Pictures of freezing examples |
- Observation
Oral questions
Practical assessment
|
|
| 8 | 4 |
Matter
|
Change of state
Deposition
Change of state Summary Change of state Heating effects |
By the end of the
lesson, the learner
should be able to:
Explain the process of deposition Describe how gases change directly to solids when cooled Appreciate deposition in nature |
- Discuss the process of deposition
Observe or view images/videos of frost formation Explore examples of deposition in nature |
How does water vapor change directly into ice?
|
- mentor science and technology
pg. 40 Digital devices (if available) Pictures of frost Diagrams showing deposition pg. 41 Charts showing changes of state Diagrams Digital resources pg. 42 Various materials for heating Source of heat Safety equipment |
- Observation
Oral questions
Written assessment
|
|
| 9 | 1 |
Matter
|
Change of state
Cooling effects
Change of state Drying clothes |
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 Small pieces of wet cloth Sunny area Pictures showing clothes drying |
- Observation
Oral questions
Written assessment
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
Matter
|
Change of state
Making ice
Change of state Cooling our bodies |
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 pg. 47 Water Charts showing body cooling |
- Observation
Oral questions
Written assessment
|
|
| 9 | 4 |
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
|
|
| 10 | 1 |
Matter
|
Change of state
Candle making
Change of state Repairing plastics |
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 Broken plastic containers Knife Oven gloves |
- Observation
Project assessment
Practical skills
|
|
| 10 | 2 |
Matter
|
Change of state
Project completion
Change of state Assessment |
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 pg. 50 Assessment worksheets Digital resources Review materials |
- Project assessment
Presentation skills
Peer evaluation
|
|
| 10 | 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
|
|
| 10 | 4 |
Matter
|
Composition of air
Oxygen
Composition of air Uses of 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 pg. 52 Charts showing oxygen uses Digital resources Drawing materials |
- Observation
Oral questions
Practical assessment
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
Matter
|
Composition of air
Nitrogen
Composition of air Inert gases |
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 pg. 55 Charts showing inert gas uses Pictures of applications |
- Observation
Oral questions
Charts
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
Matter
|
Composition of air
Bad smell
Composition of air Smoke |
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 pg. 58 Pictures of sources of smoke |
- Observation
Oral questions
Written work
|
|
| 12 | 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
|
|
| 12 | 2 |
Matter
|
Composition of air
Health effects
Composition of air Ventilation |
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 pg. 61 Pictures of ventilation systems School buildings |
- Observation
Oral questions
Posters
|
|
| 12 | 3 |
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
|
|
| 12 | 4 |
Matter
|
Composition of air
Smoke reduction
Composition of air Poster making Composition of air Assessment |
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 pg. 64 Manila papers/carton boxes Coloring materials pg. 65 Assessment worksheets Review materials |
- Observation
Oral questions
Written work
|
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