LIVING THINGS AND THEIR ENVIRONMENT

Fungi
Fungi

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

-state the meaning of fungi
-use digital devices to observe images of common fungi
-appreciate the importance of fungi to the economy

The learner is guided to:
-state the meaning of fungi
-use digital devices to observe images of common fungi

What is fungi?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Fungi
Fungi

By the end of the lesson, the learner should be able to:
-identify common fungi in the environment
-take a walk in the school compound and take photographs of different types of fungi
-appreciate the importance of fungi to the economy

-identify common fungi in the environment
-take a walk in the school compound and take photographs of different types of fungi

Which fungi are found in the school compound?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Fungi

By the end of the lesson, the learner should be able to:
-mention common fungi in the environment
-draw common fungi in the environment
-appreciate the importance of fungi to the economy

-discuss common fungi in the environment such as mushrooms, toadstools, puffballs,
moulds
-draw common fungi in the environment

Mushrooms can also be used as?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Fungi

By the end of the lesson, the learner should be able to:
-identify the importance of fungi in nature
-watch video clips on the importance of moulds, yeast
-appreciate the importance of fungi to the economy

-discuss the importance of fungi in nature
-watch video clips on the importance of moulds, yeast

What is the use of yeast in food processing?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Fungi
invertebrates

By the end of the lesson, the learner should be able to:
-outline precautions and safe disposal of wastes when handling fungi
-use digital devices to search for safe handling of fungi
-appreciate the importance of fungi to the economy

-outline precautions and safe disposal of wastes when handling fungi
-use digital devices to search for safe handling of fungi

Which precautions should you take when handling fungi?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Invertebrates
Invertebrates

By the end of the lesson, the learner should be able to:
-state the meaning of invertebrates
-take photographs of invertebrates in the immediate environment
-appreciate the importance of invertebrates in nature

-in groups discuss the meaning of invertebrates
-take photographs of invertebrates in the immediate environment

Give 2 examples of common invertebrates?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Invertebrates

By the end of the lesson, the learner should be able to:
-identify animals classified as invertebrates
-watch video clips of invertebrates
-appreciate the importance of invertebrates in nature

-mention animals classified as invertebrates
-watch video clips of invertebrates

Which animals are classified as invertebrates?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Invertebrates

By the end of the lesson, the learner should be able to:
-state examples of sea invertebrates
-draw sea invertebrates
-appreciate the importance of invertebrates in nature

-observe pictures of sea invertebrates
-draw sea invertebrates such as octopus, and crabs

What are sea invertebrates?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Invertebrates
Invertebrates

By the end of the lesson, the learner should be able to:
-mention animals classified as invertebrates
-make a portfolio of different types of invertebrates in their locality
-appreciate the importance of invertebrates in the environment

-mention animals classified as invertebrates
-make a portfolio of different types of invertebrates in their locality

What is a portfolio?

Grade 6 science and technology curriculum design

Oral questions Written questions

LIVING THINGS AND THEIR ENVIRONMENT

Invertebrates

By the end of the lesson, the learner should be able to:
-identify the importance of invertebrates in the environment
-observe safety precautions when handling invertebrates
-appreciate the importance of invertebrates in the environment

-discuss the importance of vertebrates in the environment such as food, soil aeration,
-observe safety precautions when handling invertebrates

What is the importance of invertebrates?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Human circulatory system

By the end of the lesson, the learner should be able to:
-define the term human circulatory system
-draw parts of the human circulatory system
-appreciate the importance of a healthy circulatory system

-define the term human circulatory system
-draw parts of the human circulatory system

What is human circulatory system?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Human circulatory system
Human circulatory system

By the end of the lesson, the learner should be able to:
-define the term human circulatory system
-draw parts of the human circulatory system
-appreciate the importance of a healthy circulatory system

-define the term human circulatory system
-draw parts of the human circulatory system

Name the parts of the human circulatory system?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Human circulatory system

By the end of the lesson, the learner should be able to:
-state functions of the main parts of the human circulatory sysytem
-use locally available materials to model the human circulatory system
-appreciate the importance of a healthy circulatory system

-state functions of the main parts of the human circulatory sysytem
-use locally available materials to model the human circulatory system

Match the parts of the human circulatory system with their functions?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Human circulatory system

By the end of the lesson, the learner should be able to:
-identify parts of the heart
-draw and label parts of the heart
-appreciate the importance of parts of the heart

-observe pictures and identify parts of the heart
- draw and label parts of the heart

Name the parts of the heart?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Human circulatory system

By the end of the lesson, the learner should be able to:
-identify parts of the heart
-describe functions of the parts of the heart
- appreciate the importance of parts of the heart

-identify parts of the heart such as auricles, ventricles
-in groups discuss functions of the parts of the heart

What is the function of ventricles?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Human circulatory system

By the end of the lesson, the learner should be able to:
-mention major blood vessels
-describe the functions of the major blood vessels
-appreciate the importance of a healthy circulatory system

-mention major blood vessels
-describe the functions of the major blood vessels

Name the major blood vessels?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Human circulatory system

By the end of the lesson, the learner should be able to:
-identify the components of blood
-explain the functions of the components of blood vessels
-appreciate the importance of a healthy circulatory system

-observe pictures of the components of blood (red blood cells, white blood cells and platelets)

Name the components of blood?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Human circulatory system

By the end of the lesson, the learner should be able to:
-outline common healthy conditions of the human circulatory system
-watch video clips on symptoms and prevention of common health conditions of the human circulatory system
-appreciate the importance of a healthy circulatory system

-outline common healthy conditions of the human circulatory system
-watch video clips on symptoms and prevention of common health conditions of the human circulatory system

Name the healthy conditions of the human circulatory system?

Grade 6 science and technology curriculum design

-oral questions -written questions

LIVING THINGS AND THEIR ENVIRONMENT

Human circulatory system

By the end of the lesson, the learner should be able to:
-identify the importance of a healthy circulatory system
-develop a routine plan for maintaining a healthy circulatory system
- appreciate the importance of a healthy circulatory system

-identify the importance of a healthy circulatory system
-develop a routine plan for maintaining a healthy circulatory system

What is the importance of a healthy circulatory system?

Grade 6 science and technology curriculum design

-oral questions -written questions

MATTER

Change of state
Change of state - meaning

By the end of the lesson, the learner should be able to:
-state the meaning of change of state of matter
-watch video clips of changes of the state of matter
-appreciate applications of change of state of matter

-brainstorm the meaning of change of state of matter
-watch video clips of changes of the state of matter

What is change of state of matter?

Grade 6 science and technology curriculum design


Testtubeholders,conicalflask,gaslighter,water,iodine,candlewax,zincoxide,testtubes,bunsenburner,tripodstand,gauzewire.

-oral questions -written questions

MATTER

Chage of state - melting
Chage of state - evaporation

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

-Identify the changes of state when substances are heated or cooled,
-Demonstrate melting as a change of state of matter.
-Appreciate the applications of change of state in day-to-day life.

The learner is guided to:
carry out activities to demonstrate change of state of matter (melting) collaboratively, note: observe safety while heating substances to avoid fires and burns,
where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled.

How is change Of state of matter important in day-to-day life?

Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.

Observation oral question and answer rubrics checklist

MATTER

Chage of state - sublimation

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

-Identify the changes of state when substances are heated or cooled
-Demonstrate sublimation as a change of state of matter.
-Appreciate the applications of change of state in day-to-day life.

The learner is guided to:
carry out activities to demonstrate change of state of matter (sublimation) collaboratively, note: observe safety while heating substances to avoid fires and burns,
where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled.

How is change Of state of matter important in day-to-day life?

Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.

Observation oral question and answer rubrics checklist

MATTER

Chage of state - condensation
Chage of state - freezing

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

-Identify the changes of state when substances are heated or cooled,
-Demonstrate condensation as a change of state of matter.
-Appreciate the applications of change of state in day-to-day life.

The learner is guided to:
carry out activities to demonstrate change of state of matter (condensation) collaboratively, note: observe safety while heating substances to avoid fires and burns,
where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled.

How is change Of state of matter important in day-to-day life?

Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.

Observation oral question and answer rubrics checklist

MATTER

Application of change of state

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

-Describe the applications of the change of state of matter in everyday life,
-Demonstrate the applications of change of state of matter.
-Appreciate the applications of change of state in day-to-day life.

The learner is guided to:
discuss the applications of change of state of matter in everyday life,

How is change Of state of matter important in day-to-day life?

Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.

Observation oral question and answer rubrics checklist

MATTER

Making candles using waste wax
Repairing broken plastic containers

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

-Identify locally available materials for making a candle wax.
-Make a candle wax using locally available materials.
-Appreciate the applications of change of state in day-to-day life.

learners to make candles using waste candle wax or beeswax,

How is change Of state of matter important in day-to-day life?

Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.

Observation oral question and answer rubrics checklist

MATTER

Repairing broken plastic containers

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

-Identify locally available materials for repairing broken plastic containers.
-Repair broken plastic containers.
-Appreciate the applications of change of state in day-to-day life.

learners to repair broken plastic containers.

How is change Of state of matter important in day-to-day life?

Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.

Observation oral question and answer rubrics checklist

MATTER
Composition of air

Repairing broken plastic containers
Components of the air

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

-Identify locally available materials for repairing broken plastic containers.
-Repair broken plastic containers.
-Appreciate the applications of change of state in day-to-day life.

learners to repair broken plastic containers.

How is change Of state of matter important in day-to-day life?

Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.

Cleartrough,water,markerpen,ruler,candle,plasticine,cork

Observation oral question and answer rubrics checklist

Composition of air

Components of the air

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

-Identify the components of air,
-Draw a pie chart showing percentage composition of components of air
-Appreciate the need for clean air in day-to-day life.

The learner is guided to:
brainstorm on air and its constituent,
draw a pie chart showing percentage composition of components of air,

How does air pollution affects the environment?

Clear trough, water, marker pen, ruler, candle, plasticine, cork

Observation written questions

Composition of air

Investigating presence of oxygen in the air

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

-Identify the components of air
-Investigate the presence of oxygen in air using burning candle.
-Appreciate the need for clean air in day-to-day life.

The learner is guided to:
carry out activity to investigate the presence of oxygen in air collaboratively
(use a burning candle),

How does air pollution affects the environment?

Clear trough, water, marker pen, ruler, candle, plasticine, cork

Observation written questions

Composition of air

Uses of components of the air
Uses of components of The air

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

-Outline uses of the different components of air,
-Demonstrate the uses of different components of the air
-Appreciate the need for clean air in day-to-day life.

The learner is guided to:
discuss the uses of the different components of air,

How does air pollution affects the environment?

Clear trough, water, marker pen, ruler, candle, plasticine, cork

Observation written questions

Composition of air

Uses of components of The air
Effects of air pollution

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

-Outline uses of the different components of air,
-Demonstrate the uses of different components of the air
-Appreciate the need for clean air in day-to-day life.

The learner is guided to:
discuss the uses of the different components of air,

How does air pollution affects the environment?

Clear trough, water, marker pen, ruler, candle, plasticine, cork

Dustbine gumboots, dusty classroom, digital devices

Observation written questions

Composition of air

Effects of air pollution

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

-Explain the effects of air pollution in the environment,
-Observe the effects of air pollution using it devices.
-Appreciate the need for clean air in day-to-day life.

The learner is guided to:
-Discuss the effects of air pollution to the environment,
-Where possible, use digital devices to observe the effects of air pollution.
Note: observe safety precautions in air polluted environments (example: practice use of dust masks, goggles, overcoats).

How does air pollution affects the environment?

Dustbine gumboots, dusty classroom, digital devices
Dustbine gumboots, dusty classroom, digital devices

Oral Questions, assignments, project work

Composition of air

Methods of reducing air pollution

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

-Describe methods of reducing air pollution in the environment,
-Practice reducing air pollution through h various methods
-Appreciate the need for clean air in day-to-day life.

The learner is guided to:
identify and discuss methods of reducing air pollution in groups,

How does air pollution affects the environment?

Dustbine gumboots, dusty classroom, digital devices

Oral Questions, assignments, project work

Composition of air

Methods of reducing air pollution

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

-Describe methods of reducing air pollution in the environment,
-Practice reducing air pollution through h various methods
-Appreciate the need for clean air in day-to-day life.

The learner is guided to:
identify and discuss methods of reducing air pollution in groups,

How does air pollution affects the environment?

Dustbine gumboots, dusty classroom, digital devices

Oral Questions, assignments, project work

Composition of air

Making posters on common air pollutants
Making posters on dangers of air pollution

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

-Identify common air pollutants.
-Make posters on common air pollutants
-Appreciate the need for clean air in day-to-day life.

The learner is guided to:

Learners are guided to make posters on common air pollutants, dangers of air pollution and ways of controlling air pollution.

How does air pollution affects the environment?

Dustbine gumboots, dusty classroom, digital devices
Dustbine gumboots, dusty classroom, digital devices

Oral Questions, assignments, project work

Composition of air
Force and energy

Making posters on ways of controlling air pollution
Light- movement of light through transparent objects

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

-Identify common air pollutants.
-Make posters on ways of controlling air pollution.
-Appreciate the need for clean air in day-to-day life.

The learner is guided to:

Learners are guided to make posters on common air pollutants, dangers of air pollution and ways of controlling air pollution.

How does air pollution affects the environment?

Dustbine gumboots, dusty classroom, digital devices
a flat mirror, geometrical set, digital device, a spoon, metallic

Oral Questions, assignments, project work

Force and energy

Movement of light through translucent objects

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

-Describe translucent materials.
-Demonstrate the movement of light through translucent objects.
-Appreciate the importance of movement light in everyday life.

The learner is guided to:
Carry out activities to show the movement on light through different materials (translucent),
Use digital or print media to search for information on the movement of light through materials

How does light travel?

a flat mirror, geometrical set, digital device, a spoon, metallic

Oral questioning, project, questionnaires , written questions

Force and energy

Movement of Light through opaque objects
Ray diagrams of images in plane mirrors

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

-Describe opaque materials.
-Demonstrate the movement of light through opaque objects.
-Appreciate the importance of movement light in everyday life.

The learner is guided to:
Carry out activities to show the movement on light through different materials (opaque),
Use digital or print media to search for information on the movement of light through materials

How does light travel?

a flat mirror, geometrical set, digital device, a spoon, metallic

Oral questioning, project, questionnaires , written questions

Force and energy

Ray diagrams of images in plane mirrors

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

-Explain how images are formed on plane mirrors.
-Draw ray diagrams of images formed on plane mirrors,
-Appreciate the importance of movement light in everyday life.

The learner is guided to:
perform an experiment to show reflection of light on plane mirrors
(laws of reflection),

How does light travel?

a flat mirror, geometrical set, digital device, a spoon, metallic

Oral questioning, project, questionnaires , written questions

Force and energy

Formation of shadows.

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

-Describe how shadows are formed.
-Illustrate the formation of shadows in nature,
-Appreciate the importance of movement light in everyday life.

The learner is guided to:
carry out activities to demonstrate and illustrate the formation of shadows.

How does light travel?

a flat mirror, geometrical set, digital device, a spoon, metallic

Oral questioning, project, questionnaires , written questions

Force and energy

Formation of solar eclipse
Formation of lunar eclipse

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

-Describe how solar eclipse is formed.
-Illustrate the formation of solar eclipse.
-Appreciate the importance of movement light in everyday life.

The learner is guided to:
carry out activities to demonstrate and illustrate the formation of (solar eclipses),

How does light travel?

a flat mirror, geometrical set, digital device, a spoon, metallic

Oral questioning, project, questionnaires , written questions

Force and energy

Reflection of light at plane surfaces

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

-State the law of reflection.
-Illustrate the reflection of light on plane mirrors
-Appreciate the importance of movement light in everyday life.

The learner is guided to:
perform an experiment to show reflection of light on plane mirrors
(laws of reflection),

How does light travel?

a flat mirror, geometrical set, digital device, a spoon, metallic

Oral questioning, project, questionnaires , written questions

Force and energy

Image formation in plane mirrors

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

-Discuss the characteristics of images formed on plane mirrors.
-Locate and illustrate images formed on plane mirrors.
-Appreciate the importance of movement light in everyday life.

The learner is guided to:
locate and illustrate images formed on plane mirrors and discuss their characteristics,

How does light travel?

a flat mirror, geometrical set, digital device, a spoon, metallic

Oral questioning, project, questionnaires , written questions

Force and energy

Rainbow formation

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

-Describe the formation of rainbow in nature,
-Analyze the application of movement of light through different media.
-Appreciate the importance of movement light in everyday life.

The learner is guided to:
discuss the applications of movement of light through different media (mirrors, periscope, kaleidoscope, lenses, magnifying glass, hand lens, mirage, rainbow).

How does light travel?

a flat mirror, geometrical set, digital device, a spoon, metallic

Oral questioning, project, questionnaires , written questions