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 different types of flowering and non-flowering plants
- Classify plants into flowering and non-flowering plants
- Appreciate the diversity of plants

The learner is guided to:
- Collaboratively use print and non-print materials to search for images of flowering and non-flowering plants and share
- Identify flowering and non-flowering plants in their school environment
- Create a table to classify plants into flowering and non-flowering plants

How are plants classified?

- Mentor Science and Technology Learner's Book pg. 1
- Digital devices
- Plants in the environment
- Plant images/charts
- Mentor Science and Technology Learner's Book pg. 3
- Digital resources
- Flowering plants from the environment

- Observation schedules - Oral questions - Written tests

Living Things and Their Environment

Classification of Plants - Non-flowering Plants
Classification of Plants - Safety when Handling Plants

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

- Name different non-flowering plants in their environment
- Identify the characteristics of non-flowering plants
- Appreciate the value of non-flowering plants

The learner is guided to:
- Work in pairs to observe different non-flowering plants
- Identify and name non-flowering plants found in their locality
- Discuss the characteristics of non-flowering plants and share with peers

What are the characteristics of non-flowering plants?

- Mentor Science and Technology Learner's Book pg. 4
- Digital resources
- Non-flowering plants from the environment
- Digital devices
- Protective gear (gloves, gumboots)
- Plant images/charts

- Portfolio - Observation schedules - Oral questions

Living Things and Their Environment

Classification of Plants - Parts of a Flower
Classification of Plants - Function of Flower Parts

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

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

The learner is guided to:
- Work in groups to observe and identify various parts of a flower
- Draw and label the parts of a flower
- Use digital devices with drawing applications to create a flower and label its parts

What are the parts of a flower?

- Mentor Science and Technology Learner's Book pg. 7
- Digital devices
- Flowers
- Charts showing parts of a flower
- Mentor Science and Technology Learner's Book pg. 8
- Charts showing parts of a flower
- Digital devices

- Portfolio - Projects - Written quizzes

Living Things and Their Environment

Classification of Plants - Function of Flower Parts
Classification of Plants - Importance of Flowers in Nature

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

- Identify male and female parts of a flower
- Explain the role of male and female parts in reproduction
- Appreciate the role of flower parts in reproduction

The learner is guided to:
- Identify the male and female parts of a flower
- Discuss the role of these parts in reproduction
- Create a table matching flower parts to their functions

How do flower parts contribute to plant reproduction?

- Mentor Science and Technology Learner's Book pg. 9
- Flowers
- Charts showing parts of a flower
- Digital devices
- Mentor Science and Technology Learner's Book pg. 10
- Digital resources
- Charts
- Pictures of different flowers

- Oral questions - Written quizzes - Observation schedules

Living Things and Their Environment

Classification of Plants - Classification Activities

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

- Collect various plants from the environment
- Classify the collected plants into flowering and non-flowering
- Show responsibility when collecting plant specimens

The learner is guided to:
- Take a nature walk in the school environment
- Collect different types of plants (with caution)
- Classify the collected plants into flowering and non-flowering
- Create a display of the classified plants

How can we apply our knowledge of plant classification?

- Mentor Science and Technology Learner's Book pg. 10
- Plants in the environment
- Digital cameras
- Protective gear

- Projects - Portfolios - Observation schedules

Living Things and Their Environment

Classification of Plants - Digital Skills Application

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

- Use digital devices to search for information on plants
- Create a digital collection of plant images
- Demonstrate proper digital literacy skills

The learner is guided to:
- Use digital devices to search for images of flowering and non-flowering plants
- Create a digital portfolio of plant images
- Share their digital collections with classmates

How can digital technology enhance plant classification?

- Mentor Science and Technology Learner's Book pg. 11
- Digital devices
- Internet resources
- Digital storage media

- Projects - Digital portfolios - Peer assessment

Living Things and Their Environment

Classification of Plants - Drawing and Modeling

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

- Draw and color a flower
- Label parts of a flower accurately
- Show creativity in drawing flowers

The learner is guided to:
- Draw a flower and color it
- Label all parts of the flower correctly
- Use digital applications to create flower drawings
- Display their work and share with peers

How can we represent flowers artistically?

- Mentor Science and Technology Learner's Book pg. 11
- Drawing materials
- Coloring materials
- Digital devices with drawing applications

- Projects - Portfolios - Peer assessment

Living Things and Their Environment

Classification of Plants - Digital Technology Integration

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

- Use digital applications to create plant representations
- Share digital creations with classmates
- Value digital technology as a learning tool

The learner is guided to:
- Use digital applications like Microsoft Paint to draw and label flowers
- Save their digital drawings appropriately
- Share their digital creations via appropriate platforms

How can we use technology to enhance plant classification learning?

- Mentor Science and Technology Learner's Book pg. 11
- Digital devices with drawing applications
- Internet resources
- Digital storage media

- Digital projects - Peer assessment - Teacher observation

Living Things and Their Environment

Classification of Plants - Plant Care Activities

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

- Demonstrate plant care practices
- Explain importance of plant conservation
- Show responsibility in caring for plants

The learner is guided to:
- Discuss how to care for both flowering and non-flowering plants
- Identify plants in the school compound that need care
- Participate in plant care activities in the school compound

Why is plant conservation important?

- Mentor Science and Technology Learner's Book pg. 12
- Plants in the school compound
- Gardening tools
- Watering equipment

- Observation schedules - Projects - Peer assessment

Living Things and Their Environment

Classification of Plants - Assessment Activities

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

- Demonstrate knowledge of plant classification
- Apply skills in identifying plant parts
- Show positive attitude towards plant diversity

The learner is guided to:
- Complete assessment activities on plant classification
- Identify parts of flowers from different specimens
- Share and discuss their responses with peers

How well have we understood plant classification?

- Mentor Science and Technology Learner's Book pg. 12
- Assessment worksheets
- Plant specimens
- Charts

- Written quizzes - Oral questions - Self-assessment

Living Things and Their Environment

Vertebrates - General Characteristics

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

- Define vertebrates
- Describe general characteristics of vertebrates
- Appreciate the diversity of vertebrates

The learner is guided to:
- Take a nature walk to observe animals with a backbone
- Discuss the characteristics common to all vertebrates
- Use digital devices to search for information about vertebrates

What are the key features of vertebrates?

- Mentor Science and Technology Learner's Book pg. 13
- Digital devices
- Charts showing vertebrates
- Pictures of various vertebrates

- Observation schedules - Oral questions - Written assignments

Living Things and Their Environment

Vertebrates - Classification Overview

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

- Identify the five main groups of vertebrates
- Classify vertebrates into their main groups
- Show interest in learning about vertebrate diversity

The learner is guided to:
- Observe pictures of different vertebrates
- Identify similarities and differences among vertebrates
- Create a chart showing classification of vertebrates

How are vertebrates classified?

- Mentor Science and Technology Learner's Book pg. 14
- Digital devices
- Charts showing vertebrate classification
- Pictures of various vertebrates

- Observation schedules - Written quizzes - Portfolios

Living Things and Their Environment

Vertebrates - Mammals

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

- Identify the characteristics of mammals
- Name different mammals in their environment
- Appreciate the value of mammals

The learner is guided to:
- Observe pictures/videos of different mammals
- Discuss the characteristics of mammals
- Identify mammals found in their locality

What are the distinct features of mammals?

- Mentor Science and Technology Learner's Book pg. 15
- Digital devices
- Charts showing mammals
- Pictures of various mammals

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Birds

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

- Identify the characteristics of birds
- Name different birds in their environment
- Value the importance of birds

The learner is guided to:
- Observe pictures/videos of different birds
- Discuss the characteristics of birds
- Identify birds found in their locality

What are the distinct features of birds?

- Mentor Science and Technology Learner's Book pg. 16
- Digital devices
- Charts showing birds
- Pictures of various birds

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Reptiles

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

- Identify the characteristics of reptiles
- Name different reptiles in their environment
- Show appreciation for reptiles' role in the ecosystem

The learner is guided to:
- Observe pictures/videos of different reptiles
- Discuss the characteristics of reptiles
- Identify reptiles found in their locality

What are the distinct features of reptiles?

- Mentor Science and Technology Learner's Book pg. 17
- Digital devices
- Charts showing reptiles
- Pictures of various reptiles

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Amphibians

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

- Identify the characteristics of amphibians
- Name different amphibians in their environment
- Appreciate the uniqueness of amphibians

The learner is guided to:
- Observe pictures/videos of different amphibians
- Discuss the characteristics of amphibians
- Identify amphibians found in their locality

What are the distinct features of amphibians?

- Mentor Science and Technology Learner's Book pg. 18
- Digital devices
- Charts showing amphibians
- Pictures of various amphibians

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Fish

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

- Identify the characteristics of fish
- Name different types of fish
- Appreciate the value of fish

The learner is guided to:
- Observe pictures/videos of different fish
- Discuss the characteristics of fish
- Identify fish found in their locality

What are the distinct features of fish?

- Mentor Science and Technology Learner's Book pg. 19
- Digital devices
- Charts showing fish
- Pictures of various fish

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Comparative Study

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

- Compare the characteristics of different vertebrate groups
- Create a comparison chart of vertebrate groups
- Show curiosity in exploring vertebrate diversity

The learner is guided to:
- Create a comparison chart showing characteristics of different vertebrate groups
- Identify similarities and differences among vertebrate groups
- Share their findings with peers

What similarities and differences exist among vertebrate groups?

- Mentor Science and Technology Learner's Book pg. 19
- Digital devices
- Charts
- Pictures of various vertebrates

- Projects - Written assignments - Peer assessment

Living Things and Their Environment

Vertebrates - Importance in the Environment

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

- Explain the importance of vertebrates in the environment
- Give examples of how vertebrates benefit humans
- Appreciate the role of vertebrates in the ecosystem

The learner is guided to:
- Discuss the importance of vertebrates in the environment
- Identify ways in which vertebrates benefit humans
- Create a chart showing the importance of different vertebrates

Why are vertebrates important in our environment?

- Mentor Science and Technology Learner's Book pg. 20
- Digital devices
- Charts
- Pictures of various vertebrates

- Oral questions - Written assignments - Projects

Living Things and Their Environment

Vertebrates - Safety Precautions

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

- Identify safety precautions when observing or handling animals
- Demonstrate proper safety measures
- Show responsibility when interacting with animals

The learner is guided to:
- Discuss safety precautions when observing or handling animals
- Role-play proper safety measures
- Create a safety guide for interacting with animals

How can we safely observe and handle animals?

- Mentor Science and Technology Learner's Book pg. 23
- Digital devices
- Safety equipment
- Pictures illustrating safety practices

- Oral questions - Observation schedules - Role-plays

Living Things and Their Environment

Vertebrates - Portfolio Project Planning

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

- Plan a portfolio project on vertebrates
- Identify materials needed for the project
- Show enthusiasm for the portfolio project

The learner is guided to:
- Discuss what a portfolio is and its purpose
- Plan a portfolio project on different categories of vertebrates
- Identify materials needed for the portfolio project

How can we organize information on vertebrates effectively?

- Mentor Science and Technology Learner's Book pg. 24
- Portfolio materials
- Digital devices
- Pictures of vertebrates

- Projects - Observation schedules - Peer assessment

Living Things and Their Environment

Vertebrates - Portfolio Development

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

- Collect information and pictures of vertebrates
- Organize information in a systematic manner
- Demonstrate creativity in portfolio development

The learner is guided to:
- Collect pictures of different vertebrates
- Organize the pictures according to vertebrate groups
- Add relevant information to each picture

How can we create informative vertebrate portfolios?

- Mentor Science and Technology Learner's Book pg. 24
- Portfolio materials
- Digital devices
- Pictures of vertebrates

- Projects - Portfolios - Peer assessment

Living Things and Their Environment

Vertebrates - Digital Portfolio Creation

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

- Use digital devices to create a vertebrate portfolio
- Organize digital resources systematically
- Showcase digital literacy skills

The learner is guided to:
- Use digital devices to take pictures of vertebrates
- Create a digital portfolio of vertebrates
- Share their digital portfolios with peers

How can technology enhance our learning about vertebrates?

- Mentor Science and Technology Learner's Book pg. 24
- Digital devices
- Digital storage media
- Internet resources

- Digital projects - Peer assessment - Teacher observation

Living Things and Their Environment

Vertebrates - Portfolio Presentation

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

- Present their vertebrate portfolios
- Explain the classification of vertebrates
- Show confidence in presenting their work

The learner is guided to:
- Present their completed vertebrate portfolios
- Explain the classification of vertebrates using their portfolios
- Provide and receive feedback on portfolios

How effectively can we communicate information about vertebrates?

- Mentor Science and Technology Learner's Book pg. 24
- Completed portfolios
- Digital devices
- Presentation space

- Presentations - Peer assessment - Teacher observation

Living Things and Their Environment
Mixtures

Vertebrates - Assessment Activities
Mixtures - Meaning of Mixtures

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

- Demonstrate knowledge of vertebrate classification
- Apply skills in identifying vertebrate characteristics
- Show positive attitude towards vertebrate diversity

The learner is guided to:
- Complete assessment activities on vertebrate classification
- Identify vertebrates based on given characteristics
- Discuss their responses with peers

How well have we understood vertebrate classification?

- Mentor Science and Technology Learner's Book pg. 24
- Assessment worksheets
- Pictures of vertebrates
- Digital devices
- Mentor Science and Technology Learner's Book pg. 39
- Digital devices
- Different types of mixtures
- Worksheets

- Written quizzes - Oral questions - Self-assessment

Mixtures

Mixtures - Identifying Mixtures in the Environment
Mixtures - Homogeneous Mixtures

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

- Identify different mixtures in the environment
- Classify mixtures according to their states of matter
- Show curiosity in exploring mixtures in the environment

The learner is guided to:
- Walk around the school compound to identify mixtures
- Create a table showing mixtures identified, their states of matter, and substances used
- Share findings with classmates

How can we identify mixtures in our environment?

- Mentor Science and Technology Learner's Book pg. 40
- School environment
- Worksheets
- Digital devices
- Mentor Science and Technology Learner's Book pg. 41
- Water, sugar, salt
- Containers
- Stirring rods

- Portfolios - Observation schedules - Oral questions

Mixtures

Mixtures - Heterogeneous Mixtures
Mixtures - Types of Mixtures (Solid-Solid)

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

- Define heterogeneous mixtures
- Identify examples of heterogeneous mixtures
- Appreciate the difference between homogeneous and heterogeneous mixtures

The learner is guided to:
- Prepare mixtures of water and sand
- Observe the non-uniformity of the mixture
- Discuss characteristics of heterogeneous mixtures

What makes a mixture heterogeneous?

- Mentor Science and Technology Learner's Book pg. 42
- Water, sand
- Containers
- Stirring rods
- Mentor Science and Technology Learner's Book pg. 43
- Various solid materials (flour, sand, salt)
- Digital resources

- Oral questions - Practical activities - Written assignments

Mixtures

Mixtures - Types of Mixtures (Solid-Liquid)
Mixtures - Types of Mixtures (Liquid-Liquid)

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

- Define solid-liquid mixtures
- Identify examples of solid-liquid mixtures
- Appreciate the importance of solid-liquid mixtures in daily life

The learner is guided to:
- Prepare various solid-liquid mixtures
- Observe and classify them as homogeneous or heterogeneous
- Discuss the concept of solute, solvent, and solution

How can solid-liquid mixtures be classified?

- Mentor Science and Technology Learner's Book pg. 44
- Water, various solids (salt, sugar, sand, flour)
- Containers
- Stirring rods
- Mentor Science and Technology Learner's Book pg. 45
- Various liquids (water, milk, cooking oil, kerosene)

- Oral questions - Practical activities - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Winnowing)
Mixtures - Separating Heterogeneous Mixtures (Picking)

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

- Explain the process of winnowing
- Demonstrate the use of winnowing to separate mixtures
- Appreciate the application of winnowing in daily life

The learner is guided to:
- Discuss the principle of winnowing
- Demonstrate separation of mixtures by winnowing
- Identify applications of winnowing in daily life

How is winnowing used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 47
- Mixtures of light and heavy particles (rice and husks)
- Containers
- Mats
- Mentor Science and Technology Learner's Book pg. 48
- Mixtures with big solid particles (maize and beans)
- Trays

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Sieving)

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

- Explain the process of sieving
- Demonstrate the use of sieving to separate mixtures
- Appreciate the application of sieving in daily life

The learner is guided to:
- Discuss the principle of sieving
- Demonstrate separation of mixtures by sieving
- Identify applications of sieving in daily life

How is sieving used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 49
- Mixtures of particles of different sizes
- Sieves
- Containers

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Using Magnet)

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

- Explain the use of a magnet to separate mixtures
- Demonstrate the use of a magnet to separate mixtures
- Show interest in magnetic separation

The learner is guided to:
- Discuss the principle of magnetic separation
- Demonstrate separation of mixtures using a magnet
- Identify applications of magnetic separation in daily life

How are magnets used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 52
- Mixtures containing magnetic materials
- Magnets
- Containers
- Gloves

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Filtration)

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

- Explain the process of filtration
- Demonstrate the use of filtration to separate mixtures
- Appreciate the application of filtration in daily life

The learner is guided to:
- Discuss the principle of filtration
- Demonstrate separation of mixtures by filtration
- Identify applications of filtration in daily life

How is filtration used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 51
- Mixtures of insoluble solids and liquids
- Filter materials (cloth, paper)
- Containers

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Decantation)

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

- Explain the process of decantation
- Demonstrate the use of decantation to separate mixtures
- Show carefulness in separating mixtures by decantation

The learner is guided to:
- Discuss the principle of decantation
- Demonstrate separation of mixtures by decantation
- Identify applications of decantation in daily life

How is decantation used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 50
- Mixtures of insoluble solids and liquids
- Containers
- Stirring rods

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Separating Funnel)

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

- Explain the use of a separating funnel
- Demonstrate the use of a separating funnel to separate immiscible liquids
- Appreciate the importance of separating funnels

The learner is guided to:
- Discuss the principle of separating immiscible liquids
- Demonstrate separation using a separating funnel
- Identify applications of separating funnels in daily life

How is a separating funnel used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 53
- Immiscible liquids (water and kerosene)
- Separating funnel
- Containers

- Practical activities - Oral questions - Written assignments

Mixtures

Water Pollution - Meaning of Water Pollution

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

- Define water pollution
- Distinguish between clean and polluted water
- Appreciate the importance of clean water

The learner is guided to:
- Discuss the meaning of water pollution
- Observe pictures of clean and polluted water
- Use digital devices to explore water pollution

Why is water pollution a concern?

- Mentor Science and Technology Learner's Book pg. 56
- Digital devices
- Pictures of clean and polluted water
- Video resources

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Water Pollutants

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

- Identify common water pollutants
- Explain sources of water pollutants
- Show concern about water pollution

The learner is guided to:
- Walk around the school and neighborhood to identify water pollutants
- Record observations of harmful substances causing water pollution
- Discuss findings with peers

What are the common water pollutants in our environment?

- Mentor Science and Technology Learner's Book pg. 57
- School and neighborhood environment
- Protective gear (gumboots, gloves, masks)
- Recording materials

- Observation schedules - Written assignments - Peer assessment

Mixtures

Water Pollution - Human Activities Causing Water Pollution

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

- Identify human activities that cause water pollution
- Explain how these activities pollute water
- Show responsibility in preventing water pollution

The learner is guided to:
- Observe pictures showing activities that pollute water
- Discuss how human activities pollute water
- Identify activities in their locality that pollute water

How do human activities contribute to water pollution?

- Mentor Science and Technology Learner's Book pg. 58
- Digital devices
- Pictures showing water pollution
- Video resources

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Soil as a Water Pollutant

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

- Explain how soil pollutes water
- Identify activities that lead to soil pollution of water
- Show concern about soil erosion

The learner is guided to:
- Observe pictures showing soil pollution of water
- Discuss how soil enters water sources
- Identify activities that lead to soil erosion

How does soil pollute water sources?

- Mentor Science and Technology Learner's Book pg. 59
- Digital devices
- Pictures showing soil erosion
- Video resources

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Effects on Animals

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

- Explain effects of water pollution on animals
- Identify animals affected by water pollution
- Show concern for animals affected by polluted water

The learner is guided to:
- Observe pictures showing effects of polluted water on animals
- Discuss how polluted water affects animals
- Create awareness posters on protecting animals from water pollution

How does water pollution affect animals?

- Mentor Science and Technology Learner's Book pg. 60
- Digital devices
- Pictures showing effects of water pollution
- Art materials

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Effects on Humans

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

- Explain effects of water pollution on humans
- Identify diseases caused by polluted water
- Show concern for human health in relation to water quality

The learner is guided to:
- Observe pictures showing effects of polluted water on humans
- Discuss how polluted water affects human health
- Create awareness posters on protecting humans from water pollution

How does water pollution affect human health?

- Mentor Science and Technology Learner's Book pg. 61
- Digital devices
- Pictures showing effects of water pollution
- Art materials

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Effects on Plants

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

- Explain effects of water pollution on plants
- Identify plants affected by water pollution
- Show concern for plants affected by polluted water

The learner is guided to:
- Observe pictures showing effects of polluted water on plants
- Discuss how polluted water affects plant growth
- Create awareness posters on protecting plants from water pollution

How does water pollution affect plants?

- Mentor Science and Technology Learner's Book pg. 62
- Digital devices
- Pictures showing effects of water pollution
- Art materials

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Methods of Reducing Water Pollution (Waste Disposal)

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

- Explain proper waste disposal methods
- Demonstrate proper waste disposal
- Show responsibility in waste disposal

The learner is guided to:
- Observe pictures showing proper and improper waste disposal
- Discuss how proper waste disposal reduces water pollution
- Participate in a clean-up activity in the school compound

How can proper waste disposal reduce water pollution?

- Mentor Science and Technology Learner's Book pg. 63
- Digital devices
- Pictures showing waste disposal
- Waste bins
- Protective gear

- Observation schedules - Practical activities - Peer assessment

Mixtures

Water Pollution - Methods of Reducing Water Pollution (Dirty Water Disposal)

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

- Explain proper disposal of dirty water
- Demonstrate proper disposal of dirty water
- Show responsibility in dirty water management

The learner is guided to:
- Discuss how to properly dispose of dirty water
- Identify ways to reuse dirty water
- Create a flowchart showing proper dirty water management

How can proper dirty water disposal reduce water pollution?

- Mentor Science and Technology Learner's Book pg. 64
- Digital devices
- Charts
- Art materials

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Methods of Reducing Water Pollution (Soil Erosion Control)

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

- Identify methods of controlling soil erosion
- Explain how soil erosion control reduces water pollution
- Show interest in soil erosion control measures

The learner is guided to:
- Discuss methods of controlling soil erosion
- Identify areas in the school compound prone to soil erosion
- Suggest measures to control soil erosion in identified areas

How can soil erosion control reduce water pollution?

- Mentor Science and Technology Learner's Book pg. 65
- Digital devices
- School compound
- Pictures showing soil erosion control

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Basic Methods of Water Treatment (Boiling)

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

- Explain the process of boiling water
- Demonstrate boiling as a water treatment method
- Appreciate the importance of boiling water

The learner is guided to:
- Discuss the process of boiling water for treatment
- Observe pictures showing water boiling
- Discuss safety measures when boiling water

How does boiling make water safe?

- Mentor Science and Technology Learner's Book pg. 66
- Digital devices
- Pictures showing water boiling
- Heat source (under teacher supervision)

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Basic Methods of Water Treatment (Filtration)

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

- Explain the process of water filtration
- Demonstrate water filtration
- Show interest in water filtration methods

The learner is guided to:
- Discuss the process of water filtration
- Demonstrate simple water filtration using locally available materials
- Discuss the limitations of filtration

How effective is filtration in water treatment?

- Mentor Science and Technology Learner's Book pg. 67
- Dirty water
- Filter materials (cloth, sand)
- Containers

- Practical activities - Oral questions - Written assignments

Mixtures

Water Pollution - Basic Methods of Water Treatment (Chemical Treatment)

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

- Explain chemical treatment of water
- Identify safe chemicals used for water treatment
- Show caution when handling water treatment chemicals

The learner is guided to:
- Discuss chemical treatment of water
- Observe pictures showing chemical water treatment
- Discuss safety measures when using water treatment chemicals

How effective is chemical treatment of water?

- Mentor Science and Technology Learner's Book pg. 68
- Digital devices
- Pictures showing chemical water treatment
- Water treatment chemicals (under teacher supervision)

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Basic Methods of Water Treatment (Solar Treatment)

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

- Explain solar treatment of water
- Identify situations where solar treatment is appropriate
- Appreciate the use of renewable energy for water treatment

The learner is guided to:
- Discuss solar treatment of water
- Observe pictures showing solar water treatment
- Discuss the advantages and limitations of solar treatment

How effective is solar treatment of water?

- Mentor Science and Technology Learner's Book pg. 69
- Digital devices
- Pictures showing solar water treatment
- Clear bottles for solar treatment demonstration

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Water Filter Project Planning

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

- Plan a water filter project
- Identify materials needed for the water filter
- Show enthusiasm for the project

The learner is guided to:
- Discuss what a water filter should include
- Plan a water filter using locally available materials
- Identify materials needed for the water filter

How can we design an effective water filter?

- Mentor Science and Technology Learner's Book pg. 70
- Digital devices
- Pictures of water filters
- Planning worksheets

- Project plans - Oral questions - Peer assessment

Mixtures

Water Pollution - Water Filter Construction

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

- Make a functional water filter
- Explain how the water filter works
- Show creativity in filter construction

The learner is guided to:
- Use locally available materials to make a water filter
- Layer the filtering materials in the correct order
- Test the water filter

How can we construct a functional water filter?

- Mentor Science and Technology Learner's Book pg. 70
- Plastic bottles
- Gravel, sand, charcoal, cloth
- Scissors, string
- Dirty water

- Projects - Demonstrations - Peer assessment

Mixtures

Water Pollution - Water Filter Testing

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

- Test the effectiveness of the water filter
- Identify areas for improvement
- Show commitment to enhancing filter effectiveness

The learner is guided to:
- Test their water filters with dirty water
- Observe the filtered water
- Discuss ways to improve the water filter

How can we improve our water filters?

- Mentor Science and Technology Learner's Book pg. 71
- Completed water filters
- Dirty water
- Clean containers

- Projects - Demonstrations - Peer assessment

Mixtures

Water Pollution - Water Filter Presentation

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

- Present their water filters
- Explain the filtering process
- Show confidence in presenting their work

The learner is guided to:
- Present their completed water filters
- Explain how their filters work
- Demonstrate the filtering process

How effective are our water filters?

- Mentor Science and Technology Learner's Book pg. 71
- Completed water filters
- Dirty water
- Presentation space

- Presentations - Peer assessment - Teacher observation