If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Living Things
|
Plants (Classification)
|
By the end of the
lesson, the learner
should be able to:
Define plants Collect pictures of different plants in their natural environment Have fun classifying plants into flowering and non-flowering |
Learners be guided to:
Define plants Collect pictures of different plants in their natural environment |
What are plants?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 2-3 |
Oral questions
Writing
Field work
|
|
| 2 | 2-3 |
Living Things
|
Flowering and non-flowering plants
|
By the end of the
lesson, the learner
should be able to:
List/name flowering and non-flowering plants in English and the local language Showcase flowering plants in a photo album Appreciate flowering and non-flowering plants Use internet to safely search for examples of flowering and non-flowering plants Demonstrate safety in using the internet by not sharing private information Appreciate the internet as a source of information |
Learners be guided to:
List/name flowering and non-flowering plants in English and the local language Showcase flowering plants in a photo album Learners be guided to: Use internet to safely search for examples of flowering and non-flowering plants Demonstrate safety in using the internet by not sharing private information |
What are the flowering plants in your locality?
What is the internet? |
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. 4-6 Textbook Video clips Pictures Posters KLB Visionary science and technology Pg. 7 |
Oral questions
Writing
Field work
|
|
| 2 | 4 |
Living Things
|
Differentiating flowering from non-flowering plants
|
By the end of the
lesson, the learner
should be able to:
Differentiate flowering plants from non-flowering plants Discuss in groups the characteristics of flowering and non-flowering plants Display respect by working with others in harmony |
Learners be guided to:
Differentiate flowering plants from non-flowering plants Discuss in groups the characteristics of flowering and non-flowering plants |
What are the characteristics of flowering plants?
|
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. 8-9 |
Oral questions
Writing
Field work
|
|
| 3 | 1 |
Living Things
|
Observing safety when handling harmful plants
|
By the end of the
lesson, the learner
should be able to:
State safety precautions observed when handling harmful plants Demonstrate precautions taken when handling harmful plants in the environment Have fun handling plants while taking precautions |
Learners be guided to:
State safety precautions observed when handling harmful plants Demonstrate precautions taken when handling harmful plants in the environment |
What are the dos and don'ts when handling plants?
|
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. 10-11 |
Oral questions
Writing
Field work
|
|
| 3 | 2-3 |
Living Things
Living things |
Importance of flowering plants
Fungi |
By the end of the
lesson, the learner
should be able to:
Work in groups to identify the importance of flowering plants Find out more about medicinal plants using the internet Appreciate plants as part of creation Define fungi and find out what they are using the internet Collect and identify fungi in the school and their localities in groups Appreciate sharing knowledge with others |
Learners be guided to:
Work in groups to identify the importance of flowering plants Find out more about medicinal plants Learners be guided to: Define fungi Collect and identify fungi in the school and their localities in groups |
What is the importance of flowering plants?
What are fungi? |
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 12-16 Textbook Video clips Pictures KLB Visionary science and technology Pg. 17-18 |
Oral questions
Writing
Field work
|
|
| 3 | 4 |
Living Things
|
Practicing safety when handling fungi
|
By the end of the
lesson, the learner
should be able to:
State safety precautions observed when handling fungi Demonstrate precautions taken when handling fungi in the environment Have fun observing safety when handling fungi |
Learners be guided to:
State safety precautions observed when handling fungi Demonstrate precautions taken when handling fungi in the environment |
What protective clothing should one use when handling fungi?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 19 |
Oral questions
Writing
Field work
|
|
| 4 | 1 |
Living Things
|
Economic importance of fungi
Economic importance of yeast |
By the end of the
lesson, the learner
should be able to:
Work in groups to identify the economic importance of fungi Find out more about mushroom farming using the internet Appreciate fungi as a source of revenue to the economy |
Learners be guided to:
Work in groups to identify the economic importance of fungi Find out more about mushroom farming using the internet |
What types of fungi have economic value?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.19-20 KLB Visionary science and technology Pg.20-22 |
Oral questions
Writing
Field work
|
|
| 4 | 2-3 |
Living Things
Living Things |
Which mushrooms are poisonous
Animals (vertebrates) |
By the end of the
lesson, the learner
should be able to:
Create an atlas of poisonous mushrooms in groups Find out the economic importance of certain moulds Appreciate fungi as part of creation Identify and name animals in their locality Classify animals in their locality and their characteristics using the internet Observe safety precautions when dealing with animals |
Learners be guided to:
Create an atlas of poisonous mushrooms in groups Find out the economic importance of certain moulds Learners be guided to: Identify and name animals in their locality Classify animals in their locality and their characteristics using the internet |
What is penicillin?
What are vertebrates? |
Textbook
Video clips Pictures KLB Visionary science and technology Pg.23-28 Textbook Video clips Pictures KLB Visionary science and technology Pg.29-31 |
Oral questions
Writing
Field work
|
|
| 4 | 4 |
Living Things
|
Classifying animals into various groups of vertebrates
|
By the end of the
lesson, the learner
should be able to:
Identify various groups of vertebrates Use the internet to further research about vertebrates and their characteristics in groups Display respect for others' opinion while working in groups |
Learners be guided to:
Identify various groups of vertebrates Use the internet to further research about vertebrates and their characteristics in groups |
What are animal rights?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.32-34 |
Oral questions
Writing
Field work
|
|
| 5 | 1 |
Living Things
|
Mammals as vertebrates
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of mammals as vertebrates using the internet Classify mammals according to their adaptation and differences using statements from the jigsaw Have fun creating posters or brochures on mammals for the community |
Learners be guided to:
Identify the characteristics of mammals as vertebrates using the internet Classify mammals according to their adaptation and differences using statements from the jigsaw |
What are mammals?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.35-38 |
Oral questions
Writing
Field work
|
|
| 5 | 2-3 |
Living Things
|
Characteristics of birds
Characteristics of reptiles |
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of birds as vertebrates using the internet Describe the characteristics of birds as vertebrates using statements from the jigsaw Enjoy creating a photo album on birds for the community Identify the characteristics of reptiles as vertebrates using the internet Describe the characteristics of reptiles as vertebrates using statements from the jigsaw Enjoy creating an album on reptiles |
Learners be guided to:
Identify the characteristics of birds as vertebrates using the internet Describe the characteristics of birds as vertebrates using statements from the jigsaw Learners be guided to: Identify the characteristics of reptiles as vertebrates using the internet Describe the characteristics of reptiles as vertebrates using statements from the jigsaw |
What do birds feed on?
What are reptiles? |
Textbook
Video clips Pictures KLB Visionary science and technology Pg.39-41 Textbook Video clips Pictures KLB Visionary science and technology Pg.41-44 |
Oral questions
Writing
Field work
|
|
| 5 | 4 |
Living Things
|
Characteristics of amphibians
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of amphibians as vertebrates using the internet Describe the characteristics of amphibians as vertebrates using statements from the jigsaw Enjoy creating an album on amphibians |
Learners be guided to:
Identify the characteristics of amphibians as vertebrates using the internet Describe the characteristics of amphibians as vertebrates using statements from the jigsaw |
Where do amphibians live?
|
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. |
Oral questions
Writing
Field work
|
|
| 6 | 1 |
Living Things
|
Characteristics of fish
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of fish as vertebrates using the internet Describe the characteristics of fish as vertebrates using statements from the jigsaw Enjoy creating an album on fish |
Learners be guided to:
Identify the characteristics of fish as vertebrates using the internet Describe the characteristics of fish as vertebrates using statements from the jigsaw |
What covers the body of fish?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 47-50 |
Oral questions
Writing
Field work
|
|
| 6 | 2-3 |
Living Things
|
Human body (sense organs)
The skin as a sense organ |
By the end of the
lesson, the learner
should be able to:
Identify various sense organs in a human beings Describe the uses of the sense organs in human beings Appreciate and respect those whose sense organs do not properly function Observe the skin with the help of a magnifying glass Find the functions of the skin as a sense organ using the internet Have fun demonstrating how to care for the skin |
Learners be guided to:
Identify various sense organs in a human beings Describe the uses of the sense organs in human beings Learners be guided to: Observe the skin with the help of a magnifying glass Find the functions of the skin as a sense organ using the internet |
What organ is used for the sense of touch?
How do you care for your skin? |
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 52-53 Textbook Video clips Pictures KLB Visionary science and technology Pg. 53-55 |
Oral questions
Writing
Field work
|
|
| 6 | 4 |
Living Things
|
The nose as a sense organ
|
By the end of the
lesson, the learner
should be able to:
Identify the nose as a sense organ in pairs Find the functions of the nose as a sense organ using the internet in groups Have fun demonstrating how to care for the nose |
Learners be guided to:
Identify the nose as a sense organ in pairs Find the functions of the nose as a sense organ using the internet in groups |
What do you use for breathing?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 55-56 |
Oral questions
Writing
Field work
|
|
| 7 | 1 |
Living Things
|
The tongue as a sense organ
|
By the end of the
lesson, the learner
should be able to:
Identify the tongue as a sense organ using the internet Sense the tongue using tastes of different foods Have fun demonstrating how to care for the tongue |
Learners be guided to:
Identify the tongue as a sense organ using the internet Sense the tongue using tastes of different foods |
How many taste buds are found on the tongue?
|
Textbook
Sweet food Bitter food KLB Visionary science and technology Pg. 56-57 |
Oral questions
Writing
Field work
|
|
| 7 | 2 |
Living Things
|
The eyes as a sense organ
|
By the end of the
lesson, the learner
should be able to:
Identify the eyes as a sense organ in pairs Find the functions of the eyes as a sense organ using the internet in groups Have fun demonstrating how to care for the eyes |
Learners be guided to:
Identify the eyes as a sense organ in pairs Find the functions of the eyes as a sense organ using the internet in groups |
What are the functions of the eyes?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 58-59 |
Oral questions
Writing
Field work
|
|
| 7-8 |
Mid Term Assessment and Break |
||||||||
| 9 | 1 |
Living Things
|
The ears as a sense organ
|
By the end of the
lesson, the learner
should be able to:
Identify the ears as a sense organ in pairs Find the functions of the ears as a sense organ using the internet in groups Have fun demonstrating how to care for the ears |
Learners be guided to:
Identify the ears as a sense organ in pairs Find the functions of the ears as a sense organ using the internet in groups |
What are some of the interesting facts about the ears?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 59-62 |
Oral questions
Writing
Field work
|
|
| 9 | 2-3 |
Living Things
Living Things |
The human skeleton
|
By the end of the
lesson, the learner
should be able to:
State the parts of the human skeleton Demonstrate moving of the body parts Appreciate the correct postures for standing, sitting and better for a healthy human skeleton Find out more about the human skeleton using the internet Record their findings about the human skeleton in pairs using a mind map Have fun stating the parts of the human skeleton |
Learners be guided to:
State the parts of the human skeleton Demonstrate moving of the body parts Learners be guided to: Find out more about the human skeleton using the internet Record their findings about the human skeleton in pairs using a mind map |
What is a skeleton?
What are the interesting facts about human bones? |
Textbook
Video clips Pictures KLB Visionary science and technology Pg. Textbook Video clips Pictures KLB Visionary science and technology Pg. 65-66 |
Oral questions
Writing
Field work
|
|
| 9 | 4 |
Living Things
|
The human skeleton
The human muscle |
By the end of the
lesson, the learner
should be able to:
Find out more about the functions of the human skeleton using the internet Describe the functions of the human skeleton Enjoy coloring and labelling a printed picture of the human skeleton |
Learners be guided to:
Find out more about the functions of the human skeleton using the internet Describe the functions of the human skeleton |
What is the function of the hand bones?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 67-68 KLB Visionary science and technology Pg. 69 |
|
|
| 10 | 1 |
Living Things
|
The human muscle
|
By the end of the
lesson, the learner
should be able to:
Identify the types of human muscles sing the internet Find out and the functions of body muscles Have fun writing a simple newsletter on ways of keeping the bones and muscles healthy |
Learners be guided to:
Identify the types of human muscles sing the internet Find out and the functions of body muscles |
How do you help someone with a muscle pull?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 70-72 |
Oral questions
Writing
Field work
|
|
| 10 | 2-3 |
Living Things
Living Things |
Parts of the breathing system
Identifying the functions of the breathing system |
By the end of the
lesson, the learner
should be able to:
Identify the parts of the breathing system Find out information, images and videos about the human breathing system Appreciate the need to breath fresh air by avoiding pollution of the environment Identify the functions of the major parts of the human breathing system- Discover more about the functions of the parts of the breathing system Enjoy using newspapers, radio, television and social media to find information about covid-19 and the breathing system |
Learners be guided to:
Identify the parts of the breathing system Find out information, images and videos about the human breathing system Learners be guided to: Identify the functions of the major parts of the human breathing system Discover more about the functions of the parts of the breathing system |
How does our body take in air?
How does the corona virus affect the breathing system? |
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 73-75 Textbook Video clips Pictures KLB Visionary science and technology Pg. 76-78 |
Oral questions
Writing
Field work
|
|
| 10 | 4 |
Living Things
|
Diseases of the breathing system
|
By the end of the
lesson, the learner
should be able to:
Use the internet to search on diseases that affect the breathing system Create messages on diseases that affect the breathing system Have fun creating messages on diseases that affect the breathing system |
Learners be guided to:
Use the internet to search on diseases that affect the breathing system Create messages on diseases that affect the breathing system |
What diseases affect the human breathing system?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 79 |
Oral questions
Writing
Field work
|
|
| 11 | 1 |
Living Things
|
Causes, signs and symptoms of diseases affecting the breathing system
|
By the end of the
lesson, the learner
should be able to:
Identify and discuss the causes, signs and symptoms and prevention of illnesses that affect the breathing system Summarize the causes, signs and symptoms and prevention of the diseases that affect the breathing system Appreciate the need to wash hands to avoid spread of breathing system diseases |
Learners be guided to:
Identify and discuss the causes, signs and symptoms and prevention of illnesses that affect the breathing system Summarize the causes, signs and symptoms and prevention of the diseases that affect the breathing system |
What are the signs of breathing system diseases?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 80-81 |
Oral questions
Writing
Field work
|
|
| 11 | 2-3 |
Living Things
|
Causes, signs and symptoms, the spread and prevention of the common cold and influenza
Causes, signs and symptoms, the spread and prevention of asthma and pneumonia |
By the end of the
lesson, the learner
should be able to:
Identify the causes, signs and symptoms of the common cold and influenza Find out the spread and prevention of the common cold and influenza Appreciate washing of hands to prevent the spread of the common cold and influenza Identify the causes, signs and symptoms of asthma and pneumonia Find out the spread and prevention of asthma and pneumonia Appreciate the need to prevent the spread of asthma and pneumonia |
Learners be guided to:
Identify the causes, signs and symptoms of the common cold Find out the spread and prevention of the common cold Learners be guided to: Identify the causes, signs and symptoms of asthma and pneumonia Find out the spread and prevention of asthma and pneumonia |
What does it mean to contract the common cold?
Which disease is asthma? |
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 82-83 Textbook Video clips Pictures KLB Visionary science and technology Pg. 84-85 |
Oral questions
Writing
Field work
|
|
| 11 | 4 |
Living Things
|
Tuberculosis
|
By the end of the
lesson, the learner
should be able to:
Discuss the causes, signs and symptoms and prevention of tuberculosis Discuss the causes and prevention of coughs Have fun modelling the breathing system |
Learners be guided to:
Discuss the causes, signs and symptoms and prevention of tuberculosis Discuss the causes and prevention of coughs Model the breathing system |
What causes coughs?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.86-91 |
Oral questions
Writing
Field work
|
|
Your Name Comes Here