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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Living Things and Their Environment
|
Fungi
Common fungi
Fungi Types of 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 Charts showing different types of fungi Digital devices |
- Observation
Oral questions
Written assignments
|
|
| 1 | 2 |
Living Things and Their Environment
|
Fungi
Growing moulds
Fungi Features of moulds Fungi Edible fungi Fungi Yeast Fungi Economic importance |
By the end of the
lesson, the learner
should be able to:
Grow moulds on different food materials Observe and record changes in the food materials Practice safety when handling fungi |
- Grow moulds on available food materials like bread, bananas or ugali
Observe the food materials daily and record changes Discuss safety precautions when handling fungi |
How do fungi grow?
|
- 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 - 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
Written records
Practical assessment
|
|
| 1 | 3 |
Living Things and Their Environment
|
Fungi
Decomposition
Fungi Safe handling Fungi Poisonous fungi |
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 Digital devices Charts showing poisonous fungi Internet access |
- Observation
Oral questions
Written tests
|
|
| 1 | 4 |
Living Things and Their Environment
|
Fungi
Food preservation
Fungi Ecological importance Invertebrates Introduction |
By the end of the
lesson, the learner
should be able to:
Demonstrate knowledge of fungi preservation Explain how fungi are used in food preservation Appreciate the role of fungi in food industry |
- Discuss how fungi are used in food preservation
Observe fermented food products Demonstrate a simple fermentation process |
How are fungi used in food preservation?
|
- mentor science and technology
pg. 7 Fermented food samples Digital resources Charts Digital devices Internet access pg. 8 Charts showing invertebrates |
- Observation
Oral questions
Practical assessment
|
|
| 2 | 1 |
Living Things and Their Environment
|
Invertebrates
Safety
Invertebrates Characteristics |
By the end of the
lesson, the learner
should be able to:
Discuss safety precautions when handling invertebrates Demonstrate proper handling of invertebrates Show concern for personal safety |
- Discuss safety precautions applied when handling invertebrates
Demonstrate proper handling of invertebrates Role-play what to do when hurt by invertebrates |
Why should we be careful when handling invertebrates?
|
- mentor science and technology
pg. 9 Safety equipment (gloves, containers) Charts showing safety precautions Digital resources pg. 10 Digital devices Charts showing invertebrate features Internet access |
- Observation
Oral questions
Practical assessment
|
|
| 2 | 2 |
Living Things and Their Environment
|
Invertebrates
Insects
Invertebrates Spiders and ticks Invertebrates Millipedes and centipedes |
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 pg. 13 Pictures or specimens of millipedes and centipedes |
- Observation
Oral questions
Written assignments
|
|
| 2 | 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
|
|
| 2 | 4 |
Living Things and Their Environment
|
Invertebrates
Sea invertebrates
Invertebrates Invertebrates as food Invertebrates Pollinators |
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 pg. 18 Charts showing pollination School garden |
- Observation
Oral questions
Written tests
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
Living Things and Their Environment
|
Invertebrates
Disease vectors
Human Circulatory System Main parts Human Circulatory System Modelling |
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 pg. 22 Charts showing the circulatory system Internet access pg. 23 Locally available materials (carton, clay, plasticine) Paints |
- Observation
Oral questions
Written assignments
|
|
| 3 | 3 |
Living Things and Their Environment
|
Human Circulatory System
Heart structure
Human Circulatory System Heart function |
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 pg. 25 Video clips Stethoscope (if available) Charts |
- Observation
Oral questions
Written assignments
|
|
| 3 | 4 |
Living Things and Their Environment
|
Human Circulatory System
Blood vessels
Human Circulatory System Arteries Human Circulatory System Veins |
By the end of the
lesson, the learner
should be able to:
Identify major blood vessels in the human body Explain the functions of arteries, veins, and capillaries Appreciate the organization of blood vessels |
- Collaboratively discuss the functions of the main blood vessels
Identify the differences between arteries, veins, and capillaries Draw and label the major blood vessels |
What are the different types of blood vessels and their functions?
|
- mentor science and technology
pg. 26 Digital devices Charts showing blood vessels Internet access pg. 27 Charts showing artery structure pg. 28 Charts showing vein structure |
- Observation
Oral questions
Written assignments
|
|
| 4 | 1 |
Living Things and Their Environment
|
Human Circulatory System
Capillaries
Human Circulatory System Blood components |
By the end of the
lesson, the learner
should be able to:
Explain the structure and function of capillaries Describe how capillaries connect arteries and veins Show interest in learning about gas exchange |
- Discuss the structure of capillaries and why they have thin walls
Explain how capillaries connect arteries and veins Describe how gas exchange occurs in capillaries |
How do capillaries connect arteries and veins?
|
- mentor science and technology
pg. 29 Digital devices Charts showing capillary structure Internet access pg. 30 Charts showing blood components |
- Observation
Oral questions
Written tests
|
|
| 4 | 2 |
Living Things and Their Environment
|
Human Circulatory System
Red blood cells
Human Circulatory System White blood cells Human Circulatory System Platelets |
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 pg. 33 Charts showing platelets and blood clotting |
- Observation
Oral questions
Written tests
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
Living Things and Their Environment
Matter Matter |
Human Circulatory System
Diet and heart
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:
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 Cooking fat Source of heat Metal plate or pan Safety equipment pg. 36 Water Container for heating water |
- Observation
Oral questions
Written tests
|
|
| 5 | 1 |
Matter
|
Change of state
Sublimation
Change of state Condensation Change of state Freezing Change of state Deposition Change of state Summary |
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 pg. 40 Digital devices (if available) Pictures of frost Diagrams showing deposition pg. 41 Charts showing changes of state Diagrams Digital resources |
- Observation
Oral questions
Practical assessment
|
|
| 5 | 2 |
Matter
|
Change of state
Heating effects
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 heat on matter Identify changes that occur when matter is heated Appreciate heating in daily life |
- Discuss the effects of heat on matter
Demonstrate different heating effects Relate to everyday experiences |
What happens when matter is heated?
|
- mentor science and technology
pg. 42 Various materials for heating Source of heat Safety equipment pg. 43 Various materials for cooling Ice/cold water Small pieces of wet cloth Sunny area Pictures showing clothes drying |
- Observation
Oral questions
Written assessment
|
|
| 5 | 3 |
Matter
|
Change of state
Drying foods
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 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 pg. 46 Ice cubes (if available) Pictures showing ice uses pg. 47 Water Charts showing body cooling |
- Observation
Oral questions
Written assessment
|
|
| 5 | 4 |
Matter
|
Change of state
Rainfall formation
Change of state Candle making |
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 pg. 49 Waste candle wax Cotton thread for wicks Small containers Source of heat Safety equipment |
- Observation
Oral questions
Diagrams
|
|
| 6 | 1 |
Matter
|
Change of state
Repairing plastics
Change of state Project completion Change of state Assessment |
By the end of the
lesson, the learner
should be able to:
Demonstrate how to repair broken plastic containers Explain the changes of state involved in plastic repair Appreciate recycling and reuse |
- Demonstrate plastic repair using heat
Explain the changes of state during the process Guide learners to repair broken plastic items |
How can we repair broken plastic containers?
|
- mentor science and technology
pg. 49 Broken plastic containers Knife Source of heat Safety equipment Oven gloves Completed projects Materials for finishing projects Presentation space pg. 50 Assessment worksheets Digital resources Review materials |
- Observation
Project assessment
Practical skills
|
|
| 6 | 2 |
Matter
|
Composition of air
Components
Composition of air Oxygen |
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 pg. 51 Candles Glass containers Matches Water Safety equipment |
- Observation
Oral questions
Pie charts
|
|
| 6 | 3 |
Matter
|
Composition of air
Uses of oxygen
Composition of air Carbon dioxide Composition of air Nitrogen |
By the end of the
lesson, the learner
should be able to:
Outline the uses of oxygen Explain how living things use oxygen Appreciate the importance of oxygen |
- Discuss the uses of oxygen in breathing, germination, and burning
Create a mind map of oxygen uses Relate to everyday experiences |
How is oxygen important to us?
|
- mentor science and technology
pg. 52 Charts showing oxygen uses Digital resources Drawing materials pg. 53 Charts showing carbon dioxide uses pg. 54 Charts showing nitrogen uses Pictures of leguminous plants |
- Observation
Oral questions
Mind maps
|
|
| 6 | 4 |
Matter
|
Composition of air
Inert gases
Composition of air Air pollution Composition of air Bad smell |
By the end of the
lesson, the learner
should be able to:
Identify inert gases in air Explain the uses of inert gases Appreciate the importance of inert gases |
- Discuss the inert gases found in air
Explore the uses of inert gases in light bulbs and balloons Create a list of inert gas applications |
What are inert gases used for?
|
- mentor science and technology
pg. 55 Charts showing inert gas uses Digital resources Pictures of applications pg. 56 Pictures showing air pollution Safety equipment pg. 57 Pictures of sources of bad smell |
- Observation
Oral questions
Written work
|
|
| 7 | 1 |
Matter
|
Composition of air
Smoke
Composition of air Dust |
By the end of the
lesson, the learner
should be able to:
Identify sources of smoke in the environment Explain how smoke pollutes air Suggest ways to reduce smoke |
- Discuss sources of smoke
Identify activities that produce smoke Suggest ways to reduce smoke production |
How does smoke pollute air?
|
- mentor science and technology
pg. 58 Pictures of sources of smoke Digital resources Safety equipment pg. 59 Pictures of sources of dust |
- Observation
Oral questions
Written work
|
|
| 7 | 2 |
Matter
|
Composition of air
Health effects
Composition of air Ventilation Composition of air Dust control |
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 pg. 62 Water Brooms Dusty area Safety equipment |
- Observation
Oral questions
Posters
|
|
| 7 | 3 |
Matter
|
Composition of air
Smoke reduction
Composition of air Poster making |
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 |
- Observation
Oral questions
Written work
|
|
| 7 | 4 |
Matter
Force and Energy Force and Energy Force and Energy Force and Energy |
Composition of air
Assessment
3.1 Light Movement of light through transparent materials 3.1 Light Movement of light through translucent materials 3.1 Light Movement of light through opaque materials 3.1 Light Reflection of light at plane surfaces |
By the end of the
lesson, the learner
should be able to:
Demonstrate understanding of air composition Identify air pollutants and their effects Suggest solutions to air pollution |
- Review air composition and pollution
Complete assessment activities Discuss and correct misconceptions |
What have we learned about air composition and pollution?
|
- mentor science and technology
pg. 65 Assessment worksheets Digital resources Review materials Mentor Science & Technology pg. 67-68 Transparent materials (glass, clear plastic) Digital resources (where available) Mentor Science & Technology pg. 69 Translucent materials (tracing paper, wax paper) Mentor Science & Technology pg. 70 Opaque materials (cardboard, wooden blocks) Mentor Science & Technology pg. 71-72 Torch Plane mirrors |
- Written assessment
Oral questions
Diagrams
|
|
| 8 | 1 |
Force and Energy
|
3.1 Light
Terms associated with plane mirrors
3.1 Light Locating images formed in plane mirrors 3.1 Light Ray diagrams of images in plane mirrors 3.1 Light Special rays used in ray diagrams 3.1 Light Characteristics of images formed by plane mirrors |
By the end of the
lesson, the learner
should be able to:
Identify terms associated with plane mirrors Describe the relationship between angles of incidence and reflection Show interest in learning about light reflection |
Learners to study diagrams showing reflection of light by a plane mirror Learners to discuss the relationship between incident ray, reflected ray, and normal Learners to identify the angle of incidence and angle of reflection |
What is the relationship between the angle of incidence and angle of reflection?
|
Mentor Science & Technology pg. 73-75
Diagrams showing reflection of light Plane mirrors Protractors Mentor Science & Technology pg. 76-77 Objects of different sizes and shapes Rulers Mentor Science & Technology pg. 78-79 Plain paper Pencils Compass Mentor Science & Technology pg. 80 Mentor Science & Technology pg. 81 Objects of different sizes Measuring tapes |
Observation
Oral questions
Written tests
|
|
| 8 | 2 |
Force and Energy
|
3.1 Light
Formation of shadows
3.1 Light Formation of solar eclipse |
By the end of the
lesson, the learner
should be able to:
Demonstrate the formation of shadows Explain factors that affect shadow formation Develop curiosity about natural phenomena involving shadows |
Learners to carry out activities showing shadow formation using a torch and various objects Learners to observe and record how shadows are formed Learners to investigate factors affecting shadow size |
How are shadows formed?
|
Mentor Science & Technology pg. 82-83
Torch Various objects (ball, book, etc.) White cardboard or wall Mentor Science & Technology pg. 84-85 Small and large balls Stands to hold balls Digital resources |
Observation
Oral questions
Written assignments
|
|
| 8 | 3 |
Force and Energy
|
3.1 Light
Formation of lunar eclipse
3.1 Light Rainbow formation 3.1 Light Applications of movement of light |
By the end of the
lesson, the learner
should be able to:
Describe the formation of lunar eclipse Compare the formation of solar and lunar eclipses Show interest in astronomical events |
Learners to study diagrams showing how lunar eclipses occur Learners to discuss the relative position of the sun, moon, and earth during a lunar eclipse Learners to compare solar and lunar eclipses |
How does a lunar eclipse occur?
|
Mentor Science & Technology pg. 86-87
Torch Small and large balls Stands to hold balls Digital resources Mentor Science & Technology pg. 87 Prism (if available) Water spray bottle Pictures of optical instruments |
Observation
Oral questions
Practical assessment
|
|
| 8 | 4 |
Force and Energy
|
3.1 Light
Making a periscope (Project)
3.1 Light Evaluating the periscope project |
By the end of the
lesson, the learner
should be able to:
Make a functional periscope using locally available materials Apply principles of light reflection in construction Develop creativity in designing optical instruments |
Learners to plan how to make a periscope Learners to use locally available resources to make a functional periscope Learners to test their periscopes and make necessary adjustments |
How does a periscope work?
|
Mentor Science & Technology pg. 87
Cardboard/empty boxes Small mirrors Scissors Glue/tape Rulers Completed periscopes Evaluation forms |
Observation
Project assessment
Peer evaluation
|
|
| 9 | 1 |
Force and Energy
|
3.2 Levers as simple machines
Introduction to levers
3.2 Levers as simple machines Parts of levers 3.2 Levers as simple machines First class levers |
By the end of the
lesson, the learner
should be able to:
Identify common levers used in day to day life Define simple machines and their importance Develop interest in understanding mechanical systems |
Learners to brainstorm on the meaning of levers as simple machines Learners to identify common levers in their surroundings Learners to collect and display various examples of levers |
What are levers and where do we find them?
|
Mentor Science & Technology pg. 91
Various levers (scissors, pliers, bottle openers, etc.) Digital resources Mentor Science & Technology pg. 92 Various levers Diagrams of levers Mentor Science & Technology pg. 93-94 Examples of first class levers (seesaw, scissors, pliers) Diagrams of different classes of levers |
Observation
Oral questions
Written assignments
|
|
| 9 | 2 |
Force and Energy
|
3.2 Levers as simple machines
Examples of first class levers
3.2 Levers as simple machines Second class levers |
By the end of the
lesson, the learner
should be able to:
Collect examples of first class levers Demonstrate how first class levers work Show interest in using first class levers in daily activities |
Learners to identify and collect various examples of first class levers Learners to demonstrate the use of each first class lever Learners to discuss the advantages of using first class levers |
What are common examples of first class levers?
|
Mentor Science & Technology pg. 93-94
Various first class levers (scissors, pliers, seesaw, crowbar) Digital resources Mentor Science & Technology pg. 95 Examples of second class levers (wheelbarrow, bottle opener, nutcracker) Diagrams |
Observation
Practical assessment
Oral questions
|
|
| 9 | 3 |
Force and Energy
|
3.2 Levers as simple machines
Examples of second class levers
3.2 Levers as simple machines Third class levers 3.2 Levers as simple machines Examples of third class levers |
By the end of the
lesson, the learner
should be able to:
Collect examples of second class levers Demonstrate how second class levers work Appreciate the mechanical advantage of second class levers |
Learners to identify and collect various examples of second class levers Learners to demonstrate the use of each second class lever Learners to discuss the advantages of using second class levers |
What are common examples of second class levers?
|
Mentor Science & Technology pg. 95
Various second class levers (wheelbarrow, nutcracker, bottle opener) Digital resources Mentor Science & Technology pg. 96 Examples of third class levers (tweezers, fishing rod, broom) Diagrams Various third class levers (tweezers, fishing rod, broom, hockey stick) |
Observation
Practical assessment
Oral questions
|
|
| 9 | 4 |
Force and Energy
|
3.2 Levers as simple machines
Comparing the three classes of levers
3.2 Levers as simple machines Using levers to make work easier |
By the end of the
lesson, the learner
should be able to:
Compare the three classes of levers Analyze the advantages and disadvantages of each class Develop critical thinking about mechanical systems |
Learners to create a comparison chart of the three classes of levers Learners to discuss the advantages and disadvantages of each class Learners to identify which class is most suitable for different tasks |
How do the three classes of levers differ in their advantages?
|
Mentor Science & Technology pg. 96
Examples of all three classes of levers Comparison charts Digital resources Mentor Science & Technology pg. 97-98 Various levers Weights Measuring tools |
Observation
Chart assessment
Group discussion
|
|
| 10 | 1 |
Force and Energy
|
3.2 Levers as simple machines
Mechanical advantage of levers
3.2 Levers as simple machines Uses of levers in daily life 3.2 Levers as simple machines Levers in the human body |
By the end of the
lesson, the learner
should be able to:
Calculate the mechanical advantage of levers Measure the effort and load in different lever systems Show interest in mathematical applications in mechanics |
Learners to measure the effort and load arms in different levers Learners to calculate the mechanical advantage using simple formulas Learners to compare the calculated and practical mechanical advantage |
How can we calculate the mechanical advantage of a lever?
|
Mentor Science & Technology pg. 97-98
Various levers Rulers and measuring tapes Weights Calculators Mentor Science & Technology pg. 99 Digital resources Poster materials Diagrams of human skeleton Models of human joints |
Observation
Calculation assessment
Written tests
|
|
| 10 | 2 |
Force and Energy
|
3.2 Levers as simple machines
Planning a beam balance (Project)
3.2 Levers as simple machines Making a beam balance (Project) |
By the end of the
lesson, the learner
should be able to:
Plan the construction of a beam balance Select appropriate materials for making a beam balance Show interest in applying lever principles |
Learners to examine how a beam balance works Learners to plan in groups how to make a beam balance Learners to identify and collect locally available materials Learners to design their beam balance |
How can we make a functional beam balance?
|
Mentor Science & Technology pg. 100
Locally available materials (ruler, wood, containers, string, etc.) Construction tools Mentor Science & Technology pg. 101 Constructed beam balances Objects of known weight (if available) |
Observation
Design assessment
Group participation
|
|
| 10 | 3 |
Force and Energy
|
3.2 Levers as simple machines
Evaluating the beam balance (Project)
3.2 Levers as simple machines Maintenance of levers 3.2 Levers as simple machines Safety when using levers |
By the end of the
lesson, the learner
should be able to:
Use the beam balance to measure weight Evaluate the effectiveness of the beam balance Appreciate the value of innovation in tool-making |
Learners to use their beam balances to measure and compare weights Learners to identify which class of lever their beam balance represents Learners to explain how the beam balance demonstrates lever principles |
How does a beam balance demonstrate lever principles?
|
Mentor Science & Technology pg. 102
Completed beam balances Various objects to weigh Various lever tools Maintenance materials (oil, cloth, etc.) Digital resources Safety equipment |
Observation
Practical assessment
Oral presentation
|
|
| 10 | 4 |
Force and Energy
|
3.3 Slopes as simple machines
Introduction to slopes
3.3 Slopes as simple machines Types of slopes |
By the end of the
lesson, the learner
should be able to:
Identify types of slopes used as simple machines Differentiate between slopes and other simple machines Develop curiosity about how slopes function |
Learners to discuss the meaning of slope as a simple machine (inclined plane) Learners to identify examples of slopes in their school environment Learners to list practical examples of slopes used to make work easier |
What is a slope as a simple machine?
|
Mentor Science & Technology pg. 103
Pictures of various slopes Digital resources Mentor Science & Technology pg. 104-105 Pictures of slopes |
Observation
Oral questions
Written assignments
|
|
| 11 | 1 |
Force and Energy
|
3.3 Slopes as simple machines
Principle of inclined planes
3.3 Slopes as simple machines Mechanical advantage of slopes 3.3 Slopes as simple machines How slopes make work easier |
By the end of the
lesson, the learner
should be able to:
Explain the principle of inclined planes Demonstrate how inclined planes work Appreciate the science behind simple machines |
Learners to set up simple inclined planes using boards Learners to explore how objects move up and down inclined planes Learners to discuss the forces acting on objects on inclined planes |
How do inclined planes work?
|
Mentor Science & Technology pg. 104-105
Wooden boards Small objects (toy cars, marbles) Protractors Digital resources Mentor Science & Technology pg. 106 Wooden boards of different lengths Weights Spring balances Measuring tools Wooden boards/cardboard Small wheeled toys/objects |
Observation
Practical assessment
Oral questions
|
|
| 11 | 2 |
Force and Energy
|
3.3 Slopes as simple machines
Friction on slopes
3.3 Slopes as simple machines Modern applications of slopes |
By the end of the
lesson, the learner
should be able to:
Investigate the effect of friction on slopes Modify surfaces to reduce or increase friction Develop problem-solving skills |
Learners to investigate how different surfaces affect movement on slopes Learners to modify surfaces to reduce or increase friction Learners to discuss the importance of friction in slope applications |
How does friction affect the efficiency of slopes?
|
Mentor Science & Technology pg. 106
Slopes with different surfaces (smooth, rough, oiled) Objects with different surfaces Timing devices Digital resources Mentor Science & Technology pg. 107 Pictures of modern applications of slopes |
Observation
Practical assessment
Written assignments
|
|
| 11 | 3 |
Force and Energy
|
3.3 Slopes as simple machines
Slopes in architecture and construction
3.3 Slopes as simple machines Planning a slope (Project) 3.3 Slopes as simple machines Making a slope (Project) |
By the end of the
lesson, the learner
should be able to:
Identify slope applications in buildings and structures Explain how slopes are used in construction Appreciate the role of slopes in architectural design |
Learners to identify slopes in buildings and structures around them Learners to research how slopes are used in construction Learners to draw examples of architectural slopes |
How are slopes used in architecture and construction?
|
Mentor Science & Technology pg. 107
Pictures of buildings and structures Drawing materials Digital resources Locally available materials Construction tools Design materials Constructed slopes Objects to test the slopes |
Observation
Drawing assessment
Oral presentations
|
|
| 11 | 4 |
Force and Energy
|
3.3 Slopes as simple machines
Evaluating the slope (Project)
3.3 Slopes as simple machines Uses of slopes in everyday life 3.3 Slopes as simple machines Safety considerations with slopes 3.3 Slopes as simple machines Maintenance of slopes |
By the end of the
lesson, the learner
should be able to:
Evaluate their slope project Suggest improvements for their slope design Appreciate the importance of critical evaluation |
Learners to demonstrate and explain how their slopes work Learners to evaluate the effectiveness of their slopes Learners to suggest improvements for future designs Learners to explain the principles of slopes as simple machines |
How can we improve our slope designs?
|
Mentor Science & Technology pg. 107
Completed slope projects Evaluation forms Pictures showing importance of slopes Digital resources Pictures of slope safety features Safety equipment Maintenance materials Checklists |
Project presentation
Self and peer evaluation
Teacher assessment
|
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