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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Force and Energy
|
Light - Movement of light
|
By the end of the
lesson, the learner
should be able to:
- Explain how light travels - Demonstrate how light travels in a straight line - Appreciate the importance of light in seeing objects |
- Brainstorm on sources of light
- Carry out activities to demonstrate that light travels in a straight line using cardboards with holes - Discuss how light travels from sources such as a lamp, the sun and car headlamps |
How does light travel?
|
SUPERMINDS Science and Technology pg. 75
- Torch - Cardboards - String - Nail - Candle |
- Observation
- Oral questions
- Written work
|
|
| 2 | 2 |
Force and Energy
|
Light - Movement of light
|
By the end of the
lesson, the learner
should be able to:
- Explain how light travels - Demonstrate how light travels in a straight line - Appreciate the importance of light in seeing objects |
- Brainstorm on sources of light
- Carry out activities to demonstrate that light travels in a straight line using cardboards with holes - Discuss how light travels from sources such as a lamp, the sun and car headlamps |
How does light travel?
|
SUPERMINDS Science and Technology pg. 75
- Torch - Cardboards - String - Nail - Candle |
- Observation
- Oral questions
- Written work
|
|
| 2 | 3 |
Force and Energy
|
Light - Movement of light through materials
|
By the end of the
lesson, the learner
should be able to:
- Investigate the movement of light through different materials - Classify materials as transparent, translucent or opaque - Value the importance of different materials based on their light properties |
- Carry out activities to demonstrate the movement of light through transparent materials like clear glass
- Record and share observations with peers - Use digital devices to find other examples of transparent materials |
How does light move through different materials?
|
SUPERMINDS Science and Technology pg. 77
- Torch - Clear glass - Digital devices |
- Observation
- Oral questions
- Written assignments
|
|
| 2 | 4 |
Force and Energy
|
Light - Movement of light through materials
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate the movement of light through translucent materials - Identify various translucent materials in the environment - Show curiosity in exploring translucent materials |
- Carry out activities to demonstrate the movement of light through translucent materials like wax paper
- Record and share observations with peers - Use digital devices to find other examples of translucent materials |
What makes materials translucent?
|
SUPERMINDS Science and Technology pg. 78
- Torch - Wax paper - Digital devices |
- Observation
- Practical activity
- Oral questions
|
|
| 3 | 1 |
Force and Energy
|
Light - Movement of light through materials
|
By the end of the
lesson, the learner
should be able to:
- Investigate the movement of light through opaque materials - Identify various opaque materials in the environment - Appreciate the importance of opaque materials in daily life |
- Carry out activities to demonstrate the movement of light through opaque materials like wood, metal sheets, and textbooks
- Record and share observations with peers - Use digital devices to find other examples of opaque materials |
Why can't light pass through some materials?
|
SUPERMINDS Science and Technology pg. 79
- Torch - Block of wood - Metal sheet - Textbook |
- Observation
- Oral questions
- Written work
|
|
| 3 | 2 |
Force and Energy
|
Light - Movement of light through materials
|
By the end of the
lesson, the learner
should be able to:
- Investigate the movement of light through opaque materials - Identify various opaque materials in the environment - Appreciate the importance of opaque materials in daily life |
- Carry out activities to demonstrate the movement of light through opaque materials like wood, metal sheets, and textbooks
- Record and share observations with peers - Use digital devices to find other examples of opaque materials |
Why can't light pass through some materials?
|
SUPERMINDS Science and Technology pg. 79
- Torch - Block of wood - Metal sheet - Textbook |
- Observation
- Oral questions
- Written work
|
|
| 3 | 3 |
Force and Energy
|
Light - Movement of light through materials
|
By the end of the
lesson, the learner
should be able to:
- Investigate the movement of light through opaque materials - Identify various opaque materials in the environment - Appreciate the importance of opaque materials in daily life |
- Carry out activities to demonstrate the movement of light through opaque materials like wood, metal sheets, and textbooks
- Record and share observations with peers - Use digital devices to find other examples of opaque materials |
Why can't light pass through some materials?
|
SUPERMINDS Science and Technology pg. 79
- Torch - Block of wood - Metal sheet - Textbook |
- Observation
- Oral questions
- Written work
|
|
| 3 | 4 |
Force and Energy
|
Light - Reflection of light on plane mirrors
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of reflection - Demonstrate reflection of light on plane mirrors - Appreciate the importance of reflection in daily life |
- Look at their image in a mirror and describe what they see
- Carry out activities to demonstrate reflection of light using mirrors - Discuss how mirrors reflect light |
What happens when light hits a mirror?
|
SUPERMINDS Science and Technology pg. 81
- Mirror - Torch |
- Observation
- Oral questions
- Practical activity
|
|
| 4 | 1 |
Force and Energy
|
Light - Reflection of light on plane mirrors
|
By the end of the
lesson, the learner
should be able to:
- State the laws of reflection - Verify the laws of reflection experimentally - Show interest in understanding the laws of reflection |
- Carry out activities to verify the laws of reflection using a ball, a plane mirror, and a source of light
- Record observations and discuss the laws of reflection - Draw diagrams to illustrate the laws of reflection |
What are the rules that govern reflection of light?
|
SUPERMINDS Science and Technology pg. 82
- Ball - Plane mirror - Torch/Sun - Wall |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 2 |
Force and Energy
|
Light - Reflection of light on plane mirrors
|
By the end of the
lesson, the learner
should be able to:
- State the laws of reflection - Verify the laws of reflection experimentally - Show interest in understanding the laws of reflection |
- Carry out activities to verify the laws of reflection using a ball, a plane mirror, and a source of light
- Record observations and discuss the laws of reflection - Draw diagrams to illustrate the laws of reflection |
What are the rules that govern reflection of light?
|
SUPERMINDS Science and Technology pg. 82
- Ball - Plane mirror - Torch/Sun - Wall |
- Observation
- Oral questions
- Written assignments
|
|
| 4 | 3 |
Force and Energy
|
Light - Formation of shadows
|
By the end of the
lesson, the learner
should be able to:
- Explain the formation of shadows - Demonstrate the formation of shadows - Value the role of shadows in understanding light properties |
- Demonstrate the formation of shadows using a torch and opaque objects
- Discuss what a shadow is and how it forms - Create various shadow shapes using their fingers in the path of light |
How are shadows formed?
|
SUPERMINDS Science and Technology pg. 85
- Torch - Opaque objects |
- Observation
- Practical activity
- Oral questions
|
|
| 4 | 4 |
Force and Energy
|
Light - Formation of shadows
|
By the end of the
lesson, the learner
should be able to:
- Explain the formation of shadows - Demonstrate the formation of shadows - Value the role of shadows in understanding light properties |
- Demonstrate the formation of shadows using a torch and opaque objects
- Discuss what a shadow is and how it forms - Create various shadow shapes using their fingers in the path of light |
How are shadows formed?
|
SUPERMINDS Science and Technology pg. 85
- Torch - Opaque objects |
- Observation
- Practical activity
- Oral questions
|
|
| 5 | 1 |
Force and Energy
|
Light - Formation of shadows
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate how the size of shadows changes with distance - Explain factors affecting shadow formation - Appreciate the application of shadows in daily life |
- Carry out activities to show how shadow size changes with distance between light source, object, and screen
- Create and interpret shadow patterns - Discuss real-life applications of shadows |
What factors affect the size of shadows?
|
SUPERMINDS Science and Technology pg. 86
- Torch - Various objects - Screen/wall |
- Observation
- Oral questions
- Written work
|
|
| 5 | 2 |
Force and Energy
|
Light - Formation of shadows
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate how the size of shadows changes with distance - Explain factors affecting shadow formation - Appreciate the application of shadows in daily life |
- Carry out activities to show how shadow size changes with distance between light source, object, and screen
- Create and interpret shadow patterns - Discuss real-life applications of shadows |
What factors affect the size of shadows?
|
SUPERMINDS Science and Technology pg. 86
- Torch - Various objects - Screen/wall |
- Observation
- Oral questions
- Written work
|
|
| 5 | 3 |
Force and Energy
|
Light - Formation of rainbows
|
By the end of the
lesson, the learner
should be able to:
- Describe the formation of rainbows in nature - Identify the colors in a rainbow - Show curiosity in natural phenomena like rainbows |
- Study pictures of rainbows and identify visible colors
- Share experiences of seeing rainbows - Use digital devices to search for information on rainbow formation |
How are rainbows formed in nature?
|
SUPERMINDS Science and Technology pg. 88
- Digital devices - Pictures of rainbows |
- Observation
- Oral questions
- Written assignments
|
|
| 5 | 4 |
Force and Energy
|
Light - Formation of rainbows
|
By the end of the
lesson, the learner
should be able to:
- Describe the formation of rainbows in nature - Identify the colors in a rainbow - Show curiosity in natural phenomena like rainbows |
- Study pictures of rainbows and identify visible colors
- Share experiences of seeing rainbows - Use digital devices to search for information on rainbow formation |
How are rainbows formed in nature?
|
SUPERMINDS Science and Technology pg. 88
- Digital devices - Pictures of rainbows |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 1 |
Force and Energy
|
Light - Formation of eclipses
|
By the end of the
lesson, the learner
should be able to:
- Describe the formation of eclipses - Differentiate between solar and lunar eclipses - Show interest in astronomical phenomena |
- Study pictures of eclipses
- Share experiences of seeing eclipses - Use digital devices to search for information on eclipse formation - Discuss the differences between solar and lunar eclipses |
How are eclipses formed?
|
SUPERMINDS Science and Technology pg. 90
- Digital devices - Pictures of eclipses |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 2 |
Force and Energy
|
Light - Formation of eclipses
|
By the end of the
lesson, the learner
should be able to:
- Describe the formation of eclipses - Differentiate between solar and lunar eclipses - Show interest in astronomical phenomena |
- Study pictures of eclipses
- Share experiences of seeing eclipses - Use digital devices to search for information on eclipse formation - Discuss the differences between solar and lunar eclipses |
How are eclipses formed?
|
SUPERMINDS Science and Technology pg. 90
- Digital devices - Pictures of eclipses |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 3 |
Force and Energy
|
Light - Formation of eclipses
|
By the end of the
lesson, the learner
should be able to:
- Describe the formation of eclipses - Differentiate between solar and lunar eclipses - Show interest in astronomical phenomena |
- Study pictures of eclipses
- Share experiences of seeing eclipses - Use digital devices to search for information on eclipse formation - Discuss the differences between solar and lunar eclipses |
How are eclipses formed?
|
SUPERMINDS Science and Technology pg. 90
- Digital devices - Pictures of eclipses |
- Observation
- Oral questions
- Written assignments
|
|
| 6 | 4 |
Force and Energy
|
Light - Image formation on plane mirrors
|
By the end of the
lesson, the learner
should be able to:
- Describe how images form on plane mirrors - Identify characteristics of images formed on plane mirrors - Appreciate the practical applications of image formation |
- Place a lighted candle in front of a plane mirror and observe the image formed
- Discuss the characteristics of the image - Record and share observations |
How do mirrors form images?
|
SUPERMINDS Science and Technology pg. 93
- Plane mirror - Candle - Matchbox |
- Observation
- Practical activity
- Oral questions
|
|
| 7 | 1 |
Force and Energy
|
Light - Image formation on plane mirrors
|
By the end of the
lesson, the learner
should be able to:
- Investigate the characteristics of images formed on plane mirrors - Explain the relationship between object distance and image distance in plane mirrors - Show curiosity in exploring image formation |
- Conduct experiments to demonstrate that images in plane mirrors appear as far behind the mirror as the object is in front
- Measure and compare object and image distances - Record and discuss findings |
What is the relationship between object distance and image distance in a mirror?
|
SUPERMINDS Science and Technology pg. 95
- Plane mirror - Ruler - Various objects |
- Observation
- Practical activity
- Written work
|
|
| 7 | 2 |
Force and Energy
|
Light - Image formation on plane mirrors
|
By the end of the
lesson, the learner
should be able to:
- Investigate the characteristics of images formed on plane mirrors - Explain the relationship between object distance and image distance in plane mirrors - Show curiosity in exploring image formation |
- Conduct experiments to demonstrate that images in plane mirrors appear as far behind the mirror as the object is in front
- Measure and compare object and image distances - Record and discuss findings |
What is the relationship between object distance and image distance in a mirror?
|
SUPERMINDS Science and Technology pg. 95
- Plane mirror - Ruler - Various objects |
- Observation
- Practical activity
- Written work
|
|
| 7 | 3 |
Force and Energy
|
Light - Ray diagrams of images plane mirrors
|
By the end of the
lesson, the learner
should be able to:
- Draw ray diagrams of images formed on plane mirrors - Explain how ray diagrams help understand image formation - Show interest in using diagrams to represent scientific concepts |
- Use digital devices to search for information on ray diagrams
- Draw ray diagrams showing image formation in plane mirrors - Discuss the steps in constructing ray diagrams |
How do ray diagrams help us understand image formation?
|
SUPERMINDS Science and Technology pg. 98
- Digital devices - Drawing materials |
- Observation
- Drawing activity
- Written work
|
|
| 7 | 4 |
Force and Energy
|
Light - Ray diagrams of images plane mirrors
|
By the end of the
lesson, the learner
should be able to:
- Draw ray diagrams of images formed on plane mirrors - Explain how ray diagrams help understand image formation - Show interest in using diagrams to represent scientific concepts |
- Use digital devices to search for information on ray diagrams
- Draw ray diagrams showing image formation in plane mirrors - Discuss the steps in constructing ray diagrams |
How do ray diagrams help us understand image formation?
|
SUPERMINDS Science and Technology pg. 98
- Digital devices - Drawing materials |
- Observation
- Drawing activity
- Written work
|
|
| 8 | 1 |
Force and Energy
|
Light - Ray diagrams of images plane mirrors
|
By the end of the
lesson, the learner
should be able to:
- Use ray diagrams to explain characteristics of images in plane mirrors - Predict image positions using ray diagrams - Appreciate the use of diagrams in scientific explanations |
- Draw ray diagrams to show lateral inversion in plane mirrors
- Use ray diagrams to explain why images appear behind mirrors - Discuss characteristics of images using ray diagrams |
How can we use ray diagrams to explain image characteristics?
|
SUPERMINDS Science and Technology pg. 99
- Drawing materials - Plane mirrors |
- Observation
- Drawing activity
- Oral questions
|
|
| 8 | 2 |
Force and Energy
|
Light - Applications of movement of light
|
By the end of the
lesson, the learner
should be able to:
- Identify applications of movement of light through different media - Explain how light principles are used in everyday devices - Appreciate the importance of light applications in daily life |
- Study and discuss pictures showing applications of light principles (mirrors, periscopes, magnifying glasses, etc.)
- Identify the types of media that light moves through in these applications - Discuss how these applications make use of light properties |
How is the movement of light applied in everyday life?
|
SUPERMINDS Science and Technology pg. 101
- Digital devices - Pictures of optical devices |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 3 |
Force and Energy
|
Light - Applications of movement of light
|
By the end of the
lesson, the learner
should be able to:
- Identify applications of movement of light through different media - Explain how light principles are used in everyday devices - Appreciate the importance of light applications in daily life |
- Study and discuss pictures showing applications of light principles (mirrors, periscopes, magnifying glasses, etc.)
- Identify the types of media that light moves through in these applications - Discuss how these applications make use of light properties |
How is the movement of light applied in everyday life?
|
SUPERMINDS Science and Technology pg. 101
- Digital devices - Pictures of optical devices |
- Observation
- Oral questions
- Written assignments
|
|
| 8 | 2-4 |
Force and Energy
|
Light - Applications of movement of light
|
By the end of the
lesson, the learner
should be able to:
- Identify applications of movement of light through different media - Explain how light principles are used in everyday devices - Appreciate the importance of light applications in daily life |
- Study and discuss pictures showing applications of light principles (mirrors, periscopes, magnifying glasses, etc.)
- Identify the types of media that light moves through in these applications - Discuss how these applications make use of light properties |
How is the movement of light applied in everyday life?
|
SUPERMINDS Science and Technology pg. 101
- Digital devices - Pictures of optical devices |
- Observation
- Oral questions
- Written assignments
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
Force and Energy
|
Light - Applications of movement of light
|
By the end of the
lesson, the learner
should be able to:
- Make a functional periscope using locally available materials - Explain how a periscope works - Show creativity in making optical devices |
- Follow procedure to make a functional periscope using milk cartons, mirrors, and other materials
- Test the periscope and discuss how it works - Explain the principles of light reflection used in periscopes |
How does a periscope work?
|
SUPERMINDS Science and Technology pg. 105
- Empty milk cartons - Rectangular mirrors - Cardboard cutter - Tape - Ruler - Scissors |
- Observation
- Project work
- Oral presentation
|
|
| 10 | 2 |
Force and Energy
|
Light - Applications of movement of light
|
By the end of the
lesson, the learner
should be able to:
- Make a functional periscope using locally available materials - Explain how a periscope works - Show creativity in making optical devices |
- Follow procedure to make a functional periscope using milk cartons, mirrors, and other materials
- Test the periscope and discuss how it works - Explain the principles of light reflection used in periscopes |
How does a periscope work?
|
SUPERMINDS Science and Technology pg. 105
- Empty milk cartons - Rectangular mirrors - Cardboard cutter - Tape - Ruler - Scissors |
- Observation
- Project work
- Oral presentation
|
|
| 10 | 3 |
Force and Energy
|
Light - Applications of movement of light
|
By the end of the
lesson, the learner
should be able to:
- Make a functional periscope using locally available materials - Explain how a periscope works - Show creativity in making optical devices |
- Follow procedure to make a functional periscope using milk cartons, mirrors, and other materials
- Test the periscope and discuss how it works - Explain the principles of light reflection used in periscopes |
How does a periscope work?
|
SUPERMINDS Science and Technology pg. 105
- Empty milk cartons - Rectangular mirrors - Cardboard cutter - Tape - Ruler - Scissors |
- Observation
- Project work
- Oral presentation
|
|
| 10 | 4 |
Force and Energy
|
Light - Applications of movement of light
|
By the end of the
lesson, the learner
should be able to:
- Make a functional periscope using locally available materials - Explain how a periscope works - Show creativity in making optical devices |
- Follow procedure to make a functional periscope using milk cartons, mirrors, and other materials
- Test the periscope and discuss how it works - Explain the principles of light reflection used in periscopes |
How does a periscope work?
|
SUPERMINDS Science and Technology pg. 105
- Empty milk cartons - Rectangular mirrors - Cardboard cutter - Tape - Ruler - Scissors |
- Observation
- Project work
- Oral presentation
|
|
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