Living Things and Their Environment

The Human Breathing System - Parts of the human breathing system

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

- Identify the parts of the human breathing system
- Explain the meaning of breathing
- Appreciate the importance of breathing

- Learners close their noses for about five seconds and observe what happens
- Learners place their palms in front of their noses and feel the air
- Learners discuss the meaning of breathing

What happens when we breathe?

- Oxford Everyday Science and Technology pg. 28
- Charts of the human breathing system
- Digital devices
- Oxford Everyday Science and Technology pg. 29
- Charts
- Internet connection

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

Living Things and Their Environment

The Human Breathing System - Parts of the human breathing system
The Human Breathing System - Functions of parts of the human breathing system

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

- Use digital devices to search for images of the breathing system
- Draw and label parts of the breathing system
- Value the use of technology in learning

- Learners use digital devices to access the internet
- Learners search for an image of the breathing system
- Learners study the image and identify the parts shown

How can technology help us understand the breathing system?

- Oxford Everyday Science and Technology pg. 29
- Digital devices
- Internet connection
- Drawing materials
- Oxford Everyday Science and Technology pg. 30
- Charts
- Reference books

- Digital literacy skills - Drawing and labeling - Oral questions - Observation schedules

Living Things and Their Environment

The Human Breathing System - Functions of parts of the human breathing system
The Human Breathing System - Conditions and diseases of the breathing system (Common colds)

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

- Describe the functions of the trachea and lungs
- Explain the role of the diaphragm in breathing
- Appreciate the complexity of the breathing system

- Learners search for information on functions of all parts of the breathing system
- Learners discuss and share their findings in class
- Learners study a table showing functions of parts of the breathing system

How do the different parts of the breathing system work together?

- Oxford Everyday Science and Technology pg. 31
- Charts
- Digital devices
- Reference books
- Oxford Everyday Science and Technology pg. 32
- Health-related materials

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

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Common colds)
The Human Breathing System - Conditions and diseases of the breathing system (Asthma)

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

- Describe the signs and symptoms of common colds
- Explain ways of preventing common colds
- Practice preventive measures against colds

- Learners discuss the signs and symptoms of common colds
- Learners discuss methods of preventing common colds
- Learners practice proper coughing and sneezing etiquette

How can we prevent common colds?

- Oxford Everyday Science and Technology pg. 33
- Charts
- Digital devices
- Health-related materials
- Oxford Everyday Science and Technology pg. 34

- Oral questions - Written assignments - Demonstration of preventive measures - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Asthma)
The Human Breathing System - Conditions and diseases of the breathing system (Coughs)

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

- Explain how to prevent asthma attacks
- Describe the effects of asthma on daily activities
- Show concern for people with asthma

- Learners discuss ways to prevent asthma attacks
- Learners explain the effects of asthma on daily activities
- Learners discuss how to help someone having an asthma attack

How can we support people with asthma?

- Oxford Everyday Science and Technology pg. 35
- Charts
- Digital devices
- Health-related materials
- Oxford Everyday Science and Technology pg. 36

- Oral questions - Written assignments - Role plays - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (COVID-19)

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

- Describe the cause of COVID-19
- Identify the signs and symptoms of COVID-19
- Value precautionary measures against COVID-19

- Learners use digital devices to search for information about COVID-19
- Learners discuss the cause of COVID-19 and how it is transmitted
- Learners identify who is more likely to be infected with COVID-19

How is COVID-19 transmitted?

- Oxford Everyday Science and Technology pg. 37
- Digital devices
- Internet connection
- Health-related materials
- Oxford Everyday Science and Technology pg. 38
- Charts
- Face masks
- Hand washing facilities

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

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Allergy)

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

- Explain the causes of allergic reactions
- Identify the signs and symptoms of allergies
- Show empathy towards people with allergies

- Learners use digital devices to search for information about allergies
- Learners observe pictures showing symptoms of allergies
- Learners identify signs and symptoms of allergies

What substances can trigger allergic reactions?

- Oxford Everyday Science and Technology pg. 39
- Digital devices
- Internet connection
- Pictures showing allergy symptoms
- Oxford Everyday Science and Technology pg. 40
- Charts
- Health-related materials
- Guest speaker

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

Living Things and Their Environment

The Human Breathing System - Project: Making models of the human breathing system

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

- Gather materials for making a model of the breathing system
- Follow steps to create a breathing system model
- Show creativity in making learning resources

- Learners gather materials for making a breathing system model
- Learners follow instructions to create the model
- Learners work in groups to make their models

How can we demonstrate the working of the breathing system?

- Oxford Everyday Science and Technology pg. 41
- Plastic bottles
- Balloons
- Rubber bands
- Scissors
- Adhesive gum
- Completed models
- Charts of the breathing system

- Project assessment - Creativity - Teamwork - Observation schedules

Living Things and Their Environment

The Human Breathing System - Importance of maintaining a healthy breathing system
The Human Breathing System - Assessment

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

- Explain the importance of the breathing system
- Describe ways of maintaining a healthy breathing system
- Value the need for a healthy breathing system

- Learners write the headline "Importance of the breathing system" on a sheet of paper
- Learners write down the importance of the breathing system
- Learners discuss what would happen if the breathing system was not healthy

Why is it important to maintain a healthy breathing system?

- Oxford Everyday Science and Technology pg. 42
- Charts
- Digital devices
- Health-related materials
- Assessment worksheets

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

Mixtures

Water Pollution - Water pollutants in water sources

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

- Define water pollution
- Identify water pollutants
- Show concern about water pollution

- Learners study a picture of polluted water
- Learners use a dictionary to search for the meaning of 'pollution'
- Learners discuss what water pollution is

What is water pollution?

- Oxford Everyday Science and Technology pg. 54
- Pictures of polluted water
- Dictionary
- Digital devices
- Oxford Everyday Science and Technology pg. 55
- Charts
- Pictures

- Oral questions - Written assignments - Dictionary skills - Observation schedules

Mixtures

Water Pollution - Effects of water pollution on living things

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

- Describe the effects of water pollution on plants
- Explain how polluted water affects plant growth
- Show concern for the health of plants

- Learners walk around the school compound to look for plants growing near polluted water
- Learners study a picture showing polluted water's effect on plants
- Learners discuss how polluted water affects plants

How does water pollution affect plants?

- Oxford Everyday Science and Technology pg. 56
- School compound
- Pictures
- Charts
- Digital devices
- Oxford Everyday Science and Technology pg. 57
- Videos

- Field observation - Oral questions - Written assignments - Group discussions

Mixtures

Water Pollution - Effects of water pollution on living things
Water Pollution - Methods of reducing water pollution

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

- Use digital devices to learn about effects of water pollution
- Explain the concept of waterborne diseases
- Show concern for the health of water ecosystems

- Learners use digital devices to search for a video on effects of water pollution
- Learners watch the video and discuss effects of water pollution
- Learners explain how water pollution leads to waterborne diseases

What diseases are caused by polluted water?

- Oxford Everyday Science and Technology pg. 58
- Digital devices
- Internet connection
- Videos
- Charts
- Oxford Everyday Science and Technology pg. 59
- Pictures

- Digital literacy skills - Oral presentations - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of reducing water pollution

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

- Identify sources of dirty water
- Describe proper disposal of dirty water
- Value keeping water sources clean

- Learners discuss sources of dirty water
- Learners explain how dirty water gets into water bodies
- Learners suggest ways to reduce water pollution from dirty water

How does dirty water contribute to water pollution?

- Oxford Everyday Science and Technology pg. 59
- Pictures
- Charts
- Digital devices

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

Mixtures

Water Pollution - Methods of water treatment
Water Pollution - Methods of water treatment (Filtration)

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

- Identify safety measures when handling polluted water
- Describe characteristics of clean water
- Show responsibility when handling polluted water

- Learners study pictures of people handling polluted water
- Learners discuss which person is safe and why
- Learners practice wearing gloves and gumboots

What safety measures should be observed when handling polluted water?

- Oxford Everyday Science and Technology pg. 60
- Gloves
- Gumboots
- Pictures
- Charts
- Oxford Everyday Science and Technology pg. 61
- Clean cloth
- Containers
- Water with solid particles
- Digital devices

- Demonstration skills - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Boiling)
Water Pollution - Methods of water treatment (Chemical treatment)

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

- Demonstrate water treatment by boiling
- Explain how boiling purifies water
- Value the effectiveness of boiling water

- Learners put filtered water in a sufuria
- Learners boil the water and put it in a jug
- Learners discuss what pollutants were removed during boiling

How does boiling make water safe for drinking?

- Oxford Everyday Science and Technology pg. 61
- Sufuria
- Source of heat
- Filtered water
- Jug
- Oxford Everyday Science and Technology pg. 62
- Clean jerrycan
- Water
- Water treatment chemicals

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Solar treatment)
Water Pollution - Advocating for safe water sources

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

- Demonstrate solar water treatment
- Explain how solar energy purifies water
- Value the use of renewable energy in water treatment

- Learners pour water into clean water bottles
- Learners place the bottles in direct sunlight
- Learners discuss how the sun removes pollutants from water

How does the sun's energy make water safe for drinking?

- Oxford Everyday Science and Technology pg. 63
- Clean water bottles
- Water
- Sunny area
- Oxford Everyday Science and Technology pg. 64
- Charts
- Pictures
- Digital devices

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Project: Making functional water filters

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

- Gather materials for making a water filter
- Follow steps to create a water filter
- Show creativity in making learning resources

- Learners collect materials for making a water filter
- Learners follow steps to make the water filter
- Learners support their water filter and place a container below it

How can we create a functional water filter?

- Oxford Everyday Science and Technology pg. 65
- Used plastic bottles
- Clean fine sand
- Gravel
- Charcoal
- Cotton wool
- Oxford Everyday Science and Technology pg. 66
- Completed water filter
- Dirty water
- Collection container

- Project assessment - Creativity - Teamwork - Observation schedules

Mixtures

Water Pollution - Assessment

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

- Define water pollution
- Describe ways of reducing water pollution
- Show commitment to water conservation

- Learners define water pollution
- Learners explain ways of reducing water pollution
- Learners identify clean and dirty water from pictures

What have we learned about water pollution?

- Oxford Everyday Science and Technology pg. 67
- Assessment worksheets
- Pictures
- Charts

- Written test - Oral questions - Observation schedules - Checklists

Mixtures
Force and Energy

Water Pollution - Assessment
Floating and Sinking - To show floating and sinking using different objects

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

- Explain human activities that cause water pollution
- Describe the effects of water pollution
- Show responsibility in protecting water sources

- Learners explain how people cause water pollution
- Learners describe effects of water pollution on plants, animals, and humans
- Learners suggest ways to protect water sources

How can we be advocates for clean water sources?

- Oxford Everyday Science and Technology pg. 67
- Assessment worksheets
- Pictures
- Charts
- Oxford Everyday Science and Technology pg. 68
- Various objects
- Digital devices

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

Force and Energy

Floating and Sinking - To show floating and sinking using different objects
Floating and Sinking - Factors that affect the floating and sinking of objects (Shape)

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

- Test various objects for floating and sinking
- Record and classify objects as floaters or sinkers
- Show interest in investigating floating and sinking

- Learners collect different objects in the classroom and school compound
- Learners place each object on water in a basin
- Learners record their observations in a table

What materials float and what materials sink?

- Oxford Everyday Science and Technology pg. 68
- Various materials (dry wood, metallic materials, plastic, cork, buoy, feathers)
- Water
- Basin
- Oxford Everyday Science and Technology pg. 69
- Bottle top
- Plasticine or clay
- Hammer

- Practical skills assessment - Recording skills - Oral questions - Observation schedules

Force and Energy

Floating and Sinking - Factors that affect the floating and sinking of objects (Type of material and Size)
Floating and Sinking - Factors that affect the floating and sinking of objects (Weight)

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

- Investigate how material type affects floating and sinking
- Investigate how size affects floating and sinking
- Show interest in material properties

- Learners place an iron nail and a piece of wood of the same size on water
- Learners place a metallic ruler and a plastic ruler on water
- Learners place iron nails of different sizes on water
- Learners place pieces of sticks of different sizes on water

How do material type and size affect floating and sinking?

- Oxford Everyday Science and Technology pg. 70-71
- Iron nails of different sizes
- Pieces of wood of different sizes
- Metallic and plastic rulers
- Water
- Basin
- Oxford Everyday Science and Technology pg. 72
- Containers of same size
- Sand
- Cotton wool or feathers

- Practical skills assessment - Recording skills - Oral questions - Observation schedules

Force and Energy

Floating and Sinking - Application of floating and sinking in day-to-day life

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

- Identify applications of floating and sinking
- Explain how floating and sinking are used in daily life
- Appreciate the importance of floating and sinking

- Learners study pictures showing applications of floating and sinking
- Learners discuss how floating and sinking are applied in the pictures
- Learners brainstorm other applications of floating and sinking

How is the principle of floating and sinking applied in daily life?

- Oxford Everyday Science and Technology pg. 73
- Pictures
- Digital devices
- Charts
- Oxford Everyday Science and Technology pg. 74

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

Force and Energy

Floating and Sinking - Application of floating and sinking in day-to-day life
Floating and Sinking - Project: Making lifesavers from floaters

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

- Describe the effects of floods
- Explain flood mitigation measures
- Show concern for flood victims

- Learners search for information on effects of floods and mitigation measures
- Learners discuss their findings and write them down
- Learners make a poster on floods and display it on the school noticeboard

How can floods be mitigated?

- Oxford Everyday Science and Technology pg. 75
- Digital devices
- Internet connection
- Textbooks
- Poster materials
- Oxford Everyday Science and Technology pg. 76
- Empty plastic bottles
- Sellotape
- Scissors
- Basin with water

- Research skills assessment - Oral presentations - Poster assessment - Observation schedules

Force and Energy

Floating and Sinking - Project: Making lifesavers from floaters
Floating and Sinking - Assessment

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

- Test lifesaver effectiveness
- Explain why lifesavers float
- Value the importance of safety equipment

- Learners place their floater in water
- Learners put a rock on the floater and observe what happens
- Learners compare what happens when a rock is placed directly in water

How effective is our lifesaver?

- Oxford Everyday Science and Technology pg. 76
- Completed lifesaver
- Basin with water
- Rock
- Oxford Everyday Science and Technology pg. 77
- Assessment worksheets
- Drawing materials
- Various objects

- Project assessment - Practical skills - Written reports - Observation schedules

Force and Energy

Floating and Sinking - Assessment

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

- Explain different factors affecting floating and sinking
- Describe the importance of lifesavers
- Show responsibility in ensuring water safety

- Learners identify factors that affect floating and sinking
- Learners explain why lifesaver jackets are important
- Learners solve scenario-based problems on water safety

How can we apply our knowledge about floating and sinking to stay safe?

- Oxford Everyday Science and Technology pg. 77
- Assessment worksheets
- Pictures
- Charts
- Poster materials

- Written test - Oral presentations - Problem-solving skills - Observation schedules

Force and Energy

Floating and Sinking - Assessment
Sound Energy - Sources of sound in nature

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

- Demonstrate understanding of all factors affecting floating and sinking
- Design solutions for water safety
- Value the application of scientific knowledge

- Learners explain how different factors affect floating and sinking
- Learners design simple floating devices for different purposes
- Learners discuss the importance of understanding floating and sinking

How can knowledge about floating and sinking help solve real problems?

- Oxford Everyday Science and Technology pg. 77
- Assessment worksheets
- Design materials
- Charts
- Oxford Everyday Science and Technology pg. 78
- Flute
- Whistle
- Digital devices

- Problem-solving skills - Creativity assessment - Written test - Group discussions

Force and Energy

Sound Energy - Sources of sound in nature

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

- Demonstrate how drums produce sound
- Explain how vibrations produce sound
- Show interest in investigating sound

- Learners put seeds, stones, or grains of sand on a drum
- Learners hit the drum with a stick and observe what happens
- Learners discuss what happens to the grains on the drum

How do drums produce sound?

- Oxford Everyday Science and Technology pg. 79
- Drum
- Seeds, stones, or grains of sand
- Stick

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Force and Energy

Sound Energy - Sources of sound in nature
Sound Energy - Movement of sound in nature

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

- Demonstrate how stringed instruments produce sound
- Explain how vibrations in strings produce sound
- Show creativity in making simple instruments

- Learners make a string instrument using a container and string
- Learners play the instrument by plucking the string
- Learners discuss how the instrument produces sound

How do stringed instruments produce sound?

- Oxford Everyday Science and Technology pg. 79
- Container
- String or rubber band
- Stick
- Oxford Everyday Science and Technology pg. 80
- Digital devices (radio or mobile phone)
- Open space
- Classroom

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Force and Energy

Sound Energy - Movement of sound in nature

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

- Demonstrate how sound can be reflected
- Explain the concept of echo
- Show interest in investigating sound reflection

- Learners throw a ball against a wall and observe what happens
- Learners stand between walls of two buildings and clap
- Learners repeat the activity in a large empty hall, valley, or between tall buildings

What is an echo?

- Oxford Everyday Science and Technology pg. 81
- Ball
- Open spaces
- Buildings with walls
- Oxford Everyday Science and Technology pg. 82
- Two tubes (made from manila paper or carton)
- Clock or another sound source
- Board
- Quiet room

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Force and Energy

Sound Energy - Effects of loud sound in day-to-day life

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

- Distinguish between loud and soft sounds
- Identify sources of loud sounds in the environment
- Show concern about the effects of loud sounds

- Learners think of places in their locality where loud sound is produced
- Learners talk about sources of loud sound
- Learners discuss whether they like loud sounds or not

What are sources of loud sounds in our environment?

- Oxford Everyday Science and Technology pg. 83
- Pictures
- Digital devices
- Charts
- Oxford Everyday Science and Technology pg. 84
- Whistle
- Flute

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

Force and Energy

Sound Energy - Effects of loud sound in day-to-day life
Sound Energy - Role of sound in day-to-day life

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

- Identify effects of loud sounds on health and well-being
- Explain how loud sounds affect daily activities
- Show concern for people affected by loud sounds

- Learners read a story about sound pollution
- Learners identify effects of loud sound mentioned in the story
- Learners discuss other effects of loud sound

What are the negative effects of loud sounds?

- Oxford Everyday Science and Technology pg. 85
- Story about sound pollution
- Pictures
- Digital devices
- Oxford Everyday Science and Technology pg. 87
- Charts

- Reading comprehension - Oral questions - Written assignments - Group discussions

Force and Energy

Sound Energy - Project: Making a sound producing instrument

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

- Gather materials for making a flute
- Follow steps to create a flute
- Show creativity in making learning resources

- Learners gather materials for making a flute
- Learners make holes on the bamboo stick using a knife
- Learners close one of the open ends using masking tape

How can we create a simple flute?

- Oxford Everyday Science and Technology pg. 88
- Bamboo stick or hollow stick
- Masking tape
- Knife
- Oxford Everyday Science and Technology pg. 89
- Open tin and balloon (for drum)
- Carton box and strings (for guitar)
- Scissors
- Thread or rubber band

- Project assessment - Creativity - Practical skills - Observation schedules

Force and Energy

Sound Energy - Project: Creating a sound game using Scratch
Sound Energy - Assessment

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

- Use digital tools to create a sound game
- Apply knowledge about sound in programming
- Show creativity in digital content creation

- Learners use Scratch to create a simple sound game
- Learners add sound effects using Sound blocks in Scratch
- Learners test and share their sound games

How can we create interactive sound games?

- Oxford Everyday Science and Technology pg. 90
- Computers or tablets with Scratch
- Internet connection
- Headphones
- Assessment worksheets
- Sound producing objects
- Charts

- Digital literacy skills - Creativity assessment - Project completion - Peer assessment

Force and Energy

Heat Transfer - Modes of heat transfer in nature
Heat Transfer - Modes of heat transfer in nature (Conduction)

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

- Identify different modes of heat transfer
- Explain how heat is transferred in different situations
- Show curiosity about heat transfer

- Learners discuss how heat is transferred in various situations
- Learners search for the meaning of conduction, convection, and radiation
- Learners identify which mode of heat transfer is demonstrated in each situation

What are the different ways heat can be transferred?

- Oxford Everyday Science and Technology pg. 91
- Dictionary
- Textbooks
- Digital devices
- Internet connection
- Oxford Everyday Science and Technology pg. 92-93
- Candle
- Matchbox
- Wax
- Pins
- Metal rods
- Block of wood

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

Force and Energy

Heat Transfer - Modes of heat transfer in nature (Convection)
Heat Transfer - Modes of heat transfer in nature (Radiation)

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

- Demonstrate heat transfer by convection in liquids and gases
- Explain how convection currents work
- Show interest in investigating heat transfer

- Learners put sand particles in water in a sufuria
- Learners heat the water until it boils
- Learners observe and record the movement of sand particles
- Learners use a convection box with a candle and burning rag
- Learners observe the movement of smoke in the convection box

How does heat move through liquids and gases?

- Oxford Everyday Science and Technology pg. 94-95
- Sufuria
- Water
- Sand
- Source of heat
- Convection box
- Candle
- Rag
- Oxford Everyday Science and Technology pg. 96
- Sun
- Pictures
- Digital devices

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Force and Energy

Heat Transfer - Classifying good and poor conductors of heat
Heat Transfer - Application of heat transfer in day-to-day life

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

- Investigate conductivity of different materials
- Classify materials as good or poor conductors
- Show interest in material properties

- Learners fix a pin on a metal rod using wax and heat one side
- Learners repeat the experiment using a wooden bar
- Learners discuss what would happen with a plastic bar
- Learners collect various materials and items
- Learners group them as good or poor conductors of heat

What materials conduct heat well?

- Oxford Everyday Science and Technology pg. 97-98
- Burning candle
- Thin wooden bar
- Thin metal bar
- Wax
- Pins
- Block of wood
- Various materials
- Oxford Everyday Science and Technology pg. 99-100
- Pictures
- Cooking utensils
- Items made of poor conductors
- Digital devices

- Practical skills assessment - Oral questions - Written assignments - Classification skills

Force and Energy

Heat Transfer - Application of heat transfer in day-to-day life
Heat Transfer - Safety precautions when handling hot objects

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

- Identify applications of convection and radiation
- Explain how convection and radiation are used in daily life
- Value the practical applications of heat transfer

- Learners study pictures showing applications of convection
- Learners discuss the application of convection in each picture
- Learners identify applications of radiation
- Learners discuss why houses in hot regions are painted white

How are convection and radiation applied in daily life?

- Oxford Everyday Science and Technology pg. 101-102
- Pictures
- Charts
- Digital devices
- Oxford Everyday Science and Technology pg. 104-105
- Poster on fire emergency

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

Force and Energy

Heat Transfer - Project: Making oven gloves
Heat Transfer - Project: Making a fireless cooker

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

- Gather materials for making oven gloves
- Follow steps to create oven gloves
- Show creativity in making useful items

- Learners gather materials for making oven gloves
- Learners trace the shape of their hands on the cloth
- Learners cut out the traced shape and sew the pieces together

How can we make simple oven gloves?

- Oxford Everyday Science and Technology pg. 106
- Woolen cloth or any thick cloth
- Thread
- Needle
- Scissors
- Oxford Everyday Science and Technology pg. 107
- Basket
- Heavy piece of cloth (old blanket)
- Container with hot food

- Project assessment - Creativity - Practical skills - Observation schedules

Force and Energy

Heat Transfer - Assessment

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

- Identify modes of heat transfer
- Classify materials as good or poor conductors
- Show interest in applying heat transfer knowledge

- Learners identify the process of heat transfer in cooking
- Learners identify groups of items that are poor conductors of heat
- Learners solve problems related to heat transfer

How well do we understand heat transfer?

- Oxford Everyday Science and Technology pg. 107
- Assessment worksheets
- Pictures
- Charts
- Drawing materials

- Written test - Oral questions - Problem-solving skills - Observation schedules

Force and Energy

Heat Transfer - Assessment

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