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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
|
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 |
Observation
Oral questions
Written assignments
|
|
| 1 | 2 |
Living Things and Their Environment
|
Plants - Characteristics of plants as living things
Plants - Functions of external parts of a plant |
By the end of the
lesson, the learner
should be able to:
- Identify living and non-living things in the environment - Differentiate between living and non-living things - Appreciate the uniqueness of plants as living things |
- Learners work in groups to complete a table by ticking "Yes" or "No" to answer questions about characteristics of plants as living things
- Learners identify characteristics of plants illustrated in various pictures - Learners share their findings with peers |
How do we know plants are living things?
|
KLB Science and Technology Grade 4 Learner's Book pg. 2
Digital devices Pictures of different plants showing various characteristics of living things 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 |
Observation
Group work assessment
Written assignments
|
|
| 1 | 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:
- Describe the functions of the roots of a plant - Demonstrate absorption as a function of roots - Show curiosity in learning about root functions |
- Learners carry out an activity to investigate the absorption function of roots
- Learners observe a young plant placed in colored water and observe what happens after two hours - Learners discuss and record their observations - Learners discuss the functions of the roots |
What are the functions of the roots of a plant?
|
KLB Science and Technology Grade 4 Learner's Book pg. 7
Water Clear container Young plant Ink/food coloring Cutting tool 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 Clear glasses Stalks with white flowers Food dye or red cabbage juice |
Practical assessment
Written assignments
Observation
|
|
| 1 | 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 KLB Science and Technology Grade 4 Learner's Book pg. 14 Print materials (textbooks, reference books) 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 |
Written assignments
Oral questions
Observation
|
|
| 2 | 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:
- 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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
Living Things and Their Environment
|
Plants - Care for plants
Animals - Characteristics of animals as living things |
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 KLB Science and Technology Grade 4 Learner's Book pg. 25 Digital devices with cameras Protective gear Notebooks and pens |
Project assessment
Observation
Oral presentation
|
|
| 2 | 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:
- 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
|
|
| 3 | 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 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
|
|
| 3 | 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 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 KLB Science and Technology Grade 4 Learner's Book pg. 30 Pictures of animals and their young ones |
Observation
Oral questions
Written assignments
|
|
| 3 | 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
|
|
| 3 | 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 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
|
|
| 4 | 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 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
|
|
| 4 | 2 |
Living Things and Their Environment
|
Animals - Characteristics of animals as living things
Animals - Vertebrates and invertebrates |
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 KLB Science and Technology Grade 4 Learner's Book pg. 38 Pictures of vertebrates and invertebrates |
Group discussion assessment
Observation
Oral questions
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 5 | 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:
- 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 KLB Science and Technology Grade 4 Learner's Book pg. 44 Pencils and erasers Tracing paper |
Observation
Oral questions
Written assignments
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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 KLB Science and Technology Grade 4 Learner's Book pg. 49 Sample notification form on school deworming program |
Plan assessment
Observation
Oral questions
|
|
| 6 | 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 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
|
|
| 6 | 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 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
|
|
| 6 | 3 |
Living Things and Their Environment
|
Human Digestive System - Healthy digestive system
Human Digestive System - Symptoms of unhealthy 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 KLB Science and Technology Grade 4 Learner's Book pg. 54 Pictures illustrating symptoms of an unhealthy digestive system |
Observation
Oral questions
Written assignments
|
|
| 6 | 4 |
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
|
|
| 7 | 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:
- 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
|
|
| 7 | 2 |
Living Things and Their Environment
|
Human Digestive System - Developing a plan for maintaining a healthy digestive system
Human Digestive System - Assessment |
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 KLB Science and Technology Grade 4 Learner's Book pg. 57 Assessment worksheets Digital devices Print materials |
Plan assessment
Observation
Oral presentation
|
|
| 7 | 3 |
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?
|
KLB Science and Technology Grade 4 Learner's Book pg. 58
Self-assessment checklists Digital devices Print materials |
Self-assessment
Observation
Teacher assessment
|
|
| 7 | 4 |
Matter
|
Properties of matter - Meaning of matter
Properties of matter - States of matter Properties of matter - Properties of solids |
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of matter - Identify examples of matter in the environment - Appreciate the existence of matter in the environment |
- Brainstorm on the meaning of matter
- Observe things around them - Identify and list things they can see - Observe if they occupy space - Use a sheet of paper to fan their face and note what they feel - Share findings in a class presentation |
How do we define matter?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 59
- Digital devices - Pen, notebook, sheet of paper - Immediate environment - KLB Science and Technology Grade 4 Learner's Book pg. 60 - Various objects in the immediate environment - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 61 - Various solid objects (stones, books, soil, pebbles) |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 1 |
Matter
|
Properties of matter - Definite volume of solids
Properties of matter - Mass of solids Properties of matter - Measuring mass of solids |
By the end of the
lesson, the learner
should be able to:
- Demonstrate that solids have a definite volume - Explain why solids maintain their volume - Show interest in investigating properties of solids |
- Collect materials (two containers of the same size, soil/sand/pebbles, and a stone)
- Fill one container with soil or sand - Place the stone in the other container - Transfer the soil into the container with the stone - Observe if all the soil goes into the second container - Explain observations - Discuss findings with classmates |
Do solids have a definite volume?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 62
- Two containers of the same size - Soil/sand/pebbles - Stone - KLB Science and Technology Grade 4 Learner's Book pg. 63 - Various solid objects - Spring balance (if available) - Thread or string - KLB Science and Technology Grade 4 Learner's Book pg. 64 - Spring balance - Thread or string - Various solids (stones, wood, plastics, bean seeds, books, nails, metal rods) |
- Observation
- Oral questions
- Group work assessment
|
|
| 8 | 2 |
Matter
|
Properties of matter - Comparing mass of solids
Properties of matter - Properties of liquids |
By the end of the
lesson, the learner
should be able to:
- Make a simple beam balance - Compare the masses of various solids - Show interest in comparing the masses of different solids |
- Collect different solids from the local environment
- Make a simple beam balance - Use the beam balance to compare the masses of various collected solids - Identify which solids are heavy and which are light - Record observations in a table |
How can we compare the masses of different solids?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 65
- Materials for making a beam balance - Various solid objects of different masses - KLB Science and Technology Grade 4 Learner's Book pg. 66 - Water - Transparent containers of different shapes - Measuring containers |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 8 | 3 |
Matter
|
Properties of matter - Definite volume of liquids
Properties of matter - Mass of liquids |
By the end of the
lesson, the learner
should be able to:
- Demonstrate that liquids have a definite volume - Explain why liquids maintain their volume - Show interest in investigating properties of liquids |
- Collect water and three measuring containers of different sizes and shapes
- Put some water in one of the containers and record the level - Pour the same water into the other two containers, one at a time - Record the level of water in each container - Observe if the volume changes depending on the container shape |
Do liquids have a definite volume?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 67
- Water - Measuring containers of different shapes and sizes - KLB Science and Technology Grade 4 Learner's Book pg. 68 - Two similar water bottles or jerricans - Water |
- Observation
- Oral questions
- Practical assessment
|
|
| 8 | 4 |
Matter
|
Properties of matter - Properties of gases
|
By the end of the
lesson, the learner
should be able to:
- Identify the properties of gases - Demonstrate that gases occupy space - Appreciate the existence of gases in the environment |
- Blow air into balloons of different sizes
- Observe what happens when air is blown into the balloons - Observe what happens when air is released from the balloons - Discuss why balloons collapse when air is released - Record observations |
How do we know gases exist even though we can't see them?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 69
- Balloons of different sizes |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 1 |
Matter
|
Properties of matter - Mass of gases
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate that gases have mass - Compare the mass of inflated and deflated objects - Show interest in investigating properties of gases |
- Collect two similar balls or balloons (both inflated)
- Get a pin, needle, thorn, or toothpick for deflating - Use a beam balance to compare masses of two inflated balls/balloons - Deflate one ball/balloon - Compare their masses on the beam balance again - Record observations |
Do gases have mass?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 70
- Two similar balls or balloons - Pin, needle, thorn, or toothpick - Beam balance |
- Observation
- Practical assessment
- Written work
|
|
| 9 | 2 |
Matter
|
Properties of matter - Volume of gases
Properties of matter - Importance of different states of matter |
By the end of the
lesson, the learner
should be able to:
- Demonstrate that gases occupy space - Explain why water doesn't enter an inverted glass - Value the importance of air in daily life |
- Use glue to fix a piece of cloth/tissue paper on the inner bottom of a glass
- Turn the glass upside down and push it gently into water - Remove the glass gently while holding it upside down - Check if the piece of cloth/tissue paper gets wet - Explain observations |
How can we demonstrate that air occupies space?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 71
- Glass - Piece of cloth or tissue paper - Basin with water - Glue - KLB Science and Technology Grade 4 Learner's Book pg. 75 - Digital devices (if available) - Textbooks - Charts showing uses of different states of matter |
- Observation
- Practical assessment
- Oral questions
|
|
| 9 | 3 |
Matter
|
Management of solid waste - Meaning of solid waste
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of solid waste - Identify different types of solid waste - Develop interest in proper management of solid waste |
- Read the story about schools holding sports events
- Discuss the meaning of solid waste - Identify types of solid waste likely generated during sports events - Discuss what would happen if waste is dumped carelessly - Share findings |
What is solid waste?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 77
- Pen and notebook - Immediate environment |
- Observation
- Oral questions
- Written assignments
|
|
| 9 | 4 |
Matter
|
Management of solid waste - Types of solid waste in the environment
|
By the end of the
lesson, the learner
should be able to:
- Identify types of solid waste found at home and in school - List examples of solid waste in various environments - Appreciate the need to manage solid waste properly |
- Identify and discuss types of solid waste likely to be found at home and in school
- List examples of solid waste - Record findings in a table showing solid waste found at home and in school - Share findings in a class presentation |
What types of solid waste are found in our environment?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 78
- Pen and notebook - Immediate environment |
- Observation
- Group work assessment
- Written work
|
|
| 10 | 1 |
Matter
|
Management of solid waste - Decomposable waste
Management of solid waste - Non-decomposable waste |
By the end of the
lesson, the learner
should be able to:
- Identify decomposable solid waste - Explain what happens to decomposable waste over time - Show interest in management of decomposable waste |
- Study pictures of decomposable solid waste
- Discuss what is shown and how it affects the environment - Discuss what happens when banana peels or food leftovers are left in a covered container for a week - Explain the process of decomposition - Record observations |
What happens to decomposable waste over time?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 79
- Pictures of decomposable waste - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 80 - Pictures of non-decomposable waste |
- Observation
- Oral questions
- Written assignments
|
|
| 10 | 2 |
Matter
|
Management of solid waste - Sorting solid waste
|
By the end of the
lesson, the learner
should be able to:
- Sort solid waste into decomposable and non-decomposable waste - Place sorted waste in appropriate dustbins - Appreciate the importance of sorting waste |
- Identify and collect solid waste in the school compound with teacher guidance
- Observe safety measures during collection activities - Sort the solid waste into decomposable and non-decomposable waste - Put them in two separate dustbins - List examples of decomposable and non-decomposable waste |
Why is it important to sort solid waste?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 81
- Two separate dustbins for decomposable and non-decomposable waste - Protective gear (gloves) - Solid waste from school compound |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 10 | 3 |
Matter
|
Management of solid waste - Dangers of solid waste
|
By the end of the
lesson, the learner
should be able to:
- Describe the dangers of solid waste to the environment - Explain how solid waste affects humans, animals, and plants - Show concern for the effects of solid waste on the environment |
- Study picture of decomposable and non-decomposable solid waste dumped in a water source
- Identify and discuss what is illustrated - Discuss possible causes and effects on the environment - Brainstorm solutions to the problem - Record findings and share with classmates |
How is solid waste dangerous to the environment?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 82
- Pictures showing environmental pollution - Pen and notebook |
- Observation
- Oral questions
- Written assignments
|
|
| 10 | 4 |
Matter
|
Management of solid waste - Methods of managing solid waste
Management of solid waste - The 3Rs (Reduce, Reuse, Recycle) |
By the end of the
lesson, the learner
should be able to:
- Explain what is done with solid waste at home - Define waste management - Appreciate the importance of waste management |
- Discuss what is done with solid waste at home
- Find out the meaning of waste management - Discuss how various types of solid waste should be managed - Share ideas with classmates, family, and community members |
What are different ways of managing solid waste?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 83
- Pen and notebook - Textbooks - Digital media (if available) - KLB Science and Technology Grade 4 Learner's Book pg. 84 - Pictures showing methods of waste management |
- Observation
- Oral questions
- Written assignments
|
|
| 11 | 1 |
Matter
|
Management of solid waste - Managing waste in classroom
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of solid waste found in the classroom - Apply methods of waste management in the classroom - Show responsibility in managing classroom waste |
- Collect different types of solid waste found in the classroom
- Sort the waste into separate bins (decomposable and non-decomposable) - Suggest ways to manage waste by reducing - Identify waste that could be reused or recycled - Record findings in a table - Share findings with other learners |
How can we manage waste in our classroom?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 86
- Separate bins for decomposable and non-decomposable waste - Protective gloves and masks - Pen and notebook |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 11 | 2 |
Matter
|
Management of solid waste - Managing waste in school
|
By the end of the
lesson, the learner
should be able to:
- Identify and collect types of solid waste found in the school - Apply the 3Rs in managing school waste - Value proper waste management in the school environment |
- Identify and collect types of solid waste found in the school
- Discuss how various types of waste can be managed by reducing, reusing, and recycling - Record findings and share with classmates - Observe safety measures during waste collection |
How can we apply the 3Rs in managing waste in our school?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 87
- Protective gloves and masks - Collection bins - Pen and notebook |
- Observation
- Practical assessment
- Group work evaluation
|
|
| 11 | 3 |
Matter
|
Management of solid waste - Managing waste at home
Management of solid waste - Managing waste in public functions |
By the end of the
lesson, the learner
should be able to:
- Identify types of solid waste found in homes - Apply the 3Rs in managing home waste - Appreciate responsible waste management at home |
- Discuss types of solid waste found in homes
- Discuss how various types can be managed by reducing, reusing, and recycling - Discuss specific management for plastic/glass bottles, kitchen waste, vegetable waste, animal waste, and faulty electronics - Record findings and share in a presentation |
How can we manage different types of waste at home?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 88
- Pen and notebook - Pictures showing waste management at home - KLB Science and Technology Grade 4 Learner's Book pg. 89 - Pictures of public events |
- Observation
- Oral questions
- Written assignments
|
|
| 11 | 4 |
Matter
|
Management of solid waste - Safety measures
|
By the end of the
lesson, the learner
should be able to:
- Identify safety measures when handling solid waste - Explain the importance of Personal Protective Equipment (PPE) - Show responsibility in observing safety measures |
- Study pictures showing items used to handle various types of solid waste
- Identify safety measures when handling any type of solid waste - Find out the meaning of PPE - Discuss types of protective clothing and equipment used - Record and share findings with classmates |
What safety measures should we observe when handling solid waste?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 90
- Pictures showing safety measures - Personal Protective Equipment (if available) - Pen and notebook |
- Observation
- Oral questions
- Written assignments
|
|
| 12 | 1 |
Matter
|
Management of solid waste - Project planning
|
By the end of the
lesson, the learner
should be able to:
- Identify steps for making items from waste - Plan a project using waste materials - Show creativity in planning a project |
- Discuss steps for making items from waste materials
- Identify locally available materials for projects - Plan for making a waste bin, toys, or ornaments - Record project plans |
How do we plan a project using waste materials?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 91
- Pictures showing steps for projects - Pen and notebook |
- Observation
- Planning assessment
- Group work evaluation
|
|
| 12 | 2 |
Matter
|
Management of solid waste - Making a waste bin
Management of solid waste - Making toys or ornaments |
By the end of the
lesson, the learner
should be able to:
- Make a waste bin using locally available materials - Apply creativity in designing a waste bin - Appreciate the value of reusing waste materials |
- Follow steps to make a waste bin
- Identify and collect materials - Make and label the waste bin - Take pictures or videos during the activity (if possible) - Display completed waste bins - Share tips discovered during the project |
How can we make a waste bin from locally available materials?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 92
- Locally available materials (cardboard, plastic bottles, sheets of newspaper, carton boxes) - Tools for cutting and joining materials - KLB Science and Technology Grade 4 Learner's Book pg. 93 - Waste materials suitable for making toys or ornaments |
- Observation
- Product assessment
- Project evaluation
|
|
| 12 | 3 |
Matter
|
Water conservation - Meaning of water conservation
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of water conservation - Identify the need for water conservation - Appreciate the importance of water conservation |
- Study pictures related to water conservation
- Brainstorm on the meaning of water conservation - Discuss why we should use water wisely - Record and share findings |
What is the meaning of water conservation?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 95
- Pictures showing water conservation - Pen and notebook |
- Observation
- Oral questions
- Written assignments
|
|
| 12 | 4 |
Matter
|
Water conservation - Water wastage
|
By the end of the
lesson, the learner
should be able to:
- Identify ways in which water is wasted - Distinguish between proper and improper water use - Show concern for water wastage |
- Study pictures showing water use
- Discuss whether water is being used properly in each picture - Record findings and share with classmates - Discuss consequences of water wastage |
How is water wasted in our daily activities?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 96
- Pictures showing water use - Pen and notebook |
- Observation
- Oral questions
- Group work assessment
|
|
| 13 | 1 |
Matter
|
Water conservation - Water wastage in school
|
By the end of the
lesson, the learner
should be able to:
- Identify ways in which water is wasted in school - Explain consequences of water wastage in school - Value responsible water use in school |
- Study pictures showing water use in school
- Discuss whether water is being used well - Brainstorm on consequences of not turning off taps - Discuss appropriate use of sprinklers - Suggest what to do when encountering damaged pipes - Share findings with classmates |
How is water wasted in our school?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 97
- Pictures showing water use in school - Pen and notebook |
- Observation
- Oral questions
- Written assignments
|
|
| 13 | 2 |
Matter
|
Water conservation - Water wastage at home
Water conservation - Ways of using water wisely |
By the end of the
lesson, the learner
should be able to:
- Identify ways in which water is wasted at home - Explain consequences of water wastage at home - Show responsibility in proper water use at home |
- Discuss ways in which water is wasted at home
- Identify activities that lead to water wastage - Discuss the dangers of leaving taps running - Discuss consequences of wet floors - Share findings with classmates |
How is water wasted in our homes?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 98
- Pictures showing water use at home - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 99 - Chart showing different ways of using water |
- Observation
- Oral questions
- Written assignments
|
|
| 13 | 3 |
Matter
|
Water conservation - Methods of conserving water (3Rs)
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of reducing, reusing, and recycling water - Identify ways of applying 3Rs in water conservation - Show interest in water conservation using 3Rs |
- Discuss the meaning of reducing, reusing, and recycling in water conservation
- Study pictures showing water conservation methods - Answer questions about applying 3Rs to water conservation - Complete a table categorizing conservation methods |
How can we apply the 3Rs in water conservation?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 100
- Pictures showing water conservation methods - Pen and notebook - Print and digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 13 | 4 |
Matter
|
Water conservation - Reducing water usage
|
By the end of the
lesson, the learner
should be able to:
- Identify ways of reducing water usage - Apply water-reducing techniques in daily activities - Value water-saving practices |
- Discuss ways of conserving water by reducing usage
- Explore examples: using glass/cup when brushing teeth, closing taps during soaping, using buckets instead of showers - Discuss other methods of reducing water usage - Record and share findings |
How can we reduce water usage in our daily activities?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 101
- Pictures showing ways to reduce water usage - Pen and notebook |
- Observation
- Oral questions
- Group work assessment
|
|
| 14 | 1 |
Matter
|
Water conservation - Reusing water
Water conservation - Recycling water |
By the end of the
lesson, the learner
should be able to:
- Identify ways of reusing water - Apply water-reusing techniques in daily activities - Appreciate the importance of reusing water |
- Discuss the concept of reusing water
- Identify examples: using rinse water for mopping, using water from washing fruits/vegetables for garden watering - Discuss other methods of reusing water - Record and share findings |
How can we reuse water in our daily activities?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 102
- Pictures showing ways to reuse water - Pen and notebook - KLB Science and Technology Grade 4 Learner's Book pg. 103 - Pictures showing water recycling processes |
- Observation
- Oral questions
- Group work assessment
|
|
| 14 | 2 |
Matter
|
Water conservation - Importance of water conservation
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of water conservation - Identify the benefits of conserving water - Appreciate the value of water conservation |
- Read a story about two villages during drought
- Discuss why water conservation is important - Identify benefits of water conservation mentioned in the story - Explore problems faced by villages that didn't conserve water - Suggest solutions to water conservation problems |
Why is it important to conserve water?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 104
- Story about water conservation - Pictures of water storage facilities - Pen and notebook |
- Observation
- Oral questions
- Written assignments
|
|
| 14 | 3 |
Matter
|
Water conservation - Responsible water use
|
By the end of the
lesson, the learner
should be able to:
- Practice responsible water use - Keep a record of water conservation practices - Value responsible water use habits |
- Keep a journal of ways in which they practice responsible water use
- Record observations at the end of every week - Share experiences with other learners - Exchange ideas on responsible water use habits - Share ideas with family and community |
How can we practice responsible water use in our daily lives?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 105
- Journal for recording observations - Pen and notebook |
- Observation
- Journal assessment
- Self-evaluation
|
|
| 14 | 4 |
Matter
Force and Energy Force and Energy |
Water conservation - Creating water conservation posters
Force and its Effect - Meaning of force Force and its Effect - Types of forces |
By the end of the
lesson, the learner
should be able to:
- Create posters on water conservation - Explain the importance of water conservation through posters - Show creativity in designing water conservation posters |
- Study sample posters on water conservation
- Prepare posters to sensitize community members on water conservation - Include key messages on water conservation - Display posters and share messages with others |
How can we use posters to promote water conservation?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 106
- Cardboard paper, sheets of paper - Masking tape, glue - Digital devices (if available) - Coloring materials - KLB Science and Technology Grade 4 Learner's Book pg. 111 - Digital media - Heavy objects for moving - KLB Science and Technology Grade 4 Learner's Book pg. 113 - Various objects to demonstrate gravity - Digital resources |
- Observation
- Product assessment
- Creativity evaluation
|
|
| 15 | 1 |
Force and Energy
|
Force and its Effect - Force of gravity
Force and its Effect - Force of friction Force and its Effect - Effects of force: Change of shape |
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of the force of gravity - Demonstrate the existence of force of gravity - Appreciate the importance of gravity in nature |
- Search for information about force of gravity using textbooks or digital media
- Throw a ball upwards and observe it falling back - Discuss why ripe fruits fall from trees - Share findings with peers |
Why does a ball fall back to the ground when we throw it upwards?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 113
- Balls - Digital resources - KLB Science and Technology Grade 4 Learner's Book pg. 114 - Various objects to demonstrate friction - Rough and smooth surfaces - KLB Science and Technology Grade 4 Learner's Book pg. 115 - Paper - Malleable objects |
- Observation
- Oral questions
- Demonstration
|
|
| 15 | 2 |
Force and Energy
|
Force and its Effect - Effects of force: Start and stop motion
Force and its Effect - Effects of force: Change direction and increase speed |
By the end of the
lesson, the learner
should be able to:
- Demonstrate that force can start motion - Show that force can stop moving objects - Value the effects of force in daily activities |
- Kick a ball towards a friend
- Stop a moving ball with foot - Discuss what makes the ball move and stop - Record observations in notebooks |
What makes a ball move? What makes a ball stop moving?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 116
- Balls - Open space for activities - KLB Science and Technology Grade 4 Learner's Book pg. 117 - Swings - Hard surfaces |
- Observation
- Oral questions
- Practical demonstration
|
|
| 15 | 3 |
Force and Energy
|
Force and its Effect - Effects of force: Hold objects together
Force and its Effect - Uses of force in day-to-day life |
By the end of the
lesson, the learner
should be able to:
- Demonstrate that force can hold objects together - Identify situations where force holds objects - Show interest in learning how objects are held together |
- Join pieces of wood with nails or glue under teacher guidance
- Try to pull apart the joined pieces - Discuss what holds the two pieces together - Observe safety measures when using tools |
How is force applied to hold objects together?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 119
- Pieces of wood - Nails - Hammer or carpenter's glue - KLB Science and Technology Grade 4 Learner's Book pg. 122 - Digital resources - Wheelbarrow - Pictures showing use of force |
- Observation
- Oral questions
- Practical activities
|
|
| 15 | 4 |
Force and Energy
|
Force and its Effect - Ways of minimizing friction: Smoothening surfaces
|
By the end of the
lesson, the learner
should be able to:
- Describe ways of minimizing friction - Demonstrate how smoothening surfaces reduces friction - Value the importance of reducing friction |
- Observe writing and sitting surfaces of desks
- Discuss why surfaces of rolling boards and pins are smoothened - Give examples of surfaces that are smoothened to minimize friction |
Why are the surfaces of the rolling board and pin smoothened?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 125
- Sandpaper - Wood planer - Smooth and rough surfaces |
- Observation
- Oral questions
- Practical activities
|
|
| 16 | 1 |
Force and Energy
|
Force and its Effect - Ways of minimizing friction: Using lubricants
Force and its Effect - Ways of minimizing friction: Using rollers and ball bearings |
By the end of the
lesson, the learner
should be able to:
- Explain how lubricants reduce friction - Identify situations where lubricants are used - Appreciate the importance of lubricants in daily activities |
- Observe a tailor maintaining a sewing machine
- Discuss why doors make squeaky noises - Identify machines that require oiling/greasing - Record observations in notebooks |
Why do tailors apply oil to the moving parts of a sewing machine?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 126
- Lubricants (oil, grease) - Pictures of machines - KLB Science and Technology Grade 4 Learner's Book pg. 127 - Rollers - Pictures of ball bearings - Heavy objects for demonstrations |
- Observation
- Oral questions
- Written assignments
|
|
| 16 | 2 |
Force and Energy
|
Light - Meaning of light
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of light - Describe the importance of light for seeing - Appreciate the value of light in our lives |
- Darken the classroom by closing windows and curtains
- Try to read what is written on the board in darkness - Discuss observations and meaning of light - Compare reading in dark versus well-lit rooms |
Can you see clearly in a dark room?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 135
- Classroom with windows/curtains - Written text on board |
- Observation
- Oral questions
- Written assignments
|
|
| 16 | 3 |
Force and Energy
|
Light - Sources of light: Natural sources
|
By the end of the
lesson, the learner
should be able to:
- Identify natural sources of light - Distinguish between natural and artificial sources of light - Show interest in learning about light sources |
- Search for information about sources of light
- Identify natural sources of light (sun, stars) - Discuss and record observations - Share findings with peers |
What are the natural sources of light in our environment?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 136
- Digital resources - Pictures of light sources |
- Observation
- Oral questions
- Written assignments
|
|
| 16 | 4 |
Force and Energy
|
Light - Sources of light: Artificial sources
Light - Ways of lighting a house: Using windows |
By the end of the
lesson, the learner
should be able to:
- Identify artificial sources of light - Classify different artificial light sources - Value the importance of artificial light |
- Identify artificial sources of light (bulbs, lamps, candles)
- Classify different types of artificial light sources - Discuss common sources of light at home and school - Record observations |
What are some common sources of light in our homes?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 137
- Various artificial light sources - Pictures of light sources - KLB Science and Technology Grade 4 Learner's Book pg. 138 - Pictures of well-lit and poorly-lit rooms - Classroom with windows |
- Observation
- Oral questions
- Classification exercises
|
|
| 17 | 1 |
Force and Energy
|
Light - Ways of lighting a house: Translucent roofs
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of translucent materials - Describe how translucent roofs allow light to pass through - Value the use of translucent materials in lighting |
- Search for information on the meaning of translucent
- Discuss how translucent roofs allow light to pass through - Observe pictures of buildings with translucent roofs - Record observations |
How does sunlight enter into the building through the roof?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 140
- Pictures of buildings with translucent roofs - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 17 | 2 |
Force and Energy
|
Light - Ways of lighting a house: Artificial lighting
|
By the end of the
lesson, the learner
should be able to:
- Identify artificial ways of lighting a house - Describe various artificial lighting sources - Appreciate the importance of proper lighting |
- Observe and discuss different artificial lighting methods
- Identify common artificial lighting sources in homes - Discuss safety measures when using artificial lighting - Record observations |
What are some artificial ways of lighting a house?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 141
- Various artificial light sources - Pictures of lighting methods |
- Observation
- Oral questions
- Written assignments
|
|
| 17 | 3 |
Force and Energy
|
Light - Ways of lighting a house: Solar lighting
Light - Uses of light: Plants and light |
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of solar energy - Describe how solar energy is used for lighting - Show interest in alternative energy sources |
- Discuss the meaning of solar energy
- Observe pictures of solar panels and solar lamps - Search for information on how sunlight is converted to electricity - Record observations |
What is the meaning of the term solar?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 142
- Pictures of solar panels - Digital resources - Solar powered devices - KLB Science and Technology Grade 4 Learner's Book pg. 143 - Pictures of plants - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 17 | 4 |
Force and Energy
|
Light - Uses of light: Safety and security
|
By the end of the
lesson, the learner
should be able to:
- Explain how light is used for safety - Describe the importance of well-lit roads and paths - Appreciate light's role in security |
- Observe pictures of well-lit and dark roads
- Discuss the safety implications for pedestrians and motorists - Explain how light discourages criminal activities - Record observations |
Would a motorist feel safe while driving on a dark road? Why?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 145
- Pictures of well-lit and dark roads - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 18 | 1 |
Force and Energy
|
Light - Uses of light: Reading and eye health
|
By the end of the
lesson, the learner
should be able to:
- Describe good lighting for reading - Explain how poor lighting affects eye health - Value the importance of eye care |
- Discuss why we strain our eyes in poorly lit rooms
- Explain why it's important to read in well-lit rooms - Discuss eye care practices and the importance of reporting eye problems - Record observations |
Why do we strain our eyes when we try to read in a poorly-lit room?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 144
- Pictures showing reading in different lighting conditions - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 18 | 2 |
Force and Energy
|
Light - Applications of light: Communication
Light - Applications of light: Discouraging pests |
By the end of the
lesson, the learner
should be able to:
- Describe how light is used for communication - Identify various light signals in daily life - Appreciate the importance of light signals |
- Discuss how traffic lights guide motorists and pedestrians
- Identify other light signals used for communication - Observe pictures of traffic lights and other light signals - Record observations |
How is light used as a form of communication?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 144
- Pictures of traffic lights - Digital resources - KLB Science and Technology Grade 4 Learner's Book pg. 147 - Pictures of pests |
- Observation
- Oral questions
- Written assignments
|
|
| 18 | 3 |
Force and Energy
|
Light - Applications of light: Daily activities
|
By the end of the
lesson, the learner
should be able to:
- Describe various applications of light in daily life - Explain the importance of light in different contexts - Value light as an essential resource |
- Discuss various applications of light in day-to-day activities
- Sort sources of light into natural and artificial - Describe affordable lighting options - Complete diagrams on light sources and applications |
Why is light important in day-to-day life?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 149
- Charts on light applications - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 18 | 4 |
Force and Energy
|
Light - Applications of light: Summary and review
|
By the end of the
lesson, the learner
should be able to:
- Summarize the various uses and applications of light - Explain the importance of light in our lives - Appreciate light as an essential resource |
- Review all sources and applications of light
- Discuss the importance of light for vision and activities - Complete assessment activities on light - Share knowledge with peers |
How does light affect our daily activities?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 149
- Digital resources - Assessment worksheets |
- Observation
- Oral questions
- Written tests
|
|
| 19 | 1 |
Force and Energy
|
Heat - Meaning of heat
Heat - Sources of heat: Sun |
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of heat as a form of energy - Demonstrate how heat flows from hot to cold objects - Show interest in learning about heat |
- Rub palms against each other for a minute
- Feel the warmth generated on the cheek - Search for information on the meaning of heat - Discuss findings with peers |
What comes to your mind when you hear the term heat?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 151
- Digital resources - KLB Science and Technology Grade 4 Learner's Book pg. 153 - Pictures of solar cookers |
- Observation
- Oral questions
- Practical activities
|
|
| 19 | 2 |
Force and Energy
|
Heat - Sources of heat: Fire
|
By the end of the
lesson, the learner
should be able to:
- Identify fire as a source of heat - Describe materials used to make fire - Value environmentally friendly fire sources |
- Discuss various materials used to make fire
- Learn about briquettes and other eco-friendly fire sources - Search for information about briquettes - Record observations |
How is fire made from recycled materials?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 154
- Pictures of fire sources - Digital resources - Samples of briquettes |
- Observation
- Oral questions
- Written assignments
|
|
| 19 | 3 |
Force and Energy
|
Heat - Sources of heat: Gas
|
By the end of the
lesson, the learner
should be able to:
- Identify gas as a source of heat - Describe how gas produces heat - Show awareness of safety when using gas |
- Search for information on gas as a heat source
- Discuss how gas produces heat - Learn about safety measures when using gas - Record observations |
What precautions should one observe when using gas as a source of heat?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 155
- Pictures of gas cylinders and cookers - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 19 | 4 |
Force and Energy
|
Heat - Sources of heat: Electricity
Heat - Uses of heat: Cooking |
By the end of the
lesson, the learner
should be able to:
- Identify electricity as a source of heat - Describe electric heating appliances - Value safety when using electrical appliances |
- Search for information on electricity as a heat source
- Identify electrical appliances that produce heat - Discuss safety precautions when using electrical appliances - Record observations |
What precautions should one observe when using electricity as a source of heat?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 156
- Pictures of electric cookers - Digital resources - KLB Science and Technology Grade 4 Learner's Book pg. 158 - Pictures of cooking activities |
- Observation
- Oral questions
- Written assignments
|
|
| 20 | 1 |
Force and Energy
|
Heat - Uses of heat: Warming
|
By the end of the
lesson, the learner
should be able to:
- Describe how heat is used for warming - Demonstrate ways of generating body heat - Value heat as a source of warmth |
- Discuss ways people keep warm (rubbing hands, sitting near fire)
- Observe pictures of people and animals keeping warm - Identify various sources of warmth - Record observations |
Why do we rub our hands against each other during the cold season?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 159
- Pictures of warming activities - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 20 | 2 |
Force and Energy
|
Heat - Uses of heat: Drying
|
By the end of the
lesson, the learner
should be able to:
- Explain how heat is used for drying - Describe various drying applications - Appreciate the importance of heat in preservation |
- Observe the drying of clothes, crops, fish in the sun
- Discuss why drying is important for preservation - Identify items that are dried using heat - Record observations |
Why are harvested crops such as grains dried in the sun?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 160
- Pictures of drying activities - Digital resources |
- Observation
- Oral questions
- Written assignments
|
|
| 20 | 3 |
Force and Energy
|
Heat - Uses of heat: Ironing
Heat - Safety measures when handling heat |
By the end of the
lesson, the learner
should be able to:
- Describe how heat is used for ironing - Identify various types of irons - Show awareness of safety when ironing |
- Observe pictures of different types of irons
- Discuss how various irons use heat sources - Compare charcoal, gas, and electric irons - Record observations |
What sources of heat are used for ironing clothes?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 161
- Pictures of different types of irons - Digital resources - KLB Science and Technology Grade 4 Learner's Book pg. 162 - Safety equipment - Digital resources - Pictures showing safety practices |
- Observation
- Oral questions
- Written assignments
|
|
| 20 | 4 |
Force and Energy
|
Heat - Importance of heat in daily life
Heat - Project: Making kitchen gloves |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of heat in daily life - Describe various applications of heat - Appreciate heat as an essential resource |
- Discuss a story about uses of heat
- Identify various sources and uses of heat mentioned - Explain the importance of heat in daily activities - Record observations |
What is the importance of heat in our daily life?
|
- KLB Science and Technology Grade 4 Learner's Book pg. 165
- Digital resources - Pictures showing uses of heat - Paper for patterns - Fabric pieces - Scissors - Needles and thread |
- Observation
- Oral questions
- Written assignments
|
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