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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
|
Plants - Characteristics of plants as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify characteristics that make plants living things - Explain why plants are grouped as living things - Show interest in learning about plants as living things |
- Learners take a walk in the school compound and neighboring environment to observe plants in their locality
- Learners record any characteristics indicating that plants are living things - Learners search for information on characteristics of plants as living things from print and non-print media - Learners discuss why plants are grouped as living things |
Why are plants grouped as living things?
|
KLB Science and Technology Grade 4 Learner's Book pg. 1
School compound Digital devices Protective gear Suitable bags for collecting simple plants KLB Science and Technology Grade 4 Learner's Book pg. 2 Pictures of different plants showing various characteristics of living things |
Observation
Oral questions
Written assignments
|
|
| 2 | 2 |
Living Things and Their Environment
|
Plants - Functions of external parts of a plant
|
By the end of the
lesson, the learner
should be able to:
- Identify the external parts of a plant - Draw and label the external parts of a plant - Appreciate the importance of each part of a plant |
- Learners collect seedlings from their local environment
- Learners observe the plants they have collected to identify their various parts - Learners draw and label the external parts of a plant they have collected - Learners compare their drawings with the picture shown in the book |
What are the main external parts of a plant?
|
KLB Science and Technology Grade 4 Learner's Book pg. 5
Protective hand gloves Suitable bags for collecting plants Various seedlings from the local environment KLB Science and Technology Grade 4 Learner's Book pg. 7 Water Clear container Young plant Ink/food coloring Cutting tool |
Drawing and labeling assessment
Observation
Oral questions
|
|
| 2 | 3 |
Living Things and Their Environment
|
Plants - Functions of external parts of a plant
|
By the end of the
lesson, the learner
should be able to:
- Explain the support function of roots - Identify food storage as a function of some roots - Appreciate the importance of roots in plant survival |
- Learners discuss pictures showing plants supported by roots
- Learners observe pictures of food crops that store food in their roots - Learners identify and give examples of edible roots in their locality |
Why do plants need roots?
|
KLB Science and Technology Grade 4 Learner's Book pg. 9
Pictures of plants with visible root systems Pictures of root vegetables (cassava, carrots, beetroots) Digital devices KLB Science and Technology Grade 4 Learner's Book pg. 11 Water Clear glasses Stalks with white flowers Food dye or red cabbage juice |
Observation
Oral questions
Written assignments
|
|
| 2 | 4 |
Living Things and Their Environment
|
Plants - Functions of external parts of a plant
|
By the end of the
lesson, the learner
should be able to:
- Identify additional functions of the stem - Explain how stems protect and support plants - Demonstrate curiosity in learning about plant stems |
- Learners use print and non-print media to find out more information about the functions of stems
- Learners discuss how stems store food and water - Learners discuss how stems protect plants - Learners identify edible stems in their local area |
How do stems help plants survive?
|
KLB Science and Technology Grade 4 Learner's Book pg. 12
Print materials (textbooks, charts) Digital devices Pictures of different types of plant stems |
Written assignments
Oral questions
Observation
|
|
| 3 | 1 |
Living Things and Their Environment
|
Plants - Functions of external parts of a plant
|
By the end of the
lesson, the learner
should be able to:
- Describe the functions of leaves - Explain how leaves make food for the plant - Appreciate the role of leaves in plant survival |
- Learners use print and non-print media to find out the functions of leaves
- Learners discuss how plants with green leaves make food - Learners record their findings and share with other learners - Learners view digital content on functions of leaves if available |
What are the functions of leaves in a plant?
|
KLB Science and Technology Grade 4 Learner's Book pg. 14
Print materials (textbooks, reference books) Digital devices Pictures of different types of leaves KLB Science and Technology Grade 4 Learner's Book pg. 15 Three glass jars or clear containers Two young plants (one with leaves, one without) Water |
Observation
Oral questions
Written assignments
|
|
| 3 | 2 |
Living Things and Their Environment
|
Plants - Functions of external parts of a plant
|
By the end of the
lesson, the learner
should be able to:
- Identify plants that store food in their leaves - Explain the food storage function of leaves - Appreciate the importance of leaves as a source of food |
- Learners observe pictures of plants that store food in their leaves
- Learners identify and give examples of edible leaves in their locality - Learners discuss the importance of leaves as a source of food |
Which plants store food in their leaves?
|
KLB Science and Technology Grade 4 Learner's Book pg. 16
Pictures of vegetables with edible leaves (cabbage, spinach, kale, lettuce) Digital devices |
Observation
Oral questions
Written assignments
|
|
| 3 | 3 |
Living Things and Their Environment
|
Plants - Care for plants
|
By the end of the
lesson, the learner
should be able to:
- Describe ways of caring for plants - Explain why it is important to care for plants - Develop a positive attitude towards caring for plants |
- Learners plant seeds in their school or home garden
- Learners water the plants regularly and observe as they germinate and grow - Learners discuss what plants need for healthy growth - Learners discuss the importance of plants to other living things |
How can we care for plants in our environment?
|
KLB Science and Technology Grade 4 Learner's Book pg. 21
Seeds for planting Watering cans Garden tools Digital devices |
Observation
Practical assessment
Oral questions
|
|
| 3 | 4 |
Living Things and Their Environment
|
Plants - Care for plants
|
By the end of the
lesson, the learner
should be able to:
- Describe ways of caring for plants - Explain why it is important to care for plants - Develop a positive attitude towards caring for plants |
- Learners plant seeds in their school or home garden
- Learners water the plants regularly and observe as they germinate and grow - Learners discuss what plants need for healthy growth - Learners discuss the importance of plants to other living things |
How can we care for plants in our environment?
|
KLB Science and Technology Grade 4 Learner's Book pg. 21
Seeds for planting Watering cans Garden tools Digital devices |
Observation
Practical assessment
Oral questions
|
|
| 4 | 1 |
Living Things and Their Environment
|
Plants - Care for plants
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of caring for plants in different settings - Develop a plan to protect plants in the local environment - Show responsibility in caring for plants |
- Learners discuss ways of caring for plants in school, home, and community
- Learners identify problems affecting plants in their locality - Learners develop a plan to address identified problems - Learners share their plans with parents, guardians, and teachers |
Why should we care for plants?
|
KLB Science and Technology Grade 4 Learner's Book pg. 22
Digital devices Print materials (textbooks, reference books) Charts and posters on plant care |
Project assessment
Observation
Oral presentation
|
|
| 4 | 2 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify characteristics of animals as living things - Record evidence that animals are living things - Appreciate the need to handle animals with care |
- Learners take a walk in the school compound and neighboring environment to observe animals
- Learners identify characteristics of animals and record evidence that they are living things - Learners use digital devices to take pictures and record video clips of different animals - Learners discuss safety measures when handling animals |
What characteristics show that animals are living things?
|
KLB Science and Technology Grade 4 Learner's Book pg. 25
Digital devices with cameras Protective gear Notebooks and pens |
Observation
Oral questions
Written assignments
|
|
| 4 | 3 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Complete a table on characteristics of animals as living things - Discuss why animals are grouped as living things - Show interest in learning about animals |
- Learners study pictures of different animals
- Learners discuss what the animals are doing in the pictures - Learners work in groups to complete a table by ticking "Yes" or "No" to answer questions about characteristics of animals as living things - Learners search for more information on characteristics of animals |
Why are animals grouped as living things?
|
KLB Science and Technology Grade 4 Learner's Book pg. 26
Pictures of different animals Print materials (textbooks, charts, magazines) Digital devices |
Group work assessment
Observation
Written assignments
|
|
| 4 | 4 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify feeding as a characteristic of animals - Observe how different animals feed - Develop an appreciation for animal diversity |
- Learners observe pictures showing different animals feeding
- Learners discuss what the animals are doing and record their observations - Learners observe domestic animals in their home environment as they feed - Learners record their observations and share with peers |
How do animals feed?
|
KLB Science and Technology Grade 4 Learner's Book pg. 28
Pictures of animals feeding Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 5 | 1 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify growth as a characteristic of animals - Observe evidence of animal growth - Show curiosity in how animals grow |
- Learners observe pictures showing evidence that animals grow
- Learners discuss the pictures and identify the characteristic of animals illustrated - Learners follow safety precautions when interacting with animals - Learners share their observations with peers |
How do animals grow?
|
KLB Science and Technology Grade 4 Learner's Book pg. 29
Pictures showing animals of different ages and sizes Digital devices Print materials |
Observation
Oral questions
Written assignments
|
|
| 5 | 2 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify breathing and reproduction as characteristics of animals - Observe evidence of animal reproduction - Appreciate diversity in animal reproduction |
- Learners observe pictures showing evidence that animals breathe
- Learners observe pictures showing animals and their young ones - Learners discuss the characteristic of reproduction in animals - Learners record and share their observations |
How do animals reproduce?
|
KLB Science and Technology Grade 4 Learner's Book pg. 30
Pictures of animals and their young ones Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 5 | 3 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify waste removal as a characteristic of animals - Describe how different animals remove waste - Value the usefulness of animal waste as manure |
- Learners use print and non-print media to find out how different animals remove waste
- Learners discuss the types of waste removed by animals - Learners discuss how waste from some animals can be used - Learners record and share their findings |
How do animals remove waste?
|
KLB Science and Technology Grade 4 Learner's Book pg. 31
Pictures showing animals removing waste Print materials Digital devices |
Observation
Oral questions
Group discussion assessment
|
|
| 5 | 4 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify waste removal as a characteristic of animals - Describe how different animals remove waste - Value the usefulness of animal waste as manure |
- Learners use print and non-print media to find out how different animals remove waste
- Learners discuss the types of waste removed by animals - Learners discuss how waste from some animals can be used - Learners record and share their findings |
How do animals remove waste?
|
KLB Science and Technology Grade 4 Learner's Book pg. 31
Pictures showing animals removing waste Print materials Digital devices |
Observation
Oral questions
Group discussion assessment
|
|
| 6 | 1 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify movement as a characteristic of animals - Classify different ways in which animals move - Show interest in how animals move |
- Learners observe how different animals in their locality move
- Learners discuss pictures showing different ways in which animals move - Learners complete a table identifying how different animals move - Learners record and share their observations |
In what ways do animals move?
|
KLB Science and Technology Grade 4 Learner's Book pg. 32
Pictures showing animals moving in different ways Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 6 | 2 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify response to stimuli as a characteristic of animals - Describe how animals respond to changes in the environment - Appreciate how animals adapt to their environment |
- Learners observe how animals respond to hot weather
- Learners study pictures of animals responding to changes in the environment - Learners discuss how and why animals respond to environmental changes - Learners complete a table on how animals respond to changes |
How do animals respond to changes in their environment?
|
KLB Science and Technology Grade 4 Learner's Book pg. 33
Pictures of animals responding to environmental changes Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 6 | 3 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
|
By the end of the
lesson, the learner
should be able to:
- Identify death as a characteristic of animals - Discuss reasons why animals die - Show respect for animal life |
- Learners discuss death as a characteristic of animals
- Learners visit a farm near their home or school to gather information - Learners observe pictures showing animals that have died - Learners discuss reasons why animals die |
Why do animals die?
|
KLB Science and Technology Grade 4 Learner's Book pg. 35
Pictures showing dead animals Print materials Digital devices |
Group discussion assessment
Observation
Oral questions
|
|
| 6 | 4 |
Living Things and Their Environment
|
Animals - Vertebrates and invertebrates
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of backbone - Differentiate between vertebrates and invertebrates - Develop curiosity about animal classification |
- Learners use print and non-print media to find out the meaning of backbone
- Learners search for examples of animals with and without backbones - Learners complete a table grouping animals as vertebrates or invertebrates - Learners observe animals in their school or home compound |
What is the difference between vertebrates and invertebrates?
|
KLB Science and Technology Grade 4 Learner's Book pg. 38
Pictures of vertebrates and invertebrates Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 7 |
Assessments |
||||||||
| 8 | 1 |
Living Things and Their Environment
|
Animals - Vertebrates and invertebrates
|
By the end of the
lesson, the learner
should be able to:
- Identify vertebrates and invertebrates from pictures - Group animals as vertebrates or invertebrates - Show appreciation for animal diversity |
- Learners discuss pictures of animals and identify those with and without backbones
- Learners cut out pictures of animals from old magazines and newspapers - Learners identify those with backbones and those without - Learners create a picture album or portfolio of vertebrates and invertebrates |
How can we classify animals into vertebrates and invertebrates?
|
KLB Science and Technology Grade 4 Learner's Book pg. 39
Pictures of various animals Old magazines and newspapers Glue Scrap books |
Portfolio assessment
Observation
Oral questions
|
|
| 8 | 2 |
Living Things and Their Environment
|
Animals - Care for animals
|
By the end of the
lesson, the learner
should be able to:
- Describe ways of caring for animals - Explain why it is important to care for animals - Demonstrate responsibility in caring for animals |
- Learners discuss ways of caring for animals
- Learners observe animals in their local area and practice how to care for them - Learners discuss the importance of caring for animals - Learners share information on caring for animals with members of their community |
How can we care for animals?
|
KLB Science and Technology Grade 4 Learner's Book pg. 40
Pictures showing people caring for animals Print materials Digital devices |
Observation
Oral questions
Practical assessment
|
|
| 8 | 3 |
Living Things and Their Environment
|
Animals - Care for animals
|
By the end of the
lesson, the learner
should be able to:
- Describe ways of caring for animals - Explain why it is important to care for animals - Demonstrate responsibility in caring for animals |
- Learners discuss ways of caring for animals
- Learners observe animals in their local area and practice how to care for them - Learners discuss the importance of caring for animals - Learners share information on caring for animals with members of their community |
How can we care for animals?
|
KLB Science and Technology Grade 4 Learner's Book pg. 40
Pictures showing people caring for animals Print materials Digital devices |
Observation
Oral questions
Practical assessment
|
|
| 8 | 4 |
Living Things and Their Environment
|
Human Digestive System - Parts of the human digestive system
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of digestion - Describe what happens to food we eat - Show interest in learning about the digestive system |
- Learners study pictures of the human digestive system
- Learners discuss what happens to food we eat - Learners search for information about the human digestive system using print materials or digital media - Learners share their findings with peers |
What happens to the food we eat?
|
KLB Science and Technology Grade 4 Learner's Book pg. 43
Pictures of the human digestive system Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 9 | 1 |
Living Things and Their Environment
|
Human Digestive System - Parts of the human digestive system
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of the human digestive system - Label the parts of the human digestive system - Appreciate the complexity of the digestive system |
- Learners use reference books, textbooks or digital media to identify parts of the human digestive system
- Learners study diagrams and identify parts of the digestive system - Learners draw and label the human digestive system - Learners trace the path followed by food through the digestive system |
What are the parts of the human digestive system?
|
KLB Science and Technology Grade 4 Learner's Book pg. 44
Pictures of the human digestive system Pencils and erasers Tracing paper Digital devices |
Drawing and labeling assessment
Observation
Oral questions
|
|
| 9 | 2 |
Living Things and Their Environment
|
Human Digestive System - Parts of the human digestive system
|
By the end of the
lesson, the learner
should be able to:
- Name the parts of the human digestive system - Describe the function of each part of the digestive system - Develop curiosity about how the digestive system works |
- Learners create a word search puzzle to find parts of the digestive system
- Learners model the human digestive system using locally available materials - Learners take pictures and videos of their models - Learners display their finished models |
How does the digestive system work?
|
KLB Science and Technology Grade 4 Learner's Book pg. 45
Locally available materials for modeling Digital devices Print materials |
Model assessment
Observation
Oral questions
|
|
| 9 | 3 |
Living Things and Their Environment
|
Human Digestive System - Healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Explain what dental hygiene means - Describe proper ways of brushing teeth and tongue - Show interest in maintaining dental hygiene |
- Learners listen to a resource person talk about dental and oral hygiene
- Learners discuss the meaning of dental hygiene - Learners discuss and demonstrate the correct way of brushing teeth and tongue - Learners discuss when to brush teeth and why it is important |
How do we maintain dental hygiene?
|
KLB Science and Technology Grade 4 Learner's Book pg. 47
Pictures showing steps of brushing teeth Resource person Print materials Digital devices |
Observation
Practical assessment
Oral questions
|
|
| 9 | 4 |
Living Things and Their Environment
|
Human Digestive System - Healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Develop a plan for maintaining dental hygiene - Identify locally available items for maintaining oral health - Value the importance of dental hygiene |
- Learners prepare a plan for maintaining dental hygiene
- Learners discuss locally available items that can be used to maintain oral health - Learners mount their dental hygiene plans on walls where they can see and read them often - Learners practice the healthy habits included in their plans |
Why is dental hygiene important?
|
KLB Science and Technology Grade 4 Learner's Book pg. 48
Materials for creating dental hygiene plans Print materials Digital devices |
Plan assessment
Observation
Oral questions
|
|
| 10 | 1 |
Living Things and Their Environment
|
Human Digestive System - Healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of deworming - Describe why deworming is important - Show interest in regular deworming |
- Learners discuss a notification form about a school deworming program
- Learners search for information on the meaning and importance of deworming - Learners share experiences on deworming - Learners discuss a plan for deworming regularly |
Why is deworming important?
|
KLB Science and Technology Grade 4 Learner's Book pg. 49
Sample notification form on school deworming program Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 10 | 2 |
Living Things and Their Environment
|
Human Digestive System - Healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of deworming - Describe why deworming is important - Show interest in regular deworming |
- Learners discuss a notification form about a school deworming program
- Learners search for information on the meaning and importance of deworming - Learners share experiences on deworming - Learners discuss a plan for deworming regularly |
Why is deworming important?
|
KLB Science and Technology Grade 4 Learner's Book pg. 49
Sample notification form on school deworming program Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 10 | 3 |
Living Things and Their Environment
|
Human Digestive System - Healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Explain how worms affect the digestive system - Describe how to prevent worm infections - Appreciate the importance of deworming |
- Learners discuss intestinal worm infections
- Learners discuss how worms are transmitted - Learners explain how worms affect the digestive system - Learners describe ways to prevent the spread of worms |
How can we prevent worm infections?
|
KLB Science and Technology Grade 4 Learner's Book pg. 50
Print materials Digital devices Charts on deworming |
Observation
Oral questions
Group discussion assessment
|
|
| 10 | 4 |
Living Things and Their Environment
|
Human Digestive System - Healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of healthy eating - Identify different types of foods in the locality - Value the importance of healthy eating |
- Learners search for information on the meaning of healthy eating
- Learners name different types of foods available in their locality - Learners group foods into those that are healthy for the digestive system and those that are not - Learners discuss eating habits that help maintain a healthy digestive system |
What foods are healthy for our digestive system?
|
KLB Science and Technology Grade 4 Learner's Book pg. 51
Pictures of different foods Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 11 | 1 |
Living Things and Their Environment
|
Human Digestive System - Healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Identify eating habits that maintain a healthy digestive system - Distinguish between healthy and unhealthy eating habits - Develop positive eating habits |
- Learners discuss eating habits that help to maintain a healthy digestive system
- Learners identify eating habits that are not healthy for the digestive system - Learners complete a table identifying eating habits as healthy or unhealthy - Learners share their findings with peers |
Which eating habits are healthy for our digestive system?
|
KLB Science and Technology Grade 4 Learner's Book pg. 52
Pictures of different foods Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 11 | 2 |
Living Things and Their Environment
|
Human Digestive System - Symptoms of unhealthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Identify symptoms of an unhealthy digestive system - List symptoms in a notebook - Show awareness of digestive system health |
- Learners search for information on symptoms of an unhealthy digestive system
- Learners list symptoms in their notebooks - Learners discuss among group members the symptoms of an unhealthy digestive system - Learners share experiences on symptoms they may have suffered in the past |
What are the symptoms of an unhealthy digestive system?
|
KLB Science and Technology Grade 4 Learner's Book pg. 54
Pictures illustrating symptoms of an unhealthy digestive system Print materials Digital devices |
Observation
Oral questions
Written assignments
|
|
| 11 | 3 |
Living Things and Their Environment
|
Human Digestive System - Symptoms of unhealthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Describe symptoms of an unhealthy digestive system - Explain what causes these symptoms - Recognize when to seek medical attention |
- Learners study pictures illustrating symptoms of an unhealthy digestive system
- Learners discuss what each symptom means - Learners describe each symptom and possible causes - Learners discuss when to seek medical attention for digestive system problems |
How can we recognize an unhealthy digestive system?
|
KLB Science and Technology Grade 4 Learner's Book pg. 55
Pictures illustrating symptoms of an unhealthy digestive system Print materials Digital devices |
Observation
Oral questions
Group discussion assessment
|
|
| 11 | 4 |
Living Things and Their Environment
|
Human Digestive System - Developing a plan for maintaining a healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Develop a plan for maintaining a healthy digestive system - Identify habits to include in the plan - Value the importance of a healthy digestive system |
- Learners study a sample plan for maintaining a healthy digestive system
- Learners identify habits to practice for a healthy digestive system - Learners develop their own plans for maintaining a healthy digestive system - Learners share their plans with peers and family members |
How can we maintain a healthy digestive system?
|
KLB Science and Technology Grade 4 Learner's Book pg. 56
Sample plan for maintaining a healthy digestive system Materials for creating plans Digital devices |
Plan assessment
Observation
Oral questions
|
|
| 12 | 1 |
Living Things and Their Environment
|
Human Digestive System - Developing a plan for maintaining a healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Copy and customize a digestive health plan - Add personal items to the plan - Demonstrate commitment to maintaining digestive health |
- Learners copy a sample plan for maintaining a healthy digestive system
- Learners add other items to the checklist based on their personal needs - Learners display their plans on walls where family members can see and read them - Learners take pictures of their plans and share them with peers |
What should be included in a digestive health plan?
|
KLB Science and Technology Grade 4 Learner's Book pg. 56
Materials for creating digestive health plans Digital devices with cameras Scrap books |
Plan assessment
Observation
Oral presentation
|
|
| 12 | 2 |
Living Things and Their Environment
|
Human Digestive System - Developing a plan for maintaining a healthy digestive system
|
By the end of the
lesson, the learner
should be able to:
- Copy and customize a digestive health plan - Add personal items to the plan - Demonstrate commitment to maintaining digestive health |
- Learners copy a sample plan for maintaining a healthy digestive system
- Learners add other items to the checklist based on their personal needs - Learners display their plans on walls where family members can see and read them - Learners take pictures of their plans and share them with peers |
What should be included in a digestive health plan?
|
KLB Science and Technology Grade 4 Learner's Book pg. 56
Materials for creating digestive health plans Digital devices with cameras Scrap books |
Plan assessment
Observation
Oral presentation
|
|
| 12 | 3 |
Living Things and Their Environment
|
Human Digestive System - Assessment
|
By the end of the
lesson, the learner
should be able to:
- Answer questions on the human digestive system - Demonstrate knowledge of digestive system health - Appreciate the importance of digestive health |
- Learners answer questions about the parts of the digestive system
- Learners explain terms related to the digestive system - Learners list symptoms of an unhealthy digestive system - Learners list habits that help keep the digestive system healthy |
How well do I understand the human digestive system?
|
KLB Science and Technology Grade 4 Learner's Book pg. 57
Assessment worksheets Digital devices Print materials |
Written assessment
Oral questions
Self-assessment
|
|
| 12 | 4 |
Living Things and Their Environment
|
Human Digestive System - Self-assessment
|
By the end of the
lesson, the learner
should be able to:
- Evaluate personal progress in learning about the human digestive system - Identify areas needing revision - Show commitment to improving knowledge |
- Learners complete a self-assessment checklist on their progress
- Learners identify areas where they are confident and areas needing revision - Learners discuss their progress with teachers, parents or guardians - Learners set goals for improving their knowledge |
How well am I progressing in my learning?
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KLB Science and Technology Grade 4 Learner's Book pg. 58
Self-assessment checklists Digital devices Print materials |
Self-assessment
Observation
Teacher assessment
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