Matter

Properties of matter - Meaning of matter

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

- Define matter
- Identify examples of matter in the environment
- Show interest in matter around us

In groups, learners are guided to:
- List things visible in the classroom and outside
- Discuss what these things are made of
- Identify air, water, and stone as examples of different states of matter

What is everything around us made of?

- Oxford Everyday Science and Technology Learner's Book pg. 60
- Various objects in the classroom
- Digital resources
- Bottles
- Water

- Observation - Oral questions

Matter

Properties of matter - States of matter

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

- Identify the three states of matter
- Classify various substances into the three states of matter
- Value the diversity of matter

In groups, learners are guided to:
- Take a walk in the school compound to collect different things
- Group the things collected as solids, liquids, or gases
- Record findings in a table
- Share findings with classmates

How can we group the things around us?

- Oxford Everyday Science and Technology Learner's Book pg. 61
- Various items from the environment
- Collection containers
- Digital resources

- Observation - Written tests

Matter

Properties of matter - States of matter

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

- Classify pictures of items into states of matter
- Identify examples of solids, liquids, and gases
- Show interest in classification of matter

In groups, learners are guided to:
- Observe pictures of different items
- Name the items shown in the pictures
- Group the items as solids, liquids, or gases
- Record findings in a table
- Search for more examples using digital resources

What are examples of solids, liquids, and gases?

- Oxford Everyday Science and Technology Learner's Book pg. 62
- Pictures of various items
- Digital resources

- Observation - Oral questions - Written assignments

Matter

Properties of matter - Characteristics of matter (solids)

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

- Describe characteristics of solids
- Demonstrate that solids have fixed shape
- Appreciate properties of solids

In groups, learners are guided to:
- Place a stone in containers of different shapes
- Observe whether the shape of the stone changes
- Discuss what this shows about the shape of solids
- Record observations

What are the characteristics of solids?

- Oxford Everyday Science and Technology Learner's Book pg. 64
- Stone
- Containers of different shapes
- Digital resources
- Oxford Everyday Science and Technology Learner's Book pg. 65
- Containers
- Stones, pebbles, sand
- Various solid objects

- Observation - Oral questions

Matter

Properties of matter - Characteristics of matter (liquids)

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

- Describe characteristics of liquids
- Demonstrate that liquids take the shape of their container
- Show interest in properties of liquids

In groups, learners are guided to:
- Pour water into containers of different shapes
- Observe how the water takes the shape of each container
- Discuss what this shows about the shape of liquids
- Record observations

What are the characteristics of liquids?

- Oxford Everyday Science and Technology Learner's Book pg. 66
- Water
- Containers of different shapes
- Digital resources

- Observation - Oral questions - Written assignments

Matter

Properties of matter - Characteristics of matter (gases)

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

- Describe characteristics of gases
- Demonstrate that gases take the shape of their container
- Show interest in properties of gases

In groups, learners are guided to:
- Blow air into balloons of different shapes
- Observe the shape of air in each balloon
- Discuss what this shows about the shape of gases
- Record observations

What are the characteristics of gases?

- Oxford Everyday Science and Technology Learner's Book pg. 68
- Balloons of different shapes
- String
- Digital resources

- Observation - Oral questions - Written assignments

Matter

Management of solid waste - Types of solid waste

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

- Define solid waste
- Identify different types of solid waste
- Show concern for proper waste disposal

In groups, learners are guided to:
- Observe pictures of dumpsites
- Identify solid wastes shown in the pictures
- Discuss other types of solid waste
- Visit the school dumpsite to identify solid waste

What types of waste do we generate?

- Oxford Everyday Science and Technology Learner's Book pg. 73
- Pictures of dumpsites
- Digital resources

- Observation - Oral questions

Matter

Management of solid waste - Safety measures during solid waste management

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

- Identify safety measures when handling solid waste
- Demonstrate proper use of protective gear
- Value safety during waste management

In groups, learners are guided to:
- Observe pictures of people cleaning the environment
- Identify safety measures shown in the pictures
- Discuss other safety measures when handling waste
- Demonstrate proper use of protective gear

What safety measures should we observe when handling waste?

- Oxford Everyday Science and Technology Learner's Book pg. 85
- Protective gear (gloves, masks, gumboots)
- Cleaning tools (rakes, spades)
- Digital resources

- Observation - Demonstration - Oral questions - Written tests

Matter

Management of solid waste - The need for proper solid waste management

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

- Explain the importance of proper solid waste management
- Identify problems caused by poor waste management
- Show responsibility towards waste management

In groups, learners are guided to:
- Read a story about poor waste management in a school
- Identify problems caused by poor waste management
- Discuss the importance of proper waste management
- Explain how proper waste management helped the school

Why is proper solid waste management important?

- Oxford Everyday Science and Technology Learner's Book pg. 86
- Story about waste management
- Pictures showing effects of poor waste management
- Digital resources

- Observation - Oral questions - Written assignments

Matter

Management of solid waste - The need for proper solid waste management

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

- Explain the importance of proper solid waste management
- Identify problems caused by poor waste management
- Show responsibility towards waste management

In groups, learners are guided to:
- Read a story about poor waste management in a school
- Identify problems caused by poor waste management
- Discuss the importance of proper waste management
- Explain how proper waste management helped the school

Why is proper solid waste management important?

- Oxford Everyday Science and Technology Learner's Book pg. 86
- Story about waste management
- Pictures showing effects of poor waste management
- Digital resources

- Observation - Oral questions - Written assignments

Matter

Management of solid waste - Project: Making a toy from solid waste

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

- Make a toy using solid waste materials
- Follow instructions to complete the project
- Show creativity in reusing waste

In groups, learners are guided to:
- Collect materials needed for making a toy car
- Follow step-by-step instructions to make the toy
- Cut out wheels from old slippers
- Attach wheels to plastic pens to create axles
- Put everything together to make a toy car

How can we make toys from solid waste?

- Oxford Everyday Science and Technology Learner's Book pg. 88
- Empty plastic container
- Old slippers
- Waste plastic pens
- Knife
- Nail and hammer
- Pen

- Project work - Observation - Demonstration - Creativity

Matter

Management of solid waste - Project: Making a toy from solid waste

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

- Make a toy using solid waste materials
- Follow instructions to complete the project
- Show creativity in reusing waste

In groups, learners are guided to:
- Collect materials needed for making a toy car
- Follow step-by-step instructions to make the toy
- Cut out wheels from old slippers
- Attach wheels to plastic pens to create axles
- Put everything together to make a toy car

How can we make toys from solid waste?

- Oxford Everyday Science and Technology Learner's Book pg. 88
- Empty plastic container
- Old slippers
- Waste plastic pens
- Knife
- Nail and hammer
- Pen

- Project work - Observation - Demonstration - Creativity

Matter

Water conservation - Meaning of water conservation

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

- Identify ways water is wasted at home and school
- Explain the importance of not wasting water
- Show concern for water wastage

In groups, learners are guided to:
- Observe pictures showing ways water is wasted
- Discuss how water is wasted at home and school
- Complete a table on water wastage
- Share findings with classmates

How is water wasted at home and school?

- Oxford Everyday Science and Technology Learner's Book pg. 90
- Pictures showing water wastage
- Digital resources

- Observation - Oral questions - Written assignments

Matter

Water conservation - Ways of conserving water

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

- Identify three ways of conserving water
- Classify conservation methods as reducing, reusing, or recycling
- Show interest in water conservation methods

In groups, learners are guided to:
- Read what children say about conserving water
- Identify methods of water conservation (reducing, reusing, recycling)
- Classify each statement as a method of reducing, reusing, or recycling water
- Discuss other ways of conserving water

What are the different ways of conserving water?

- Oxford Everyday Science and Technology Learner's Book pg. 92
- Pictures showing water conservation methods
- Digital resources

- Observation - Oral questions - Written assignments

Matter

Water conservation - Ways of conserving water

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

- Identify three ways of conserving water
- Classify conservation methods as reducing, reusing, or recycling
- Show interest in water conservation methods

In groups, learners are guided to:
- Read what children say about conserving water
- Identify methods of water conservation (reducing, reusing, recycling)
- Classify each statement as a method of reducing, reusing, or recycling water
- Discuss other ways of conserving water

What are the different ways of conserving water?

- Oxford Everyday Science and Technology Learner's Book pg. 92
- Pictures showing water conservation methods
- Digital resources

- Observation - Oral questions - Written assignments

Matter

Water conservation - Ways of conserving water

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

- Identify water conservation methods in the community
- Describe various methods observed
- Value community water conservation efforts

In groups, learners are guided to:
- Take a walk around the school neighborhood
- Identify water conservation methods being used
- Discuss observations in class
- Present findings to classmates

What water conservation methods are used in our community?

- Oxford Everyday Science and Technology Learner's Book pg. 96
- School neighborhood
- Digital resources

- Observation - Field notes - Oral questions

Matter

Water conservation - Importance of water conservation

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

- Explain the importance of water conservation at home
- Identify benefits of conserving water
- Show commitment to water conservation

In groups, learners are guided to:
- Read a story about water shortage in a village
- Discuss the importance of water conservation from the story
- Identify ways the villagers learned to conserve water
- Explain why water conservation is important at home

Why is it important to conserve water at home?

- Oxford Everyday Science and Technology Learner's Book pg. 96
- Story about water conservation
- Digital resources

- Observation - Oral questions - Written assignments

Matter

Water conservation - Importance of water conservation

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

- Explain the importance of water conservation at home
- Identify benefits of conserving water
- Show commitment to water conservation

In groups, learners are guided to:
- Read a story about water shortage in a village
- Discuss the importance of water conservation from the story
- Identify ways the villagers learned to conserve water
- Explain why water conservation is important at home

Why is it important to conserve water at home?

- Oxford Everyday Science and Technology Learner's Book pg. 96
- Story about water conservation
- Digital resources

- Observation - Oral questions - Written assignments

Matter

Water conservation - Practising responsible use of water

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

- Demonstrate responsible water use through drip irrigation
- Make a simple drip irrigation system
- Show commitment to water conservation

In groups, learners are guided to:
- Make a drip irrigation system using a plastic bottle
- Make a hole in the bottle cap
- Fill the bottle with water and place at the base of a plant
- Discuss the importance of this water conservation method

How can we practice water conservation through drip irrigation?

- Oxford Everyday Science and Technology Learner's Book pg. 98
- Used plastic bottles
- Caps
- Nail and hammer
- Water
- Plants

- Observation - Demonstration - Practical activity

Matter

Water conservation - Project: Making a poster on water conservation

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

- Create a poster on water conservation
- Include key information about water conservation
- Show creativity in poster design

In groups, learners are guided to:
- Discuss the importance of water conservation
- Design a poster on water conservation
- Include information about methods and importance
- Use colored pens to make the poster attractive
- Display posters in the classroom
- Compare posters with classmates

How can we create awareness about water conservation?

- Oxford Everyday Science and Technology Learner's Book pg. 100
- Manila papers
- Colored pens/pencils
- Digital resources

- Project work - Observation - Creativity - Presentation

Force and Energy

Force and its effect - Types of forces

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

- Define force
- Identify types of forces in nature
- Show interest in forces in the environment

In groups, learners are guided to:
- Brainstorm on the meaning of force as used in science
- Discuss different types of forces (gravity and friction)
- Share examples of forces from daily life
- Discuss what forces can do

What is force?

- Oxford Everyday Science and Technology Learner's Book pg. 104
- Pictures showing examples of force
- Digital resources

- Observation - Oral questions

Force and Energy

Force and its effect - Types of forces (gravity)

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

- Demonstrate the existence of force of gravity
- Explain the effects of gravity
- Appreciate the force of gravity in daily life

In groups, learners are guided to:
- Carry out activities to demonstrate gravity (throwing a ball up, dropping stones)
- Observe what happens when objects are released
- Discuss what causes objects to fall down
- Record observations about gravity

How does gravity affect objects?

- Oxford Everyday Science and Technology Learner's Book pg. 105
- Balls
- Stones
- Books
- Digital resources

- Observation - Demonstration - Oral questions - Written assignments

Force and Energy

Force and its effect - Types of forces (friction)

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

- Demonstrate the existence of force of friction
- Compare friction on different surfaces
- Value the role of friction in daily life

In groups, learners are guided to:
- Carry out activities to demonstrate friction (pulling objects on rough and smooth surfaces)
- Compare the effort needed on different surfaces
- Discuss what makes some surfaces harder to pull across than others
- Record observations about friction

How does friction affect moving objects?

- Oxford Everyday Science and Technology Learner's Book pg. 106
- Objects for pulling
- Rough and smooth surfaces
- Digital resources

- Observation - Demonstration - Oral questions

Force and Energy

Force and its effect - Effects of force

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

- Describe effects of force on objects
- Demonstrate how force can change shape
- Show interest in effects of force

In groups, learners are guided to:
- Carry out activities to demonstrate force changing shape (pressing clay, bending wire)
- Observe and record what happens to the objects
- Discuss how force changes the shape of objects
- Give examples from daily life

How does force change the shape of objects?

- Oxford Everyday Science and Technology Learner's Book pg. 108
- Clay or playdough
- Flexible wires or straws
- Digital resources
- Oxford Everyday Science and Technology Learner's Book pg. 109
- Balls
- Toy cars

- Observation - Demonstration - Oral questions - Written tests

Force and Energy

Force and its effect - Uses of force

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

- Explain applications of force of gravity
- Give examples of gravity in daily life
- Show interest in gravity applications

In groups, learners are guided to:
- Discuss applications of force of gravity in day-to-day life
- Identify examples where gravity is useful (water flowing downhill, fruits falling)
- Demonstrate some applications of gravity
- Record observations

How is gravity useful in our daily life?

- Oxford Everyday Science and Technology Learner's Book pg. 116
- Pictures showing applications of gravity
- Digital resources

- Observation - Oral questions

Force and Energy

Force and its effect - Ways of minimizing friction

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

- Identify ways of minimizing friction
- Demonstrate methods to reduce friction
- Appreciate need to reduce friction in some cases

In groups, learners are guided to:
- Discuss ways of minimizing friction between moving bodies
- Identify methods (smoothening surfaces, greasing, oiling, rollers, ball bearings)
- Demonstrate some methods of reducing friction
- Record observations

How can we reduce friction?

- Oxford Everyday Science and Technology Learner's Book pg. 118
- Oil or grease
- Rough and smooth surfaces
- Pictures of ball bearings and rollers
- Digital resources

- Observation - Demonstration - Oral questions - Written assignments

Force and Energy

Force and its effect - Ways of minimizing friction

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

- Identify ways of minimizing friction
- Demonstrate methods to reduce friction
- Appreciate need to reduce friction in some cases

In groups, learners are guided to:
- Discuss ways of minimizing friction between moving bodies
- Identify methods (smoothening surfaces, greasing, oiling, rollers, ball bearings)
- Demonstrate some methods of reducing friction
- Record observations

How can we reduce friction?

- Oxford Everyday Science and Technology Learner's Book pg. 118
- Oil or grease
- Rough and smooth surfaces
- Pictures of ball bearings and rollers
- Digital resources

- Observation - Demonstration - Oral questions - Written assignments

Force and Energy

Light - Sources of light

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

- Define light
- Identify natural and artificial sources of light
- Show interest in light sources

In groups, learners are guided to:
- Brainstorm on the meaning of light
- Carry out activities to identify sources of light
- Group light sources as natural or artificial
- Draw and label sources of light

What is light and where does it come from?

- Oxford Everyday Science and Technology Learner's Book pg. 121
- Pictures of light sources
- Digital resources

- Observation - Oral questions

Force and Energy

Light - Ways of lighting a house

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

- Identify ways of allowing natural light into houses
- Explain the importance of windows and translucent roofs
- Value natural lighting in houses

In groups, learners are guided to:
- Discuss ways of lighting a house using natural light
- Identify the role of windows and translucent roofs
- Observe pictures showing natural lighting in houses
- Record findings

How can we use natural light to light our houses?

- Oxford Everyday Science and Technology Learner's Book pg. 124
- Pictures showing natural lighting in houses
- Digital resources

- Observation - Oral questions

Force and Energy

Light - Ways of lighting a house

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

- Identify ways of allowing natural light into houses
- Explain the importance of windows and translucent roofs
- Value natural lighting in houses

In groups, learners are guided to:
- Discuss ways of lighting a house using natural light
- Identify the role of windows and translucent roofs
- Observe pictures showing natural lighting in houses
- Record findings

How can we use natural light to light our houses?

- Oxford Everyday Science and Technology Learner's Book pg. 124
- Pictures showing natural lighting in houses
- Digital resources

- Observation - Oral questions

Force and Energy

Light - Ways of lighting a house

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

- Identify artificial lighting methods
- Compare different artificial lighting sources
- Appreciate energy-efficient lighting

In groups, learners are guided to:
- Discuss ways of lighting a house using artificial light
- Identify different types of artificial lighting (lamps, bulbs, lanterns)
- Compare traditional and modern lighting sources
- Discuss energy-efficient lighting

What artificial lighting methods can we use in our houses?

- Oxford Everyday Science and Technology Learner's Book pg. 125
- Pictures showing artificial lighting
- Examples of lighting devices (if available)
- Digital resources

- Observation - Oral questions - Written tests

Force and Energy

Light - Uses of light

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

- Identify uses of light in day-to-day life
- Explain how light helps people see
- Value light for vision and activities

In groups, learners are guided to:
- Discuss the uses of light in day-to-day life
- Identify how light helps us see objects
- Explain why we cannot see in darkness
- Discuss activities that require light

Why do we need light?

- Oxford Everyday Science and Technology Learner's Book pg. 128
- Pictures showing uses of light
- Digital resources

- Observation - Oral questions

Force and Energy

Light - Applications of light in day-to-day life

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

- Explain applications of light in daily life
- Describe how light is used in different settings
- Value light applications

In groups, learners are guided to:
- Discuss applications of light in day-to-day life
- Identify applications in homes, schools, hospitals, and roads
- Discuss importance of each application
- Create a summary of light applications

How is light applied in different settings?

- Oxford Everyday Science and Technology Learner's Book pg. 131
- Pictures showing light applications
- Digital resources

- Observation - Oral questions

Force and Energy

Light - Applications of light in day-to-day life

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

- Explain applications of light in daily life
- Describe how light is used in different settings
- Value light applications

In groups, learners are guided to:
- Discuss applications of light in day-to-day life
- Identify applications in homes, schools, hospitals, and roads
- Discuss importance of each application
- Create a summary of light applications

How is light applied in different settings?

- Oxford Everyday Science and Technology Learner's Book pg. 131
- Pictures showing light applications
- Digital resources

- Observation - Oral questions

Force and Energy

Heat - Sources of heat

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

- Define heat
- Identify natural and artificial sources of heat
- Show interest in heat sources

In groups, learners are guided to:
- Use available resources to search for the meaning of heat
- Discuss sources of heat (sun, fire, electricity, gas)
- Group heat sources as natural or artificial
- Draw and label sources of heat

What is heat and where does it come from?

- Oxford Everyday Science and Technology Learner's Book pg. 134
- Pictures of heat sources
- Digital resources

- Observation - Oral questions

Force and Energy

Heat - Sources of heat

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

- Define heat
- Identify natural and artificial sources of heat
- Show interest in heat sources

In groups, learners are guided to:
- Use available resources to search for the meaning of heat
- Discuss sources of heat (sun, fire, electricity, gas)
- Group heat sources as natural or artificial
- Draw and label sources of heat

What is heat and where does it come from?

- Oxford Everyday Science and Technology Learner's Book pg. 134
- Pictures of heat sources
- Digital resources

- Observation - Oral questions

Force and Energy

Heat - Uses of heat

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

- Identify uses of heat for cooking
- Demonstrate heat used for cooking
- Appreciate heat for food preparation

In groups, learners are guided to:
- Carry out activities to demonstrate uses of heat in day-to-day life
- Focus on heat for cooking
- Discuss different cooking methods that use heat
- Record observations

How is heat used for cooking?

- Oxford Everyday Science and Technology Learner's Book pg. 138
- Pictures showing cooking with heat
- Digital resources

- Observation - Demonstration - Oral questions - Written assignments

Force and Energy

Heat - Safety measures when handling heat

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

- Identify safety measures when using heat
- Demonstrate safe heat handling
- Value safety with heat sources

In groups, learners are guided to:
- Discuss safety measures when using heat
- Identify protective measures (gloves, proper clothing)
- Demonstrate safe handling of hot objects
- Discuss consequences of unsafe heat handling

What safety measures should we observe when using heat?

- Oxford Everyday Science and Technology Learner's Book pg. 142
- Pictures showing heat safety measures
- Safety equipment (if available)
- Digital resources

- Observation - Demonstration - Oral questions

Force and Energy

Heat - Safety measures when handling heat

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

- Identify safety measures when using heat
- Demonstrate safe heat handling
- Value safety with heat sources

In groups, learners are guided to:
- Discuss safety measures when using heat
- Identify protective measures (gloves, proper clothing)
- Demonstrate safe handling of hot objects
- Discuss consequences of unsafe heat handling

What safety measures should we observe when using heat?

- Oxford Everyday Science and Technology Learner's Book pg. 142
- Pictures showing heat safety measures
- Safety equipment (if available)
- Digital resources

- Observation - Demonstration - Oral questions

Force and Energy

Heat - Importance of heat in day-to-day life

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

- Explain the importance of heat in daily life
- Identify essential heat applications
- Show appreciation for heat

In groups, learners are guided to:
- Discuss the importance of heat in day-to-day life
- Create a summary of heat uses and applications
- Discuss what life would be like without heat
- Present findings to classmates

Why is heat important in our daily lives?

- Oxford Everyday Science and Technology Learner's Book pg. 143
- Summary charts
- Pictures of heat applications
- Digital resources

- Observation - Oral questions - Written tests