Living Things and Their Environment

Classification of Plants - Flowering and non-flowering plants

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

- Identify flowering and non-flowering plants
- Classify plants as flowering or non-flowering
- Appreciate the diversity of plants in the environment

- Learners use print and non-print materials to search for images of flowering and non-flowering plants and share
- Learners take a walk in their locality to observe, identify and categorize plants into flowering and non-flowering
- Learners discuss and share their findings with peers

How are plants classified?

- Oxford Everyday Science and Technology pg. 1
- Charts with images of flowering and non-flowering plants
- Digital devices
- Plant specimens

- Observation schedules - Oral questions - Written assignments - Checklists

Living Things and Their Environment

Classification of Plants - Flowering and non-flowering plants

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

- Identify flowering and non-flowering plants
- Classify plants as flowering or non-flowering
- Appreciate the diversity of plants in the environment

- Learners use print and non-print materials to search for images of flowering and non-flowering plants and share
- Learners take a walk in their locality to observe, identify and categorize plants into flowering and non-flowering
- Learners discuss and share their findings with peers

How are plants classified?

- Oxford Everyday Science and Technology pg. 1
- Charts with images of flowering and non-flowering plants
- Digital devices
- Plant specimens

- Observation schedules - Oral questions - Written assignments - Checklists

Living Things and Their Environment

Classification of Plants - Flowering and non-flowering plants

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

- Collect and classify plants in the environment
- Identify the characteristics of flowering and non-flowering plants
- Show care when handling plants

- Learners collect green plants from the school compound (wearing protective gear)
- Learners classify collected plants into flowering and non-flowering
- Learners take precautions to avoid injuries when handling plants

What are the key features of flowering and non-flowering plants?

- Oxford Everyday Science and Technology pg. 2
- Charts
- Protective gear (gloves, dustcoat)

- Observation schedules - Oral questions - Project work - Classification charts

Living Things and Their Environment

Classification of Plants - Flowering and non-flowering plants

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

- Identify common flowering and non-flowering plants in the locality
- Compare flowering and non-flowering plants
- Show interest in preserving plant diversity

- Learners search for images of flowering and non-flowering plants using digital devices
- Learners create two groups of pictures - flowering and non-flowering plants
- Learners discuss the differences between the two groups of plants

What are examples of flowering and non-flowering plants in our locality?

- Oxford Everyday Science and Technology pg. 3
- Digital devices
- Internet connection
- Plant specimens

- Observation - Oral presentations - Digital portfolios - Written assignments

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Identify the main parts of a flower
- Draw and label the parts of a flower
- Value the beauty of flowers

- Learners observe a chart of the parts of a flower
- Learners identify the parts labeled on a flower diagram
- Learners draw and label the parts of a flower in their exercise books

What are the main parts of a flower?

- Oxford Everyday Science and Technology pg. 4
- Charts
- Fresh flowers
- Digital devices

- Drawing and labeling exercises - Observation - Oral questions - Written assignments

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Identify the main parts of a flower
- Draw and label the parts of a flower
- Value the beauty of flowers

- Learners observe a chart of the parts of a flower
- Learners identify the parts labeled on a flower diagram
- Learners draw and label the parts of a flower in their exercise books

What are the main parts of a flower?

- Oxford Everyday Science and Technology pg. 4
- Charts
- Fresh flowers
- Digital devices

- Drawing and labeling exercises - Observation - Oral questions - Written assignments

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Identify the main parts of a flower
- Draw and label the parts of a flower
- Value the beauty of flowers

- Learners observe a chart of the parts of a flower
- Learners identify the parts labeled on a flower diagram
- Learners draw and label the parts of a flower in their exercise books

What are the main parts of a flower?

- Oxford Everyday Science and Technology pg. 4
- Charts
- Fresh flowers
- Digital devices

- Drawing and labeling exercises - Observation - Oral questions - Written assignments

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Use digital applications to draw and label flowers
- Describe the functions of each part of a flower
- Show creativity in representations of flower parts

- Learners use digital devices to draw and paint a flower
- Learners label the parts of the flower drawn
- Learners save their drawings and share with classmates

How do we represent flowers using digital tools?

- Oxford Everyday Science and Technology pg. 5
- Digital devices with drawing applications
- Charts
- Flower diagrams

- Digital portfolios - Peer assessment - Observation schedules - Checklists

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Describe the functions of the vegetative parts of a flower
- Distinguish between the vegetative and reproductive parts of a flower
- Appreciate the complexity of flower structures

- Learners search for information on functions of different parts of a flower
- Learners discuss the functions of the parts of a flower
- Learners make notes on the functions of the parts of a flower

What are the functions of different parts of a flower?

- Oxford Everyday Science and Technology pg. 5
- Reference books
- Digital devices
- Internet connection

- Written assignments - Oral questions - Checklists - Peer assessment

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Describe the functions of the vegetative parts of a flower
- Distinguish between the vegetative and reproductive parts of a flower
- Appreciate the complexity of flower structures

- Learners search for information on functions of different parts of a flower
- Learners discuss the functions of the parts of a flower
- Learners make notes on the functions of the parts of a flower

What are the functions of different parts of a flower?

- Oxford Everyday Science and Technology pg. 5
- Reference books
- Digital devices
- Internet connection

- Written assignments - Oral questions - Checklists - Peer assessment

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Describe the functions of the male part of a flower
- Describe the functions of the female part of a flower
- Appreciate the complementary roles of flower parts

- Learners examine the male part (stamen) and female part (pistil) of a flower
- Learners discuss the functions of each part
- Learners create a table showing the functions of each part of a flower

How do the reproductive parts of a flower function?

- Oxford Everyday Science and Technology pg. 6
- Charts
- Real flowers
- Magnifying glass

- Observation schedules - Oral questions - Written assignments - Group presentations

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Describe the functions of the male part of a flower
- Describe the functions of the female part of a flower
- Appreciate the complementary roles of flower parts

- Learners examine the male part (stamen) and female part (pistil) of a flower
- Learners discuss the functions of each part
- Learners create a table showing the functions of each part of a flower

How do the reproductive parts of a flower function?

- Oxford Everyday Science and Technology pg. 6
- Charts
- Real flowers
- Magnifying glass

- Observation schedules - Oral questions - Written assignments - Group presentations

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the importance of flowers in reproduction
- Describe how flowers develop into fruits
- Value the role of flowers in plant reproduction

- Learners study pictures showing flowers and discuss their importance
- Learners read the conversation between Mr. Kingi and learners about flowers
- Learners discuss the importance of flowers in nature

Why are flowers important in plant reproduction?

- Oxford Everyday Science and Technology pg. 7
- Charts
- Pictures
- Digital devices

- Oral questions - Written assignments - Checklists - Observation schedules

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the importance of flowers in reproduction
- Describe how flowers develop into fruits
- Value the role of flowers in plant reproduction

- Learners study pictures showing flowers and discuss their importance
- Learners read the conversation between Mr. Kingi and learners about flowers
- Learners discuss the importance of flowers in nature

Why are flowers important in plant reproduction?

- Oxford Everyday Science and Technology pg. 7
- Charts
- Pictures
- Digital devices

- Oral questions - Written assignments - Checklists - Observation schedules

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the importance of flowers to insects
- Describe the role of flowers in honey production
- Show appreciation for the interdependence of living things

- Learners discuss how bees obtain nectar from flowers
- Learners explain how nectar is used to make honey
- Learners discuss the relationship between flowers and insects

How do flowers benefit insects?

- Oxford Everyday Science and Technology pg. 8
- Pictures
- Videos
- Digital devices

- Oral presentations - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the importance of flowers to insects
- Describe the role of flowers in honey production
- Show appreciation for the interdependence of living things

- Learners discuss how bees obtain nectar from flowers
- Learners explain how nectar is used to make honey
- Learners discuss the relationship between flowers and insects

How do flowers benefit insects?

- Oxford Everyday Science and Technology pg. 8
- Pictures
- Videos
- Digital devices

- Oral presentations - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the importance of flowers in food production
- Describe the role of flowers in seed formation
- Value flowers as a source of food

- Learners discuss how flowers develop into fruits
- Learners explain how fruits provide food for humans and animals
- Learners discuss how flowers produce seeds for new plants

How do flowers contribute to food production?

- Oxford Everyday Science and Technology pg. 9
- Charts
- Pictures
- Various fruits

- Oral questions - Written assignments - Group presentations - Observation schedules

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the aesthetic value of flowers
- Describe the medicinal importance of flowers
- Appreciate flowers for their beauty

- Learners discuss how flowers make the environment beautiful
- Learners explore how some flowers are used to make medicine
- Learners read a poem about flowers and discuss its meaning

How do flowers enhance our environment and wellbeing?

- Oxford Everyday Science and Technology pg. 10
- Pictures
- Poems about flowers
- Digital devices

- Oral presentations - Written assignments - Creative writing - Observation schedules

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the aesthetic value of flowers
- Describe the medicinal importance of flowers
- Appreciate flowers for their beauty

- Learners discuss how flowers make the environment beautiful
- Learners explore how some flowers are used to make medicine
- Learners read a poem about flowers and discuss its meaning

How do flowers enhance our environment and wellbeing?

- Oxford Everyday Science and Technology pg. 10
- Pictures
- Poems about flowers
- Digital devices

- Oral presentations - Written assignments - Creative writing - Observation schedules

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Compose a poem about the importance of flowers
- Recite poems about flowers
- Show creativity in expressing the value of flowers

- Learners compose poems titled "Flowers are important to us"
- Learners recite their poems to peers and family members
- Learners discuss the importance of flowers expressed in their poems

How can we express the importance of flowers creatively?

- Oxford Everyday Science and Technology pg. 10
- Sample poems
- Writing materials
- Digital devices

- Creative writing - Recitation - Peer assessment - Observation schedules

Living Things and Their Environment

Classification of Plants - Assessment

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

- Demonstrate understanding of flowering and non-flowering plants
- Explain the functions and importance of flowers
- Show appreciation for plant diversity

- Learners complete sentences about flowering and non-flowering plants
- Learners identify safety precautions when collecting plants
- Learners draw and label parts of a flower

How well do we understand plant classification and the importance of flowers?

- Oxford Everyday Science and Technology pg. 10
- Assessment worksheets
- Drawing materials

- Written test - Drawing and labeling - Oral questions - Observation schedules

Living Things and Their Environment

Classification of Plants - Assessment

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

- Demonstrate understanding of flowering and non-flowering plants
- Explain the functions and importance of flowers
- Show appreciation for plant diversity

- Learners complete sentences about flowering and non-flowering plants
- Learners identify safety precautions when collecting plants
- Learners draw and label parts of a flower

How well do we understand plant classification and the importance of flowers?

- Oxford Everyday Science and Technology pg. 10
- Assessment worksheets
- Drawing materials

- Written test - Drawing and labeling - Oral questions - Observation schedules

Living Things and Their Environment

Classification of Plants - Assessment

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

- Demonstrate understanding of flowering and non-flowering plants
- Explain the functions and importance of flowers
- Show appreciation for plant diversity

- Learners complete sentences about flowering and non-flowering plants
- Learners identify safety precautions when collecting plants
- Learners draw and label parts of a flower

How well do we understand plant classification and the importance of flowers?

- Oxford Everyday Science and Technology pg. 10
- Assessment worksheets
- Drawing materials

- Written test - Drawing and labeling - Oral questions - Observation schedules

Living Things and Their Environment

Classification of Plants - Assessment

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

- Classify plants into flowering and non-flowering
- Explain the importance of flowers to different organisms
- Value the role of flowers in the ecosystem

- Learners classify given plants into flowering or non-flowering
- Learners state the importance of flowers to insects, birds, animals, and humans
- Learners explain the importance of specific parts of a flower

How do we apply our knowledge about flowering plants?

- Oxford Everyday Science and Technology pg. 10
- Assessment worksheets
- Plant specimens
- Pictures

- Written test - Oral presentations - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates

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

- Define the term vertebrate
- Identify vertebrates in their environment
- Show interest in learning about vertebrates

- Learners observe pictures of vertebrates
- Learners identify the position of the backbone in a cow
- Learners discuss the meaning of the term vertebrate

What features define a vertebrate?

- Oxford Everyday Science and Technology pg. 11
- Pictures of vertebrates
- Charts
- Digital devices

- Oral questions - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates

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

- Define the term vertebrate
- Identify vertebrates in their environment
- Show interest in learning about vertebrates

- Learners observe pictures of vertebrates
- Learners identify the position of the backbone in a cow
- Learners discuss the meaning of the term vertebrate

What features define a vertebrate?

- Oxford Everyday Science and Technology pg. 11
- Pictures of vertebrates
- Charts
- Digital devices

- Oral questions - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates

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

- Search for information on characteristics of vertebrates
- Identify general characteristics of vertebrates
- Appreciate the use of digital devices for learning

- Learners use digital devices or textbooks to search for information on the general characteristics of vertebrates
- Learners study pictures of different vertebrates and identify common characteristics
- Learners write notes on their findings

What common characteristics do all vertebrates share?

- Oxford Everyday Science and Technology pg. 12
- Digital devices
- Internet connection
- Textbooks

- Oral questions - Written assignments - Digital presentations - Observation schedules

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates

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

- Search for information on characteristics of vertebrates
- Identify general characteristics of vertebrates
- Appreciate the use of digital devices for learning

- Learners use digital devices or textbooks to search for information on the general characteristics of vertebrates
- Learners study pictures of different vertebrates and identify common characteristics
- Learners write notes on their findings

What common characteristics do all vertebrates share?

- Oxford Everyday Science and Technology pg. 12
- Digital devices
- Internet connection
- Textbooks

- Oral questions - Written assignments - Digital presentations - Observation schedules

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates

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

- Identify vertebrates in the school locality
- List the general characteristics of vertebrates
- Show responsibility when observing animals

- Learners wear protective clothing
- Learners take a walk around the school compound to observe vertebrates
- Learners discuss the general characteristics of observed vertebrates

What vertebrates can we find in our locality?

- Oxford Everyday Science and Technology pg. 13
- Protective gear
- Notebooks
- Digital cameras if available

- Observation schedules - Field notes - Oral presentations - Written assignments

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates

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

- List the general characteristics of vertebrates
- Describe the internal structure of vertebrates
- Show respect for animal welfare

- Learners discuss vertebrate characteristics like having a backbone, skull, internal skeleton, and complex organs
- Learners learn about safety precautions when interacting with animals
- Learners present their findings about vertebrate characteristics

How are vertebrates structurally organized?

- Oxford Everyday Science and Technology pg. 14
- Charts
- Pictures
- Digital devices

- Oral presentations - Written assignments - Checklists - Observation schedules

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates

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

- List the general characteristics of vertebrates
- Describe the internal structure of vertebrates
- Show respect for animal welfare

- Learners discuss vertebrate characteristics like having a backbone, skull, internal skeleton, and complex organs
- Learners learn about safety precautions when interacting with animals
- Learners present their findings about vertebrate characteristics

How are vertebrates structurally organized?

- Oxford Everyday Science and Technology pg. 14
- Charts
- Pictures
- Digital devices

- Oral presentations - Written assignments - Checklists - Observation schedules

Living Things and Their Environment

Vertebrates - Groups of vertebrates

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

- Identify the main groups of vertebrates
- Give examples of animals in each group
- Show curiosity in learning about animal classification

- Learners read a conversation between students and a museum guide about groups of vertebrates
- Learners list the five groups of vertebrates mentioned in the conversation
- Learners give examples of animals in each group

How are vertebrates classified into groups?

- Oxford Everyday Science and Technology pg. 15
- Charts
- Pictures
- Digital devices

- Oral questions - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

Vertebrates - Groups of vertebrates

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

- Classify vertebrates into their main groups
- Research examples of vertebrates in each group
- Appreciate the diversity of vertebrates

- Learners use digital devices or textbooks to search for examples of mammals, birds, fish, reptiles, and amphibians
- Learners complete a table with examples for each group
- Learners present their findings to the class

What animals belong to each vertebrate group?

- Oxford Everyday Science and Technology pg. 16
- Digital devices
- Internet connection
- Textbooks

- Research skills assessment - Oral presentations - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Groups of vertebrates

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

- Classify vertebrates into their main groups
- Research examples of vertebrates in each group
- Appreciate the diversity of vertebrates

- Learners use digital devices or textbooks to search for examples of mammals, birds, fish, reptiles, and amphibians
- Learners complete a table with examples for each group
- Learners present their findings to the class

What animals belong to each vertebrate group?

- Oxford Everyday Science and Technology pg. 16
- Digital devices
- Internet connection
- Textbooks

- Research skills assessment - Oral presentations - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Groups of vertebrates

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

- Classify vertebrates into their main groups
- Research examples of vertebrates in each group
- Appreciate the diversity of vertebrates

- Learners use digital devices or textbooks to search for examples of mammals, birds, fish, reptiles, and amphibians
- Learners complete a table with examples for each group
- Learners present their findings to the class

What animals belong to each vertebrate group?

- Oxford Everyday Science and Technology pg. 16
- Digital devices
- Internet connection
- Textbooks

- Research skills assessment - Oral presentations - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Mammals)

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

- Identify the characteristics of mammals
- Give examples of mammals in the local environment
- Show respect for animal diversity

- Learners observe pictures of mammals and identify them
- Learners discuss what covers the body of mammals
- Learners discuss how mammals feed their young ones

What are the defining characteristics of mammals?

- Oxford Everyday Science and Technology pg. 17
- Pictures of mammals
- Charts
- Digital devices

- Oral questions - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Birds)

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

- Identify the characteristics of birds
- Describe the body parts of birds
- Show appreciation for bird diversity

- Learners observe a chicken or picture of a chicken
- Learners identify what covers the body of a bird
- Learners discuss the characteristics of birds

What features define birds as a group of vertebrates?

- Oxford Everyday Science and Technology pg. 18
- Chicken (or picture)
- Charts
- Digital devices

- Oral questions - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Birds)

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

- Identify the characteristics of birds
- Describe the body parts of birds
- Show appreciation for bird diversity

- Learners observe a chicken or picture of a chicken
- Learners identify what covers the body of a bird
- Learners discuss the characteristics of birds

What features define birds as a group of vertebrates?

- Oxford Everyday Science and Technology pg. 18
- Chicken (or picture)
- Charts
- Digital devices

- Oral questions - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Fish)

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

- Identify the characteristics of fish
- Describe the body parts of fish
- Show interest in aquatic life

- Learners observe a fish or a picture of a fish
- Learners identify parts of a fish like fins and gills
- Learners discuss the characteristics of fish

What adaptations do fish have for aquatic life?

- Oxford Everyday Science and Technology pg. 19
- Fish (or picture)
- Charts
- Digital devices

- Oral questions - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Fish)

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

- Identify the characteristics of fish
- Describe the body parts of fish
- Show interest in aquatic life

- Learners observe a fish or a picture of a fish
- Learners identify parts of a fish like fins and gills
- Learners discuss the characteristics of fish

What adaptations do fish have for aquatic life?

- Oxford Everyday Science and Technology pg. 19
- Fish (or picture)
- Charts
- Digital devices

- Oral questions - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Reptiles)

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

- Identify the characteristics of reptiles
- Give examples of reptiles in the local environment
- Show respect for reptiles despite common fears

- Learners observe pictures of reptiles
- Learners identify what covers the body of reptiles
- Learners look for lizards and chameleons in the school environment and observe them carefully

What features are unique to reptiles?

- Oxford Everyday Science and Technology pg. 20
- Pictures of reptiles
- Charts
- Digital devices

- Oral questions - Written assignments - Field observations - Checklists

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Reptiles)

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

- Identify the characteristics of reptiles
- Give examples of reptiles in the local environment
- Show respect for reptiles despite common fears

- Learners observe pictures of reptiles
- Learners identify what covers the body of reptiles
- Learners look for lizards and chameleons in the school environment and observe them carefully

What features are unique to reptiles?

- Oxford Everyday Science and Technology pg. 20
- Pictures of reptiles
- Charts
- Digital devices

- Oral questions - Written assignments - Field observations - Checklists

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Amphibians)

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

- Identify the characteristics of amphibians
- Give examples of amphibians in the local environment
- Show interest in amphibian habitats

- Learners read a story about a frog
- Learners discuss the characteristics of amphibians mentioned in the story
- Learners state other characteristics of amphibians

How are amphibians adapted to live in both water and land?

- Oxford Everyday Science and Technology pg. 21
- Pictures of amphibians
- Charts
- Digital devices

- Oral questions - Written assignments - Story comprehension - Observation schedules

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Amphibians)

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

- Search for examples of amphibians
- Describe the characteristics of amphibians
- Value the role of amphibians in the ecosystem

- Learners use digital devices or textbooks to search for examples of amphibians
- Learners search for the characteristics of amphibians
- Learners share their findings with classmates

What are the unique features of amphibians?

- Oxford Everyday Science and Technology pg. 22
- Digital devices
- Internet connection
- Textbooks

- Research skills assessment - Oral presentations - Written assignments - Group discussions

Living Things and Their Environment

Vertebrates - Making a portfolio on classes of vertebrates

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

- Create a portfolio of vertebrates
- Classify vertebrates according to their groups
- Show creativity in portfolio development

- Learners cut out pictures of mammals, birds, reptiles, amphibians, and fish
- Learners divide their portfolio into five sections according to vertebrate classes
- Learners stick pictures in the correct sections

How can we organize information about vertebrates?

- Oxford Everyday Science and Technology pg. 23
- Portfolio materials
- Pictures
- Glue
- Scissors

- Portfolio assessment - Creativity - Accuracy of classification - Neatness

Living Things and Their Environment

Vertebrates - Making a portfolio on classes of vertebrates

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

- Create a portfolio of vertebrates
- Classify vertebrates according to their groups
- Show creativity in portfolio development

- Learners cut out pictures of mammals, birds, reptiles, amphibians, and fish
- Learners divide their portfolio into five sections according to vertebrate classes
- Learners stick pictures in the correct sections

How can we organize information about vertebrates?

- Oxford Everyday Science and Technology pg. 23
- Portfolio materials
- Pictures
- Glue
- Scissors

- Portfolio assessment - Creativity - Accuracy of classification - Neatness

Living Things and Their Environment

Vertebrates - Making a portfolio on classes of vertebrates

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

- Create a portfolio of vertebrates
- Classify vertebrates according to their groups
- Show creativity in portfolio development

- Learners cut out pictures of mammals, birds, reptiles, amphibians, and fish
- Learners divide their portfolio into five sections according to vertebrate classes
- Learners stick pictures in the correct sections

How can we organize information about vertebrates?

- Oxford Everyday Science and Technology pg. 23
- Portfolio materials
- Pictures
- Glue
- Scissors

- Portfolio assessment - Creativity - Accuracy of classification - Neatness

Living Things and Their Environment

Vertebrates - Importance of vertebrates

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

- Explain the importance of vertebrates in the environment
- List the uses of vertebrates to human beings
- Value the role of vertebrates in the ecosystem

- Learners list vertebrates found in their locality
- Learners discuss the importance of each vertebrate
- Learners complete a table showing vertebrates and their uses

How do vertebrates contribute to the environment?

- Oxford Everyday Science and Technology pg. 24
- Charts
- Pictures
- Digital devices

- Oral presentations - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

Vertebrates - Importance of vertebrates

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

- Describe how vertebrates contribute to pollination
- Explain how vertebrates maintain ecological balance
- Show appreciation for conservation of vertebrates

- Learners take a nature walk to observe vertebrates in their natural habitat
- Learners discuss the roles vertebrates play in the environment
- Learners create a poster showing the importance of vertebrates

Why is it important to conserve vertebrates?

- Oxford Everyday Science and Technology pg. 25
- Natural environment
- Poster materials
- Digital devices

- Field observations - Poster assessment - Oral presentations - Group discussions

Living Things and Their Environment

Vertebrates - Importance of vertebrates

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

- Describe how vertebrates contribute to pollination
- Explain how vertebrates maintain ecological balance
- Show appreciation for conservation of vertebrates

- Learners take a nature walk to observe vertebrates in their natural habitat
- Learners discuss the roles vertebrates play in the environment
- Learners create a poster showing the importance of vertebrates

Why is it important to conserve vertebrates?

- Oxford Everyday Science and Technology pg. 25
- Natural environment
- Poster materials
- Digital devices

- Field observations - Poster assessment - Oral presentations - Group discussions

Living Things and Their Environment

Vertebrates - Project: Photo album of vertebrates

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

- Make a photo album for vertebrates
- Classify vertebrates in the photo album
- Show creativity in project work

- Learners prepare materials for making a photo album
- Learners follow steps to create a photo album
- Learners organize pictures of vertebrates according to their classes

How can we document vertebrate diversity?

- Oxford Everyday Science and Technology pg. 26
- Manila paper
- Scissors
- Thread/wire
- Glue
- Pictures of vertebrates

- Project assessment - Creativity - Classification accuracy - Presentation skills

Living Things and Their Environment

Vertebrates - Project: Photo album of vertebrates

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

- Make a photo album for vertebrates
- Classify vertebrates in the photo album
- Show creativity in project work

- Learners prepare materials for making a photo album
- Learners follow steps to create a photo album
- Learners organize pictures of vertebrates according to their classes

How can we document vertebrate diversity?

- Oxford Everyday Science and Technology pg. 26
- Manila paper
- Scissors
- Thread/wire
- Glue
- Pictures of vertebrates

- Project assessment - Creativity - Classification accuracy - Presentation skills