Living Things and Their Environment

Vertebrates - Review Activities
The Human Breathing System - Parts of the Breathing System

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

- Summarize key concepts about vertebrates
- Identify areas of strength and areas needing improvement
- Show appreciation for knowledge gained about vertebrates

The learner is guided to:
- Review key concepts about vertebrates
- Complete review activities on vertebrates
- Share their learning experiences with peers

What have we learned about vertebrates?

- Mentor Science and Technology Learner's Book pg. 24
- Review worksheets
- Digital devices
- Reference materials
- Mentor Science and Technology Learner's Book pg. 25
- Charts showing the human breathing system
- Video resources

- Written quizzes - Oral questions - Self-assessment

Living Things and Their Environment

The Human Breathing System - The Nose
The Human Breathing System - The Trachea

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

- Identify the parts of the nose
- Describe the functions of the nose
- Appreciate the role of the nose in breathing

The learner is guided to:
- Observe the internal structure of the nose using models or diagrams
- Discuss the functions of the nose in breathing
- Create a chart showing the functions of the nose

What is the role of the nose in breathing?

- Mentor Science and Technology Learner's Book pg. 26
- Digital devices
- Charts showing the structure of the nose
- Models of the respiratory system
- Charts showing the structure of the trachea

- Oral questions - Written assignments - Projects

Living Things and Their Environment

The Human Breathing System - The Lungs

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

- Identify the location and structure of the lungs
- Describe the functions of the lungs
- Appreciate the vital role of lungs in breathing

The learner is guided to:
- Observe the structure of the lungs using models or diagrams
- Discuss the functions of the lungs in breathing
- Create a chart showing the functions of the lungs

What is the role of the lungs in breathing?

- Mentor Science and Technology Learner's Book pg. 27
- Digital devices
- Charts showing the structure of the lungs
- Models of the respiratory system

- Oral questions - Written assignments - Projects

Living Things and Their Environment

The Human Breathing System - The Diaphragm
The Human Breathing System - Breathing Mechanism

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

- Identify the location and structure of the diaphragm
- Describe the functions of the diaphragm
- Value the importance of the diaphragm in breathing

The learner is guided to:
- Observe the structure of the diaphragm using models or diagrams
- Discuss the functions of the diaphragm in breathing
- Create a chart showing the functions of the diaphragm

What is the role of the diaphragm in breathing?

- Mentor Science and Technology Learner's Book pg. 28
- Digital devices
- Charts showing the structure of the diaphragm
- Models of the respiratory system
- Charts showing the breathing mechanism
- Video resources

- Oral questions - Written assignments - Projects

Living Things and Their Environment

The Human Breathing System - Model Creation Planning
The Human Breathing System - Model Creation

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

- Plan a model of the human breathing system
- Identify materials needed for the model
- Show enthusiasm for model creation

The learner is guided to:
- Discuss what a model of the breathing system should include
- Plan a model of the breathing system
- Identify locally available materials for making the model

How can we represent the breathing system with a model?

- Mentor Science and Technology Learner's Book pg. 28
- Various locally available materials
- Charts showing models of the breathing system
- Digital resources
- Mentor Science and Technology Learner's Book pg. 29
- Locally available materials (bottles, balloons, straws, etc.)
- Scissors, string, rubber bands
- Labels

- Projects - Observation schedules - Peer assessment

Living Things and Their Environment

The Human Breathing System - Model Presentation
The Human Breathing System - Common Conditions (Colds and Coughs)

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

- Present their breathing system models
- Explain how their models represent the breathing system
- Show confidence in presenting their work

The learner is guided to:
- Present their completed breathing system models
- Explain how their models represent the breathing system
- Demonstrate how their models work

How effectively do our models represent the breathing system?

- Mentor Science and Technology Learner's Book pg. 30
- Completed models
- Presentation space
- Labels
- Mentor Science and Technology Learner's Book pg. 31
- Digital devices
- Charts showing symptoms of colds and coughs
- Video resources

- Presentations - Peer assessment - Teacher observation

Living Things and Their Environment

The Human Breathing System - COVID-19

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

- Identify symptoms of COVID-19
- Explain prevention measures for COVID-19
- Show responsibility in preventing the spread of COVID-19

The learner is guided to:
- Discuss symptoms of COVID-19
- Identify ways to prevent COVID-19
- Demonstrate proper handwashing technique

How can we protect ourselves from COVID-19?

- Mentor Science and Technology Learner's Book pg. 32
- Digital devices
- Charts showing symptoms of COVID-19
- Video resources

- Oral questions - Written assignments - Demonstrations

Living Things and Their Environment

The Human Breathing System - Allergies
The Human Breathing System - Asthma

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

- Identify symptoms of allergies
- Explain prevention measures for allergies
- Show empathy towards people with allergies

The learner is guided to:
- Discuss symptoms of allergies
- Identify ways to prevent allergic reactions
- Create awareness posters on allergies

How can we manage respiratory allergies?

- Mentor Science and Technology Learner's Book pg. 33
- Digital devices
- Charts showing symptoms of allergies
- Video resources
- Mentor Science and Technology Learner's Book pg. 34
- Charts showing symptoms of asthma

- Oral questions - Written assignments - Projects

Living Things and Their Environment

The Human Breathing System - Comparison of Respiratory Conditions
The Human Breathing System - Maintaining a Healthy Breathing System

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

- Compare different respiratory conditions
- Create a comparison chart of respiratory conditions
- Show interest in understanding respiratory health

The learner is guided to:
- Create a comparison chart showing different respiratory conditions
- Identify similarities and differences among respiratory conditions
- Share their findings with peers

How do different respiratory conditions compare?

- Mentor Science and Technology Learner's Book pg. 35
- Digital devices
- Charts
- Reference materials
- Mentor Science and Technology Learner's Book pg. 36

- Projects - Written assignments - Peer assessment

Living Things and Their Environment

The Human Breathing System - Personal Health Plan

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

- Create a personal plan for respiratory health
- Apply knowledge of respiratory health
- Show commitment to respiratory health practices

The learner is guided to:
- Create a personal respiratory health plan
- Include specific actions to maintain respiratory health
- Share their plans with peers

How can we implement respiratory health practices?

- Mentor Science and Technology Learner's Book pg. 37
- Digital devices
- Reference materials
- Planning templates

- Projects - Written assignments - Peer assessment

Living Things and Their Environment
Mixtures

The Human Breathing System - Campaign Planning
The Human Breathing System - Assessment Activities
Mixtures - Meaning of Mixtures

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

- Plan a respiratory health campaign
- Apply knowledge of respiratory health
- Show commitment to community health

The learner is guided to:
- Plan a respiratory health campaign for the school
- Create awareness materials for the campaign
- Identify key messages for the campaign

How can we promote respiratory health in our community?

- Mentor Science and Technology Learner's Book pg. 37
- Digital devices
- Art materials
- Reference materials
- Assessment worksheets
- Mentor Science and Technology Learner's Book pg. 39
- Different types of mixtures
- Worksheets

- Projects - Presentations - Peer assessment

Mixtures

Mixtures - Identifying Mixtures in the Environment
Mixtures - Homogeneous Mixtures
Mixtures - Heterogeneous Mixtures

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

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

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

How can we identify mixtures in our environment?

- Mentor Science and Technology Learner's Book pg. 40
- School environment
- Worksheets
- Digital devices
- Mentor Science and Technology Learner's Book pg. 41
- Water, sugar, salt
- Containers
- Stirring rods
- Mentor Science and Technology Learner's Book pg. 42
- Water, sand

- Portfolios - Observation schedules - Oral questions

Mixtures

Mixtures - Types of Mixtures (Solid-Solid)
Mixtures - Types of Mixtures (Solid-Liquid)
Mixtures - Types of Mixtures (Liquid-Liquid)
Mixtures - Separating Heterogeneous Mixtures (Winnowing)

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

- Define solid-solid mixtures
- Identify examples of solid-solid mixtures
- Show interest in exploring solid-solid mixtures

The learner is guided to:
- Identify and prepare examples of solid-solid mixtures
- Discuss characteristics of solid-solid mixtures
- Classify solid-solid mixtures as homogeneous or heterogeneous

How can solid-solid mixtures be identified?

- Mentor Science and Technology Learner's Book pg. 43
- Various solid materials (flour, sand, salt)
- Containers
- Digital resources
- Mentor Science and Technology Learner's Book pg. 44
- Water, various solids (salt, sugar, sand, flour)
- Stirring rods
- Mentor Science and Technology Learner's Book pg. 45
- Various liquids (water, milk, cooking oil, kerosene)
- Mentor Science and Technology Learner's Book pg. 47
- Mixtures of light and heavy particles (rice and husks)
- Mats

- Oral questions - Practical activities - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Picking)
Mixtures - Separating Heterogeneous Mixtures (Sieving)

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

- Explain the process of picking
- Demonstrate the use of picking to separate mixtures
- Show patience in separating mixtures by picking

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

How is picking used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 48
- Mixtures with big solid particles (maize and beans)
- Containers
- Trays
- Mentor Science and Technology Learner's Book pg. 49
- Mixtures of particles of different sizes
- Sieves
- Containers

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Using Magnet)

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

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

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

How are magnets used to separate mixtures?

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

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Filtration)
Mixtures - Separating Heterogeneous Mixtures (Decantation)

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

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

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

How is filtration used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 51
- Mixtures of insoluble solids and liquids
- Filter materials (cloth, paper)
- Containers
- Mentor Science and Technology Learner's Book pg. 50
- Containers
- Stirring rods

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Separating Funnel)
Water Pollution - Meaning of Water Pollution

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

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

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

How is a separating funnel used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 53
- Immiscible liquids (water and kerosene)
- Separating funnel
- Containers
- Mentor Science and Technology Learner's Book pg. 56
- Digital devices
- Pictures of clean and polluted water
- Video resources

- Practical activities - Oral questions - Written assignments

Mixtures

Water Pollution - Water Pollutants
Water Pollution - Human Activities Causing Water Pollution

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

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

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

What are the common water pollutants in our environment?

- Mentor Science and Technology Learner's Book pg. 57
- School and neighborhood environment
- Protective gear (gumboots, gloves, masks)
- Recording materials
- Mentor Science and Technology Learner's Book pg. 58
- Digital devices
- Pictures showing water pollution
- Video resources

- Observation schedules - Written assignments - Peer assessment

Mixtures

Water Pollution - Soil as a Water Pollutant

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

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

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

How does soil pollute water sources?

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

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Effects on Animals
Water Pollution - Effects on Humans

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

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

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

How does water pollution affect animals?

- Mentor Science and Technology Learner's Book pg. 60
- Digital devices
- Pictures showing effects of water pollution
- Art materials
- Mentor Science and Technology Learner's Book pg. 61

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Effects on Plants
Water Pollution - Methods of Reducing Water Pollution (Waste Disposal)

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

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

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

How does water pollution affect plants?

- Mentor Science and Technology Learner's Book pg. 62
- Digital devices
- Pictures showing effects of water pollution
- Art materials
- Mentor Science and Technology Learner's Book pg. 63
- Pictures showing waste disposal
- Waste bins
- Protective gear

- Oral questions - Written assignments - Projects

Mixtures

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

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

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

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

How can proper dirty water disposal reduce water pollution?

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

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Methods of Reducing Water Pollution (Soil Erosion Control)
Water Pollution - Basic Methods of Water Treatment (Boiling)

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

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

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

How can soil erosion control reduce water pollution?

- Mentor Science and Technology Learner's Book pg. 65
- Digital devices
- School compound
- Pictures showing soil erosion control
- Mentor Science and Technology Learner's Book pg. 66
- Pictures showing water boiling
- Heat source (under teacher supervision)

- Oral questions - Written assignments - Projects

Mixtures

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

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

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

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

How effective is filtration in water treatment?

- Mentor Science and Technology Learner's Book pg. 67
- Dirty water
- Filter materials (cloth, sand)
- Containers
- Mentor Science and Technology Learner's Book pg. 68
- Digital devices
- Pictures showing chemical water treatment
- Water treatment chemicals (under teacher supervision)

- Practical activities - Oral questions - Written assignments

Mixtures

Water Pollution - Basic Methods of Water Treatment (Solar Treatment)
Water Pollution - Water Filter Project Planning

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

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

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

How effective is solar treatment of water?

- Mentor Science and Technology Learner's Book pg. 69
- Digital devices
- Pictures showing solar water treatment
- Clear bottles for solar treatment demonstration
- Mentor Science and Technology Learner's Book pg. 70
- Pictures of water filters
- Planning worksheets

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Water Filter Construction

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

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

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

How can we construct a functional water filter?

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

- Projects - Demonstrations - Peer assessment

Mixtures

Water Pollution - Water Filter Testing
Water Pollution - Water Filter Presentation

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

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

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

How can we improve our water filters?

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

- Projects - Demonstrations - Peer assessment

Force and Energy

Floating and Sinking - Demonstrating Floating and Sinking
Floating and Sinking - Classifying Objects
Floating and Sinking - Factors Affecting Floating and Sinking (Shape)
Floating and Sinking - Factors Affecting Floating and Sinking (Weight)

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

- Explain the concept of floating and sinking
- Demonstrate floating and sinking using different materials
- Appreciate the occurrence of floating and sinking in nature

The learner is guided to:
- Work in groups to observe pictures of floating and sinking objects
- Walk around the school compound and collect different items
- Test the collected items for floating and sinking in water

Why do some materials float and others sink?

- Mentor Science and Technology Learner's Book pg. 73
- Various objects (wooden sticks, stones, bottle tops, etc.)
- Container with water
- Digital resources
- Mentor Science and Technology Learner's Book pg. 74
- Various objects
- Digital devices
- Chart paper
- Mentor Science and Technology Learner's Book pg. 75
- Bottle tops
- Plasticine
- Hammer (teacher use only)
- Mentor Science and Technology Learner's Book pg. 76
- Containers of same size
- Sand, feathers or cotton wool
- Container with water

- Observation schedules - Oral questions - Practical activities

Force and Energy

Floating and Sinking - Factors Affecting Floating and Sinking (Size)
Floating and Sinking - Applications (Swimming)
Floating and Sinking - Applications (Diving)

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

- Explain how size affects floating and sinking
- Demonstrate the effect of size on floating and sinking
- Appreciate that size does not affect floating and sinking

The learner is guided to:
- Conduct experiments with blocks of wood of different sizes
- Observe the effect of size on floating
- Discuss their observations and conclusions

How does size affect floating and sinking?

- Mentor Science and Technology Learner's Book pg. 77
- Blocks of wood of different sizes
- Container with water
- Digital resources
- Mentor Science and Technology Learner's Book pg. 78
- Digital devices
- Pictures showing swimming
- Art materials
- Pictures showing diving

- Practical activities - Oral questions - Written assignments

Force and Energy

Floating and Sinking - Applications (Lifesavers)
Floating and Sinking - Applications (Water Transport)
Floating and Sinking - Applications (Floods and Rescue)

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

- Explain the importance of lifesavers
- Identify different types of lifesavers
- Appreciate the role of lifesavers in water safety

The learner is guided to:
- Discuss the importance of lifesavers
- Identify different types of lifesavers
- Discuss how lifesavers prevent drowning

How do lifesavers help prevent drowning?

- Mentor Science and Technology Learner's Book pg. 78
- Digital devices
- Pictures showing lifesavers
- Video resources
- Mentor Science and Technology Learner's Book pg. 79
- Pictures showing water vessels
- Pictures showing floods and rescue operations

- Oral questions - Written assignments - Projects

Force and Energy

Floating and Sinking - Applications (Surfing)

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

- Explain how floating and sinking apply to surfing
- Identify surfing safety measures
- Show interest in water sports

The learner is guided to:
- Discuss how surfboards float on water
- Identify safety measures in surfing
- Discuss the importance of balance in surfing

How are floating principles applied in surfing?

- Mentor Science and Technology Learner's Book pg. 79
- Digital devices
- Pictures showing surfing
- Video resources

- Oral questions - Written assignments - Projects

Force and Energy

Floating and Sinking - Lifesaver Project Planning
Floating and Sinking - Lifesaver Construction

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

- Plan a lifesaver project
- Identify materials needed for the lifesaver
- Show enthusiasm for the project

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

How can we design effective lifesavers?

- Mentor Science and Technology Learner's Book pg. 80
- Digital devices
- Pictures of lifesavers
- Planning worksheets
- Rubber tubes or plastics
- Air pump
- Rope
- Water source for testing

- Project plans - Oral questions - Peer assessment

Force and Energy

Floating and Sinking - Assessment Activities
Sound Energy - Sources of Sound

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

- Demonstrate knowledge of floating and sinking
- Apply skills in identifying factors affecting floating and sinking
- Show positive attitude towards water safety

The learner is guided to:
- Complete assessment activities on floating and sinking
- Identify factors affecting floating and sinking
- Discuss their responses with peers

How well have we understood floating and sinking?

- Mentor Science and Technology Learner's Book pg. 83
- Assessment worksheets
- Digital resources
- Reference materials
- Mentor Science and Technology Learner's Book pg. 84
- Various sound-producing objects
- Charts

- Written quizzes - Oral questions - Self-assessment

Force and Energy

Sound Energy - Sound Production by Hitting

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

- Demonstrate sound production by hitting
- Explain how hitting produces sound
- Show interest in exploring sound production

The learner is guided to:
- Use a drum to demonstrate sound production by hitting
- Observe the effect of hitting softly versus hitting hard
- Discuss their observations and conclusions

How does hitting objects produce sound?

- Mentor Science and Technology Learner's Book pg. 85
- Drums or improvised drums
- Digital resources
- Charts

- Practical activities - Oral questions - Observation schedules

Force and Energy

Sound Energy - Sound Production by Plucking
Sound Energy - Sound Production by Blowing

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

- Demonstrate sound production by plucking
- Explain how plucking produces sound
- Show interest in exploring sound production

The learner is guided to:
- Use strings to demonstrate sound production by plucking
- Observe the effect of string length on sound produced
- Discuss their observations and conclusions

How does plucking strings produce sound?

- Mentor Science and Technology Learner's Book pg. 86
- Strings
- Desks
- Digital resources
- Mentor Science and Technology Learner's Book pg. 87
- Flutes or improvised flutes
- Digital resources
- Charts

- Practical activities - Oral questions - Observation schedules

Force and Energy

Sound Energy - Movement of Sound (All Directions)
Sound Energy - Reflection of Sound (Echo)

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

- Explain that sound travels in all directions
- Demonstrate sound traveling in all directions
- Appreciate how sound travels

The learner is guided to:
- Conduct experiments to show that sound travels in all directions
- Observe that listeners at different positions can hear the same sound
- Discuss their observations and conclusions

How does sound travel?

- Mentor Science and Technology Learner's Book pg. 88
- Sound sources (radio, bell, etc.)
- Open space
- Digital resources
- Mentor Science and Technology Learner's Book pg. 89
- Tubes made of rolled manila paper
- Large walls or buildings

- Practical activities - Oral questions - Observation schedules

Force and Energy

Sound Energy - Multiple Echoes
Sound Energy - Sound Instrument Project (Drum)

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

- Explain multiple echoes
- Demonstrate the occurrence of multiple echoes
- Show interest in exploring multiple echoes

The learner is guided to:
- Conduct experiments to demonstrate multiple echoes
- Identify places where multiple echoes can be heard
- Discuss their observations and conclusions

How do multiple echoes occur?

- Mentor Science and Technology Learner's Book pg. 91
- Tubes made of rolled manila paper
- Environment with two walls or buildings
- Digital resources
- Mentor Science and Technology Learner's Book pg. 92
- Empty tins
- Dry animal skin or alternative
- Strings
- Sticks

- Practical activities - Oral questions - Written assignments

Force and Energy

Sound Energy - Sound Instrument Project (Flute)

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

- Design and make a flute
- Explain how the flute produces sound
- Show creativity in flute making

The learner is guided to:
- Identify materials needed for making a flute
- Make a flute using locally available materials
- Test the flute and make improvements

How can we make a functional flute?

- Mentor Science and Technology Learner's Book pg. 93
- Straws, plastic pipes or bamboo
- Knife (teacher use only)
- Ruler

- Projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Sound Instrument Project (Bell)
Sound Energy - Creating a Sound Game using Scratch

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

- Design and make a bell
- Explain how the bell produces sound
- Show creativity in bell making

The learner is guided to:
- Identify materials needed for making a bell
- Make a bell using locally available materials
- Test the bell and make improvements

How can we make a functional bell?

- Mentor Science and Technology Learner's Book pg. 94
- Old car or motorcycle rim
- Piece of metal
- Rope
- Mentor Science and Technology Learner's Book pg. 95
- Computers with Scratch installed
- Digital resources
- Internet connection

- Projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Effects of Loud Sound
Sound Energy - Effects of Sound Pollution

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

- Identify effects of loud sound on people
- Explain how loud sound can be harmful
- Show concern about noise pollution

The learner is guided to:
- Read a story about the effects of loud sound
- Discuss how loud sound affects people
- Identify situations where loud sound is harmful

What are the effects of loud sound?

- Mentor Science and Technology Learner's Book pg. 96
- Digital devices
- Charts showing effects of loud sound
- Video resources
- Mentor Science and Technology Learner's Book pg. 97
- Charts
- Art materials

- Oral questions - Written assignments - Projects

Force and Energy

Sound Energy - Government Role in Addressing Sound Pollution

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

- Explain the role of government in addressing sound pollution
- Identify sound regulations
- Show appreciation for sound pollution control

The learner is guided to:
- Discuss the role of government in addressing sound pollution
- Identify sound regulations and their importance
- Create awareness posters on sound regulation

How does the government address sound pollution?

- Mentor Science and Technology Learner's Book pg. 98
- Digital devices
- Charts showing government roles
- Reference materials

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Meaning of Heat Transfer
Heat Transfer - Conduction

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

- Define heat transfer
- Explain the importance of heat transfer
- Appreciate the role of heat in daily life

The learner is guided to:
- Discuss heat as a form of energy
- Identify examples of heat transfer in daily life
- Discuss the importance of heat transfer

What is heat transfer?

- Mentor Science and Technology Learner's Book pg. 100
- Digital devices
- Charts showing heat transfer
- Video resources
- Mentor Science and Technology Learner's Book pg. 101
- Hot water in containers
- Metallic spoons
- Candles, matches, long nails
- Digital resources

- Oral questions - Written assignments - Observation schedules

Force and Energy

Heat Transfer - Good and Poor Conductors
Heat Transfer - Applications of Conduction

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

- Classify materials as good or poor conductors of heat
- Test different materials for heat conduction
- Appreciate the importance of heat conductivity

The learner is guided to:
- Test different materials for heat conduction
- Classify materials as good or poor conductors
- Discuss applications of good and poor conductors

How can we classify materials based on heat conductivity?

- Mentor Science and Technology Learner's Book pg. 103
- Hot water
- Various materials (metal, wood, plastic)
- Cooking fat or petroleum jelly
- Digital resources
- Mentor Science and Technology Learner's Book pg. 105
- Digital devices
- Pictures showing applications
- School kitchen (if available)

- Practical activities - Oral questions - Written assignments

Force and Energy

Heat Transfer - Convection
Heat Transfer - Applications of Convection

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

- Explain heat transfer by convection
- Demonstrate convection in liquids and gases
- Show interest in exploring convection

The learner is guided to:
- Conduct experiments to demonstrate convection in liquids
- Conduct experiments to demonstrate convection in gases
- Discuss their observations and conclusions

How does heat move through liquids and gases?

- Mentor Science and Technology Learner's Book pg. 108
- Containers with water
- Heat sources (under teacher supervision)
- Sand, paper bits
- Carton boxes
- Mentor Science and Technology Learner's Book pg. 112
- Digital devices
- Pictures showing applications
- Art materials

- Practical activities - Oral questions - Observation schedules

Force and Energy

Heat Transfer - Radiation

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

- Explain heat transfer by radiation
- Demonstrate heat transfer through radiation
- Show interest in exploring radiation

The learner is guided to:
- Discuss radiation as heat transfer without material contact
- Conduct experiments to demonstrate radiation
- Discuss their observations and conclusions

How does heat move through space?

- Mentor Science and Technology Learner's Book pg. 113
- Heat sources (under teacher supervision)
- Cooking fat or petroleum jelly
- Tables
- Digital resources

- Practical activities - Oral questions - Observation schedules

Force and Energy

Heat Transfer - Applications of Radiation
Heat Transfer - Safety Precautions

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

- Identify applications of radiation
- Explain how radiation is applied in daily life
- Show interest in radiation applications

The learner is guided to:
- Identify applications of radiation in daily life (drying clothes, warming by fire)
- Discuss how radiation works in these applications
- Create illustrations showing radiation applications

How is radiation applied in daily life?

- Mentor Science and Technology Learner's Book pg. 115
- Digital devices
- Pictures showing applications
- Art materials
- Mentor Science and Technology Learner's Book pg. 116
- Pictures showing safety measures
- Protective equipment

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Fire Emergency Response
Heat Transfer - Oven Gloves Project

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

- Identify ways to respond to fire emergencies
- Demonstrate proper fire emergency responses
- Show responsibility in emergency situations

The learner is guided to:
- Discuss ways to respond to fire emergencies
- Demonstrate proper emergency responses
- Create an emergency response plan

How should we respond to fire emergencies?

- Mentor Science and Technology Learner's Book pg. 117
- Digital devices
- Pictures showing emergency responses
- Charts
- Mentor Science and Technology Learner's Book pg. 118
- Old pieces of heavy clothing
- Scissors
- Sewing needles and thread
- Marker pens

- Practical activities - Oral questions - Projects

Force and Energy

Heat Transfer - Fireless Cooker Project

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

- Design and make a fireless cooker
- Explain how a fireless cooker works
- Show creativity in fireless cooker making

The learner is guided to:
- Identify materials needed for making a fireless cooker
- Make a fireless cooker using locally available materials
- Test the effectiveness of the fireless cooker

How can we make a functional fireless cooker?

- Mentor Science and Technology Learner's Book pg. 119
- Old cotton cloth
- Basket, bucket or clean dustbin with lid
- Scissors
- Sewing needles and thread

- Projects - Demonstrations - Peer assessment