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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Matter
|
Change of state
Heating effects
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of heat on matter Identify changes that occur when matter is heated Appreciate heating in daily life |
- Discuss the effects of heat on matter
Demonstrate different heating effects Relate to everyday experiences |
What happens when matter is heated?
|
- mentor science and technology
pg. 42 Various materials for heating Source of heat Safety equipment |
- Observation
Oral questions
Written assessment
|
|
| 1 | 2 |
Matter
|
Change of state
Cooling effects
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of cooling on matter Identify changes that occur when matter is cooled Appreciate cooling in daily life |
- Discuss the effects of cooling on matter
Demonstrate different cooling effects Relate to everyday experiences |
What happens when matter is cooled?
|
- mentor science and technology
pg. 43 Various materials for cooling Ice/cold water Safety equipment |
- Observation
Oral questions
Written assessment
|
|
| 1 | 3 |
Matter
|
Change of state
Drying clothes
|
By the end of the
lesson, the learner
should be able to:
Explain how evaporation helps in drying clothes Identify factors that affect the rate of drying Appreciate the application of evaporation |
- Discuss how clothes dry in the sun
Explore factors that affect drying rate (wind, temperature, humidity) Relate the process to evaporation |
How does evaporation help in drying clothes?
|
Small pieces of wet cloth Sunny area Pictures showing clothes drying |
- Observation
Oral questions
Written assessment
|
|
| 1 | 4 |
Matter
|
Change of state
Drying foods
|
By the end of the
lesson, the learner
should be able to:
Explain how evaporation is used in food preservation Describe traditional methods of drying foods Appreciate food preservation techniques |
- Discuss traditional methods of drying foods
Observe pictures of food drying processes Relate the process to evaporation |
How is evaporation used to preserve foods?
|
- mentor science and technology
pg. 45 Pictures of dried foods Samples of dried foods (if available) Digital resources |
- Observation
Oral questions
Written assessment
|
|
| 2 | 1 |
Matter
|
Change of state
Making ice
Change of state Cooling our bodies |
By the end of the
lesson, the learner
should be able to:
Explain how freezing is used to make ice Describe the uses of ice in everyday life Appreciate the importance of freezing |
- Discuss how water changes to ice
Explore the uses of ice in daily life Relate the process to freezing |
How is ice made and used?
|
- mentor science and technology
pg. 46 Ice cubes (if available) Pictures showing ice uses Digital resources pg. 47 Water Charts showing body cooling |
- Observation
Oral questions
Written assessment
|
|
| 2 | 2 |
Matter
|
Change of state
Rainfall formation
|
By the end of the
lesson, the learner
should be able to:
Explain how evaporation and condensation contribute to rainfall Describe the water cycle Appreciate the importance of rainfall |
- Discuss the water cycle
Create diagrams showing rainfall formation Relate the process to evaporation and condensation |
How is rain formed?
|
- mentor science and technology
pg. 48 Charts showing water cycle Digital resources Diagrams of rainfall formation |
- Observation
Oral questions
Diagrams
|
|
| 2 | 3 |
Matter
|
Change of state
Candle making
|
By the end of the
lesson, the learner
should be able to:
Demonstrate how to make candles using waste wax Explain the changes of state involved in candle making Create a functional candle |
- Demonstrate candle making using waste candle wax
Explain the changes of state during the process Guide learners to make their own candles |
How can we make candles?
|
- mentor science and technology
pg. 49 Waste candle wax Cotton thread for wicks Small containers Source of heat Safety equipment |
- Observation
Project assessment
Practical skills
|
|
| 2 | 4 |
Matter
|
Change of state
Repairing plastics
|
By the end of the
lesson, the learner
should be able to:
Demonstrate how to repair broken plastic containers Explain the changes of state involved in plastic repair Appreciate recycling and reuse |
- Demonstrate plastic repair using heat
Explain the changes of state during the process Guide learners to repair broken plastic items |
How can we repair broken plastic containers?
|
- mentor science and technology
pg. 49 Broken plastic containers Knife Source of heat Safety equipment Oven gloves |
- Observation
Project assessment
Practical skills
|
|
| 3 | 1 |
Matter
|
Change of state
Project completion
|
By the end of the
lesson, the learner
should be able to:
Complete candle and plastic repair projects Present and explain their projects Appreciate practical applications of changes of state |
- Complete candle making and plastic repair projects
Present completed projects to classmates Discuss challenges and solutions |
How can we apply our knowledge of changes of state?
|
- mentor science and technology
pg. 49 Completed projects Materials for finishing projects Presentation space |
- Project assessment
Presentation skills
Peer evaluation
|
|
| 3 | 2 |
Matter
|
Change of state
Assessment
|
By the end of the
lesson, the learner
should be able to:
Demonstrate understanding of changes of state Identify different changes of state in examples Apply knowledge to new situations |
- Review all changes of state learned
Complete assessment activities Discuss and correct misconceptions |
What have we learned about changes of state?
|
- mentor science and technology
pg. 50 Assessment worksheets Digital resources Review materials |
- Written assessment
Oral questions
Diagrams
|
|
| 3 | 3 |
Matter
|
Composition of air
Components
|
By the end of the
lesson, the learner
should be able to:
Identify the components of air Draw a pie chart showing percentage composition Appreciate the importance of air |
- Brainstorm on air and its constituents
Draw a pie chart showing composition of air Discuss the importance of air |
What is air made of?
|
- mentor science and technology
pg. 50 Chart showing air composition Drawing materials Digital resources |
- Observation
Oral questions
Pie charts
|
|
| 3 | 4 |
Matter
|
Composition of air
Oxygen
|
By the end of the
lesson, the learner
should be able to:
Demonstrate the presence of oxygen in air Explain the percentage of oxygen in air Appreciate the importance of oxygen |
- Carry out activity to investigate the presence of oxygen in air
Discuss the percentage of oxygen in air Explore the importance of oxygen |
How can we prove oxygen is present in air?
|
- mentor science and technology
pg. 51 Candles Glass containers Matches Water Safety equipment |
- Observation
Oral questions
Practical assessment
|
|
| 4 | 1 |
Matter
|
Composition of air
Uses of oxygen
|
By the end of the
lesson, the learner
should be able to:
Outline the uses of oxygen Explain how living things use oxygen Appreciate the importance of oxygen |
- Discuss the uses of oxygen in breathing, germination, and burning
Create a mind map of oxygen uses Relate to everyday experiences |
How is oxygen important to us?
|
- mentor science and technology
pg. 52 Charts showing oxygen uses Digital resources Drawing materials |
- Observation
Oral questions
Mind maps
|
|
| 4 | 2 |
Matter
|
Composition of air
Carbon dioxide
Composition of air Nitrogen |
By the end of the
lesson, the learner
should be able to:
Explain the percentage of carbon dioxide in air Outline the uses of carbon dioxide Appreciate the importance of carbon dioxide |
- Discuss the percentage of carbon dioxide in air
Explore the uses of carbon dioxide in plants and preservation Create a poster showing carbon dioxide uses |
How is carbon dioxide important?
|
- mentor science and technology
pg. 53 Charts showing carbon dioxide uses Digital resources Drawing materials pg. 54 Charts showing nitrogen uses Pictures of leguminous plants |
- Observation
Oral questions
Posters
|
|
| 4 | 3 |
Matter
|
Composition of air
Inert gases
|
By the end of the
lesson, the learner
should be able to:
Identify inert gases in air Explain the uses of inert gases Appreciate the importance of inert gases |
- Discuss the inert gases found in air
Explore the uses of inert gases in light bulbs and balloons Create a list of inert gas applications |
What are inert gases used for?
|
- mentor science and technology
pg. 55 Charts showing inert gas uses Digital resources Pictures of applications |
- Observation
Oral questions
Written work
|
|
| 4 | 4 |
Matter
|
Composition of air
Air pollution
|
By the end of the
lesson, the learner
should be able to:
Define air pollution Identify sources of air pollution Show concern for air quality |
- Brainstorm on the meaning of air pollution
Explore the school and neighborhood to identify air pollutants Discuss the effects of air pollution |
What is air pollution?
|
- mentor science and technology
pg. 56 Pictures showing air pollution Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 5 | 1 |
Matter
|
Composition of air
Bad smell
|
By the end of the
lesson, the learner
should be able to:
Identify sources of bad smell in the environment Explain how bad smell pollutes air Suggest ways to reduce bad smell |
- Discuss sources of bad smell
Identify areas with bad smell in the environment Suggest ways to reduce bad smell |
How does bad smell pollute air?
|
- mentor science and technology
pg. 57 Pictures of sources of bad smell Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 5 | 2 |
Matter
|
Composition of air
Smoke
|
By the end of the
lesson, the learner
should be able to:
Identify sources of smoke in the environment Explain how smoke pollutes air Suggest ways to reduce smoke |
- Discuss sources of smoke
Identify activities that produce smoke Suggest ways to reduce smoke production |
How does smoke pollute air?
|
- mentor science and technology
pg. 58 Pictures of sources of smoke Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 5 | 3 |
Matter
|
Composition of air
Dust
|
By the end of the
lesson, the learner
should be able to:
Identify sources of dust in the environment Explain how dust pollutes air Suggest ways to reduce dust |
- Discuss sources of dust
Identify areas with dust in the environment Suggest ways to reduce dust |
How does dust pollute air?
|
- mentor science and technology
pg. 59 Pictures of sources of dust Digital resources Safety equipment |
- Observation
Oral questions
Written work
|
|
| 5 | 4 |
Matter
|
Composition of air
Health effects
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of air pollution on health Identify diseases caused by air pollution Show concern for personal health |
- Discuss how air pollution affects health
Identify diseases caused by air pollution Create a poster showing health effects |
How does air pollution affect our health?
|
- mentor science and technology
pg. 60 Charts showing health effects Digital resources Pictures of effects |
- Observation
Oral questions
Posters
|
|
| 6 | 1 |
Matter
|
Composition of air
Ventilation
|
By the end of the
lesson, the learner
should be able to:
Explain the importance of ventilation Identify ventilation systems in buildings Appreciate the role of ventilation in air quality |
- Discuss the importance of ventilation
Identify ventilation systems in the school Explain how ventilation improves air quality |
Why is ventilation important?
|
- mentor science and technology
pg. 61 Pictures of ventilation systems Digital resources School buildings |
- Observation
Oral questions
Written work
|
|
| 6 | 2 |
Matter
|
Composition of air
Dust control
|
By the end of the
lesson, the learner
should be able to:
Demonstrate methods of controlling dust Explain the importance of sprinkling water on dusty grounds Practice dust control measures |
- Demonstrate sprinkling water before sweeping
Compare sweeping with and without water Discuss other dust control methods |
How can we control dust in our environment?
|
- mentor science and technology
pg. 62 Water Brooms Dusty area Safety equipment |
- Observation
Practical assessment
Oral questions
|
|
| 6 | 3 |
Matter
|
Composition of air
Smoke reduction
Composition of air Poster making |
By the end of the
lesson, the learner
should be able to:
Identify methods of reducing smoke Explain the advantages of cleaner cooking methods Appreciate the importance of smoke reduction |
- Discuss cleaner cooking methods
Compare different cooking stoves Explore other smoke reduction methods |
How can we reduce smoke in our environment?
|
- mentor science and technology
pg. 63 Pictures of different cooking methods Digital resources Charts pg. 64 Manila papers/carton boxes Coloring materials |
- Observation
Oral questions
Written work
|
|
| 6 | 4 |
Matter
|
Composition of air
Assessment
|
By the end of the
lesson, the learner
should be able to:
Demonstrate understanding of air composition Identify air pollutants and their effects Suggest solutions to air pollution |
- Review air composition and pollution
Complete assessment activities Discuss and correct misconceptions |
What have we learned about air composition and pollution?
|
- mentor science and technology
pg. 65 Assessment worksheets Digital resources Review materials |
- Written assessment
Oral questions
Diagrams
|
|
| 7 | 1 |
Force and Energy
|
3.2 Levers as simple machines
Introduction to levers
|
By the end of the
lesson, the learner
should be able to:
Identify common levers used in day to day life Define simple machines and their importance Develop interest in understanding mechanical systems |
Learners to brainstorm on the meaning of levers as simple machines Learners to identify common levers in their surroundings Learners to collect and display various examples of levers |
What are levers and where do we find them?
|
Mentor Science & Technology pg. 91 Various levers (scissors, pliers, bottle openers, etc.) Digital resources |
Observation
Oral questions
Written assignments
|
|
| 7 | 2 |
Force and Energy
|
3.2 Levers as simple machines
Parts of levers
|
By the end of the
lesson, the learner
should be able to:
Identify parts of a lever (fulcrum, effort, load) Locate the parts on common levers in everyday use Show interest in the study of levers |
Learners to work in groups to identify parts of a lever (fulcrum, effort, and load) Learners to label diagrams showing the parts of different levers Learners to discuss the function of each part |
What are the essential parts of a lever?
|
Mentor Science & Technology pg. 92 Various levers Diagrams of levers Digital resources |
Observation
Oral questions
Written tests
|
|
| 7 | 3 |
Force and Energy
|
3.2 Levers as simple machines
First class levers
|
By the end of the
lesson, the learner
should be able to:
Identify first class levers in the environment Describe the arrangement of fulcrum, effort, and load in first class levers Appreciate the application of first class levers in daily activities |
Learners to carry out activities to understand lever classification Learners to identify the position of fulcrum, effort, and load in first class levers Learners to collect and classify examples of first class levers |
How are first class levers arranged?
|
Mentor Science & Technology pg. 93-94 Examples of first class levers (seesaw, scissors, pliers) Diagrams of different classes of levers Digital resources |
Observation
Oral questions
Classification activities
|
|
| 7 | 4 |
Force and Energy
|
3.2 Levers as simple machines
Examples of first class levers
|
By the end of the
lesson, the learner
should be able to:
Collect examples of first class levers Demonstrate how first class levers work Show interest in using first class levers in daily activities |
Learners to identify and collect various examples of first class levers Learners to demonstrate the use of each first class lever Learners to discuss the advantages of using first class levers |
What are common examples of first class levers?
|
Mentor Science & Technology pg. 93-94 Various first class levers (scissors, pliers, seesaw, crowbar) Digital resources |
Observation
Practical assessment
Oral questions
|
|
| 8 |
Midterm |
||||||||
| 9 | 1 |
Force and Energy
|
3.2 Levers as simple machines
Second class levers
|
By the end of the
lesson, the learner
should be able to:
Identify second class levers in the environment Explain how second class levers make work easier Develop a positive attitude toward using appropriate tools |
Learners to identify the position of fulcrum, effort, and load in second class levers Learners to collect and classify examples of second class levers Learners to compare first and second class levers |
What are the characteristics of second class levers?
|
Mentor Science & Technology pg. 95 Examples of second class levers (wheelbarrow, bottle opener, nutcracker) Diagrams Digital resources |
Observation
Oral questions
Written assignments
|
|
| 9 | 2 |
Force and Energy
|
3.2 Levers as simple machines
Examples of second class levers
|
By the end of the
lesson, the learner
should be able to:
Collect examples of second class levers Demonstrate how second class levers work Appreciate the mechanical advantage of second class levers |
Learners to identify and collect various examples of second class levers Learners to demonstrate the use of each second class lever Learners to discuss the advantages of using second class levers |
What are common examples of second class levers?
|
Mentor Science & Technology pg. 95 Various second class levers (wheelbarrow, nutcracker, bottle opener) Digital resources |
Observation
Practical assessment
Oral questions
|
|
| 9 | 3 |
Force and Energy
|
3.2 Levers as simple machines
Third class levers
3.2 Levers as simple machines Examples of third class levers |
By the end of the
lesson, the learner
should be able to:
Identify third class levers in the environment Compare the characteristics of all three classes of levers Show interest in the study of levers |
Learners to identify the position of fulcrum, effort, and load in third class levers Learners to collect and classify examples of third class levers Learners to compare all three classes of levers |
What are the characteristics of third class levers?
|
Mentor Science & Technology pg. 96
Examples of third class levers (tweezers, fishing rod, broom) Diagrams Digital resources Various third class levers (tweezers, fishing rod, broom, hockey stick) |
Observation
Oral questions
Written tests
|
|
| 9 | 4 |
Force and Energy
|
3.2 Levers as simple machines
Comparing the three classes of levers
|
By the end of the
lesson, the learner
should be able to:
Compare the three classes of levers Analyze the advantages and disadvantages of each class Develop critical thinking about mechanical systems |
Learners to create a comparison chart of the three classes of levers Learners to discuss the advantages and disadvantages of each class Learners to identify which class is most suitable for different tasks |
How do the three classes of levers differ in their advantages?
|
Mentor Science & Technology pg. 96 Examples of all three classes of levers Comparison charts Digital resources |
Observation
Chart assessment
Group discussion
|
|
| 10 | 1 |
Force and Energy
|
3.2 Levers as simple machines
Using levers to make work easier
|
By the end of the
lesson, the learner
should be able to:
Demonstrate the use of common levers as simple machines Measure the mechanical advantage of different levers Appreciate how levers make work easier in daily life |
Learners to carry out activities in groups to demonstrate the use of common levers Learners to measure and compare effort required with and without levers Learners to discuss how levers make work easier |
How do levers make work easier?
|
Mentor Science & Technology pg. 97-98 Various levers Weights Measuring tools Digital resources |
Observation
Practical assessment
Oral questions
|
|
| 10 | 2 |
Force and Energy
|
3.2 Levers as simple machines
Mechanical advantage of levers
|
By the end of the
lesson, the learner
should be able to:
Calculate the mechanical advantage of levers Measure the effort and load in different lever systems Show interest in mathematical applications in mechanics |
Learners to measure the effort and load arms in different levers Learners to calculate the mechanical advantage using simple formulas Learners to compare the calculated and practical mechanical advantage |
How can we calculate the mechanical advantage of a lever?
|
Mentor Science & Technology pg. 97-98 Various levers Rulers and measuring tapes Weights Calculators |
Observation
Calculation assessment
Written tests
|
|
| 10 | 3 |
Force and Energy
|
3.2 Levers as simple machines
Uses of levers in daily life
|
By the end of the
lesson, the learner
should be able to:
Search for information on how levers make work easier Identify professions that utilize levers Appreciate the use of levers in day to day life |
Learners to use digital or print media to search for information on how levers make work easier Learners to discuss and record the benefits of using levers Learners to create posters showing the importance of levers |
How have levers improved our daily lives?
|
Mentor Science & Technology pg. 99 Digital resources Poster materials |
Observation
Poster assessment
Written assignments
|
|
| 10 | 4 |
Force and Energy
|
3.2 Levers as simple machines
Levers in the human body
|
By the end of the
lesson, the learner
should be able to:
Identify levers in the human body Classify body levers into the three classes Appreciate the design of the human body |
Learners to identify different lever systems in the human body Learners to classify these systems into first, second, and third class levers Learners to discuss how body levers help in movement and actions |
How do levers function in the human body?
|
Mentor Science & Technology pg. 99 Diagrams of human skeleton Digital resources Models of human joints |
Observation
Oral questions
Classification activities
|
|
| 11 | 1 |
Force and Energy
|
3.2 Levers as simple machines
Planning a beam balance (Project)
|
By the end of the
lesson, the learner
should be able to:
Plan the construction of a beam balance Select appropriate materials for making a beam balance Show interest in applying lever principles |
Learners to examine how a beam balance works Learners to plan in groups how to make a beam balance Learners to identify and collect locally available materials Learners to design their beam balance |
How can we make a functional beam balance?
|
Mentor Science & Technology pg. 100 Locally available materials (ruler, wood, containers, string, etc.) Construction tools |
Observation
Design assessment
Group participation
|
|
| 11 | 2 |
Force and Energy
|
3.2 Levers as simple machines
Making a beam balance (Project)
|
By the end of the
lesson, the learner
should be able to:
Make a beam balance from locally available materials Apply the principles of levers in construction Develop skills in crafting functional tools |
Learners to complete the construction of their beam balances Learners to test their beam balances Learners to make necessary adjustments to ensure accuracy Learners to demonstrate how their beam balances work |
How accurate is our beam balance?
|
Mentor Science & Technology pg. 101 Constructed beam balances Objects of known weight (if available) |
Observation
Project assessment
Practical assessment
|
|
| 11 | 3 |
Force and Energy
|
3.2 Levers as simple machines
Evaluating the beam balance (Project)
|
By the end of the
lesson, the learner
should be able to:
Use the beam balance to measure weight Evaluate the effectiveness of the beam balance Appreciate the value of innovation in tool-making |
Learners to use their beam balances to measure and compare weights Learners to identify which class of lever their beam balance represents Learners to explain how the beam balance demonstrates lever principles |
How does a beam balance demonstrate lever principles?
|
Mentor Science & Technology pg. 102 Completed beam balances Various objects to weigh |
Observation
Practical assessment
Oral presentation
|
|
| 11 | 4 |
Force and Energy
|
3.2 Levers as simple machines
Maintenance of levers
3.2 Levers as simple machines Safety when using levers |
By the end of the
lesson, the learner
should be able to:
Identify ways to maintain different lever tools Demonstrate proper maintenance of lever tools Value the importance of proper tool maintenance |
Learners to discuss common maintenance issues with lever tools Learners to demonstrate cleaning, oiling, and proper storage of lever tools Learners to create a maintenance schedule for common lever tools |
How should we maintain lever tools?
|
Mentor Science & Technology pg. 102
Various lever tools Maintenance materials (oil, cloth, etc.) Digital resources Safety equipment |
Observation
Practical assessment
Oral questions
|
|
| 12 | 1 |
Force and Energy
|
3.3 Slopes as simple machines
Introduction to slopes
|
By the end of the
lesson, the learner
should be able to:
Identify types of slopes used as simple machines Differentiate between slopes and other simple machines Develop curiosity about how slopes function |
Learners to discuss the meaning of slope as a simple machine (inclined plane) Learners to identify examples of slopes in their school environment Learners to list practical examples of slopes used to make work easier |
What is a slope as a simple machine?
|
Mentor Science & Technology pg. 103 Pictures of various slopes Digital resources |
Observation
Oral questions
Written assignments
|
|
| 12 | 2 |
Force and Energy
|
3.3 Slopes as simple machines
Types of slopes
|
By the end of the
lesson, the learner
should be able to:
Give practical examples of slopes used to make work easier Classify slopes according to their uses Show interest in different applications of slopes |
Learners to identify and discuss examples of slopes (ramps, staircases, winding roads, etc.) Learners to discuss how these slopes make work easier Learners to draw diagrams of different slopes |
Where do we find slopes in our environment?
|
Mentor Science & Technology pg. 104-105 Pictures of slopes Digital resources |
Observation
Oral questions
Written tests
|
|
| 12 | 3 |
Force and Energy
|
3.3 Slopes as simple machines
Principle of inclined planes
|
By the end of the
lesson, the learner
should be able to:
Explain the principle of inclined planes Demonstrate how inclined planes work Appreciate the science behind simple machines |
Learners to set up simple inclined planes using boards Learners to explore how objects move up and down inclined planes Learners to discuss the forces acting on objects on inclined planes |
How do inclined planes work?
|
Mentor Science & Technology pg. 104-105 Wooden boards Small objects (toy cars, marbles) Protractors Digital resources |
Observation
Practical assessment
Oral questions
|
|
| 12 | 4 |
Force and Energy
|
3.3 Slopes as simple machines
Mechanical advantage of slopes
|
By the end of the
lesson, the learner
should be able to:
Calculate the mechanical advantage of slopes Measure the effort required for different slopes Develop skills in mathematical analysis |
Learners to set up slopes of different gradients Learners to measure the effort required to move objects up different slopes Learners to calculate the mechanical advantage of different slopes |
How does the steepness of a slope affect its mechanical advantage?
|
Mentor Science & Technology pg. 106 Wooden boards of different lengths Weights Spring balances Measuring tools |
Observation
Calculation assessment
Written reports
|
|
| 13 | 1 |
Force and Energy
|
3.3 Slopes as simple machines
How slopes make work easier
|
By the end of the
lesson, the learner
should be able to:
Carry out activities to show how slopes make work easier Investigate factors affecting the efficiency of slopes Appreciate the role of slopes in reducing effort |
Learners to carry out activities showing how slopes make work easier Learners to compare the effort needed to lift an object versus rolling it up a slope Learners to measure and record their observations |
How do slopes reduce the effort needed?
|
Mentor Science & Technology pg. 106 Wooden boards/cardboard Small wheeled toys/objects Weights Measuring tools |
Observation
Practical assessment
Written reports
|
|
| 13 | 2 |
Force and Energy
|
3.3 Slopes as simple machines
Friction on slopes
|
By the end of the
lesson, the learner
should be able to:
Investigate the effect of friction on slopes Modify surfaces to reduce or increase friction Develop problem-solving skills |
Learners to investigate how different surfaces affect movement on slopes Learners to modify surfaces to reduce or increase friction Learners to discuss the importance of friction in slope applications |
How does friction affect the efficiency of slopes?
|
Mentor Science & Technology pg. 106 Slopes with different surfaces (smooth, rough, oiled) Objects with different surfaces Timing devices Digital resources |
Observation
Practical assessment
Written assignments
|
|
| 13 | 3 |
Force and Energy
|
3.3 Slopes as simple machines
Modern applications of slopes
|
By the end of the
lesson, the learner
should be able to:
Search for information on how slopes make work easier Identify modern technologies that use slope principles Develop awareness of technological applications |
Learners to use digital media (where possible) to search for information on slopes Learners to research modern applications (elevators, escalators, cableways) Learners to discuss and record their findings |
How are slopes used in modern technology?
|
Mentor Science & Technology pg. 107 Digital resources Pictures of modern applications of slopes |
Observation
Oral questions
Written assignments
|
|
| 13 | 4 |
Force and Energy
|
3.3 Slopes as simple machines
Slopes in architecture and construction
|
By the end of the
lesson, the learner
should be able to:
Identify slope applications in buildings and structures Explain how slopes are used in construction Appreciate the role of slopes in architectural design |
Learners to identify slopes in buildings and structures around them Learners to research how slopes are used in construction Learners to draw examples of architectural slopes |
How are slopes used in architecture and construction?
|
Mentor Science & Technology pg. 107 Pictures of buildings and structures Drawing materials Digital resources |
Observation
Drawing assessment
Oral presentations
|
|
| 14 | 1 |
Force and Energy
|
3.3 Slopes as simple machines
Planning a slope (Project)
3.3 Slopes as simple machines Making a slope (Project) |
By the end of the
lesson, the learner
should be able to:
Plan the construction of a simple slope Select appropriate materials for making a slope Show creativity in designing useful tools |
Learners to identify a need for a slope in school or at home Learners to plan how to make a simple slope for that need Learners to identify and collect locally available materials Learners to design their slope |
How can we design a useful slope?
|
Mentor Science & Technology pg. 107
Locally available materials Construction tools Design materials Constructed slopes Objects to test the slopes |
Observation
Design assessment
Group participation
|
|
| 14 | 2 |
Force and Energy
|
3.3 Slopes as simple machines
Evaluating the slope (Project)
|
By the end of the
lesson, the learner
should be able to:
Evaluate their slope project Suggest improvements for their slope design Appreciate the importance of critical evaluation |
Learners to demonstrate and explain how their slopes work Learners to evaluate the effectiveness of their slopes Learners to suggest improvements for future designs Learners to explain the principles of slopes as simple machines |
How can we improve our slope designs?
|
Mentor Science & Technology pg. 107 Completed slope projects Evaluation forms |
Project presentation
Self and peer evaluation
Teacher assessment
|
|
| 14 | 3 |
Force and Energy
|
3.3 Slopes as simple machines
Uses of slopes in everyday life
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of slopes in day to day life Identify how slopes increase accessibility Appreciate the role of slopes in enhancing convenience |
Learners to discuss the importance of slopes in daily life Learners to identify how slopes increase accessibility for people with disabilities Learners to appreciate the efficiency and convenience provided by slopes |
How have slopes improved our daily lives?
|
Mentor Science & Technology pg. 107 Pictures showing importance of slopes Digital resources |
Observation
Oral questions
Group discussions
|
|
| 14 | 4 |
Force and Energy
|
3.3 Slopes as simple machines
Safety considerations with slopes
3.3 Slopes as simple machines Maintenance of slopes |
By the end of the
lesson, the learner
should be able to:
Identify safety hazards associated with slopes Demonstrate safety measures when using slopes Develop a responsible attitude toward safety |
Learners to discuss potential safety hazards with slopes Learners to demonstrate safety measures when using slopes Learners to create safety guidelines for slope usage |
What safety measures should we observe when using slopes?
|
Mentor Science & Technology pg. 107
Pictures of slope safety features Safety equipment Digital resources Maintenance materials Checklists |
Observation
Written guidelines
Oral presentations
|
|
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