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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1-4 |
Matter
|
Change of state
Melting
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of change of state Demonstrate melting using cooking fat Appreciate the application of melting in everyday life |
In groups, learners are guided to:
- Brainstorm the meaning of change of state of matter Heat cooking fat to demonstrate melting Discuss everyday examples of melting |
How does matter change its state?
|
- mentor science and technology
pg. 35 Cooking fat Source of heat Metal plate or pan Safety equipment |
- Observation
Oral questions
Practical assessment
|
|
| 1 |
Opener assessment |
||||||||
| 2 | 1 |
Matter
|
Change of state
Evaporation
|
By the end of the
lesson, the learner
should be able to:
Demonstrate evaporation of water Explain how liquids change to gas when heated Appreciate evaporation in daily life |
In groups, learners are guided to:
- Heat water to demonstrate evaporation Observe and record what happens when water boils Discuss applications of evaporation in daily life |
How does water change into steam?
|
- mentor science and technology
pg. 36 Water Source of heat Container for heating water Safety equipment |
- Observation
Oral questions
Written records
|
|
| 2 | 2 |
Matter
|
Change of state
Sublimation
Change of state Condensation Change of state Freezing |
By the end of the
lesson, the learner
should be able to:
Demonstrate sublimation using mothballs Explain how solids change directly to gas Observe safety when heating mothballs |
In groups, learners are guided to:
- Heat mothballs to demonstrate sublimation Observe and record the changes Discuss safety measures when handling mothballs |
What happens when mothballs are heated?
|
- mentor science and technology
pg. 37 Mothballs Source of heat Metal plate Safety equipment pg. 38 Water Container for heating Cold lid or plate pg. 39 Ice cubes (if available) Pictures of freezing examples |
- Observation
Oral questions
Practical assessment
|
|
| 2 | 3 |
Matter
|
Change of state
Deposition
Change of state Summary Change of state Heating effects Change of state Cooling effects |
By the end of the
lesson, the learner
should be able to:
Explain the process of deposition Describe how gases change directly to solids when cooled Appreciate deposition in nature |
In groups, learners are guided to:
- Discuss the process of deposition Observe or view images/videos of frost formation Explore examples of deposition in nature |
How does water vapor change directly into ice?
|
- mentor science and technology
pg. 40 Digital devices (if available) Pictures of frost Diagrams showing deposition pg. 41 Charts showing changes of state Diagrams Digital resources pg. 42 Various materials for heating Source of heat Safety equipment pg. 43 Various materials for cooling Ice/cold water |
- Observation
Oral questions
Written assessment
|
|
| 2 | 4 |
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 |
In groups, learners are guided to:
- 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
|
|
| 3 | 1 |
Matter
|
Change of state
Drying foods
Change of state Making ice |
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 |
In groups, learners are guided to:
- 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 pg. 46 Ice cubes (if available) Pictures showing ice uses |
- Observation
Oral questions
Written assessment
|
|
| 3 | 2 |
Matter
|
Change of state
Cooling our bodies
Change of state Rainfall formation |
By the end of the
lesson, the learner
should be able to:
Explain how sweating cools the body Relate sweating to evaporation Appreciate body temperature regulation |
In groups, learners are guided to:
- Discuss how sweating helps cool the body Demonstrate cooling effect of evaporation (water on skin) Relate the process to evaporation |
How does sweating cool our bodies?
|
- mentor science and technology
pg. 47 Water Digital resources Charts showing body cooling pg. 48 Charts showing water cycle Diagrams of rainfall formation |
- Observation
Oral questions
Written assessment
|
|
| 3 | 3 |
Matter
|
Change of state
Candle making
Change of state Repairing plastics |
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 Broken plastic containers Knife Oven gloves |
- Observation
Project assessment
Practical skills
|
|
| 3 | 4 |
Matter
|
Change of state
Project completion
Change of state Assessment |
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 |
In groups, learners are guided to:
- 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 pg. 50 Assessment worksheets Digital resources Review materials |
- Project assessment
Presentation skills
Peer evaluation
|
|
| 4 | 1 |
Matter
|
Composition of air
Components
Composition of air Oxygen |
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 |
In groups, learners are guided to:
- 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 pg. 51 Candles Glass containers Matches Water Safety equipment |
- Observation
Oral questions
Pie charts
|
|
| 4 | 2 |
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 |
In groups, learners are guided to:
- 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 | 3 |
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 |
In groups, learners are guided to:
- 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 | 4 |
Matter
|
Composition of air
Inert gases
Composition of air Air pollution |
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 |
In groups, learners are guided to:
- 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 pg. 56 Pictures showing air pollution Safety equipment |
- Observation
Oral questions
Written work
|
|
| 5 | 1 |
Matter
|
Composition of air
Bad smell
Composition of air Smoke |
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 |
In groups, learners are guided to:
- 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 pg. 58 Pictures of sources of smoke |
- Observation
Oral questions
Written work
|
|
| 5 | 2 |
Matter
|
Composition of air
Dust
Composition of air Health effects |
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 |
In groups, learners are guided to:
- 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 pg. 60 Charts showing health effects Pictures of effects |
- Observation
Oral questions
Written work
|
|
| 5 | 3 |
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 |
In groups, learners are guided to:
- 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
|
|
| 5 | 4 |
Matter
|
Composition of air
Dust control
Composition of air Smoke reduction |
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 |
In groups, learners are guided to:
- 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 pg. 63 Pictures of different cooking methods Digital resources Charts |
- Observation
Practical assessment
Oral questions
|
|
| 6 | 1 |
Matter
Force and Energy |
Composition of air
Poster making
Composition of air Assessment 3.1 Light Movement of light through transparent materials |
By the end of the
lesson, the learner
should be able to:
Create posters on air pollutants Present information on pollution dangers Suggest control measures for air pollution |
In groups, learners are guided to:
- Make posters on common air pollutants Include dangers and control measures Display posters for awareness |
How can we create awareness about air pollution?
|
- mentor science and technology
pg. 64 Manila papers/carton boxes Coloring materials Digital resources pg. 65 Assessment worksheets Review materials Mentor Science & Technology pg. 67-68 Transparent materials (glass, clear plastic) Digital resources (where available) |
- Project assessment
Presentation skills
Creativity
|
|
| 6 | 2 |
Force and Energy
|
3.1 Light
Movement of light through translucent materials
3.1 Light Movement of light through opaque materials 3.1 Light Reflection of light at plane surfaces |
By the end of the
lesson, the learner
should be able to:
Demonstrate the movement of light through translucent materials Identify translucent materials in the environment Appreciate the importance of translucent materials in everyday life |
Learners to carry out activities to show movement of light through translucent materials Learners to compare translucent and transparent materials Learners to discuss applications of translucent materials |
How are translucent materials useful in our daily lives?
|
Mentor Science & Technology pg. 69
Translucent materials (tracing paper, wax paper) Digital resources (where available) Mentor Science & Technology pg. 70 Opaque materials (cardboard, wooden blocks) Mentor Science & Technology pg. 71-72 Torch Plane mirrors Digital resources |
Observation
Oral questions
Written tests
|
|
| 6 | 3 |
Force and Energy
|
3.1 Light
Terms associated with plane mirrors
3.1 Light Locating images formed in plane mirrors 3.1 Light Ray diagrams of images in plane mirrors 3.1 Light Special rays used in ray diagrams |
By the end of the
lesson, the learner
should be able to:
Identify terms associated with plane mirrors Describe the relationship between angles of incidence and reflection Show interest in learning about light reflection |
Learners to study diagrams showing reflection of light by a plane mirror Learners to discuss the relationship between incident ray, reflected ray, and normal Learners to identify the angle of incidence and angle of reflection |
What is the relationship between the angle of incidence and angle of reflection?
|
Mentor Science & Technology pg. 73-75
Diagrams showing reflection of light Plane mirrors Protractors Mentor Science & Technology pg. 76-77 Objects of different sizes and shapes Rulers Mentor Science & Technology pg. 78-79 Plain paper Pencils Compass Mentor Science & Technology pg. 80 |
Observation
Oral questions
Written tests
|
|
| 6 | 4 |
Force and Energy
|
3.1 Light
Characteristics of images formed by plane mirrors
3.1 Light Formation of shadows |
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of images formed by plane mirrors Compare the image with the object in terms of size, position, and orientation Appreciate the unique properties of optical images |
Learners to carry out activities to determine characteristics of images formed by plane mirrors Learners to observe and record characteristics Learners to compare the image and object |
What are the characteristics of images formed by plane mirrors?
|
Mentor Science & Technology pg. 81
Plane mirrors Objects of different sizes Rulers Measuring tapes Mentor Science & Technology pg. 82-83 Torch Various objects (ball, book, etc.) White cardboard or wall |
Observation
Oral questions
Written tests
|
|
| 7 | 1 |
Force and Energy
|
3.1 Light
Formation of solar eclipse
3.1 Light Formation of lunar eclipse |
By the end of the
lesson, the learner
should be able to:
Describe the formation of solar eclipse Demonstrate how a solar eclipse occurs using models Appreciate the natural phenomena in the sky |
Learners to study diagrams showing how solar eclipses occur Learners to discuss the relative position of the sun, moon, and earth during a solar eclipse Learners to demonstrate solar eclipse formation |
How does a solar eclipse occur?
|
Mentor Science & Technology pg. 84-85
Torch Small and large balls Stands to hold balls Digital resources Mentor Science & Technology pg. 86-87 |
Observation
Oral questions
Practical assessment
|
|
| 7 | 2 |
Force and Energy
|
3.1 Light
Rainbow formation
3.1 Light Applications of movement of light |
By the end of the
lesson, the learner
should be able to:
Describe the formation of rainbow in nature Explain the role of light dispersion in rainbow formation Appreciate the beauty of natural phenomena |
Learners to search for information on rainbow formation Learners to discuss how light is dispersed to form a rainbow Learners to identify conditions necessary for rainbow formation |
How is a rainbow formed in nature?
|
Mentor Science & Technology pg. 87
Digital resources Prism (if available) Water spray bottle Pictures of optical instruments |
Observation
Oral questions
Written assignments
|
|
| 7 | 3 |
Force and Energy
|
3.1 Light
Making a periscope (Project)
3.1 Light Evaluating the periscope project |
By the end of the
lesson, the learner
should be able to:
Make a functional periscope using locally available materials Apply principles of light reflection in construction Develop creativity in designing optical instruments |
Learners to plan how to make a periscope Learners to use locally available resources to make a functional periscope Learners to test their periscopes and make necessary adjustments |
How does a periscope work?
|
Mentor Science & Technology pg. 87
Cardboard/empty boxes Small mirrors Scissors Glue/tape Rulers Completed periscopes Evaluation forms |
Observation
Project assessment
Peer evaluation
|
|
| 7 | 4 |
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
|
|
| 8 | 1 |
Force and Energy
|
3.2 Levers as simple machines
Parts of levers
3.2 Levers as simple machines First class 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 Mentor Science & Technology pg. 93-94 Examples of first class levers (seesaw, scissors, pliers) Diagrams of different classes of levers |
Observation
Oral questions
Written tests
|
|
| 8 | 2 |
Force and Energy
|
3.2 Levers as simple machines
Examples of first class levers
3.2 Levers as simple machines Second 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 Mentor Science & Technology pg. 95 Examples of second class levers (wheelbarrow, bottle opener, nutcracker) Diagrams |
Observation
Practical assessment
Oral questions
|
|
| 8 | 3 |
Force and Energy
|
3.2 Levers as simple machines
Examples of second class levers
3.2 Levers as simple machines Third 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 Mentor Science & Technology pg. 96 Examples of third class levers (tweezers, fishing rod, broom) Diagrams |
Observation
Practical assessment
Oral questions
|
|
| 8 | 4 |
Force and Energy
|
3.2 Levers as simple machines
Examples of third class levers
3.2 Levers as simple machines Comparing the three classes of levers |
By the end of the
lesson, the learner
should be able to:
Collect examples of third class levers Demonstrate how third class levers work Appreciate the speed advantage of third class levers |
Learners to identify and collect various examples of third class levers Learners to demonstrate the use of each third class lever Learners to discuss the advantages of using third class levers |
What are common examples of third class levers?
|
Mentor Science & Technology pg. 96
Various third class levers (tweezers, fishing rod, broom, hockey stick) Digital resources Examples of all three classes of levers Comparison charts |
Observation
Practical assessment
Oral questions
|
|
| 9 |
Mid term break |
||||||||
| 10 | 1 |
Force and Energy
|
3.2 Levers as simple machines
Using levers to make work easier
3.2 Levers as simple machines Mechanical advantage of levers |
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 Rulers and measuring tapes Calculators |
Observation
Practical assessment
Oral questions
|
|
| 10 | 2 |
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 | 3 |
Force and Energy
|
3.2 Levers as simple machines
Levers in the human body
3.2 Levers as simple machines Planning a beam balance (Project) |
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 Mentor Science & Technology pg. 100 Locally available materials (ruler, wood, containers, string, etc.) Construction tools |
Observation
Oral questions
Classification activities
|
|
| 10 | 4 |
Force and Energy
|
3.2 Levers as simple machines
Making a beam balance (Project)
3.2 Levers as simple machines Evaluating the 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) Mentor Science & Technology pg. 102 Completed beam balances Various objects to weigh |
Observation
Project assessment
Practical assessment
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
Force and Energy
|
3.3 Slopes as simple machines
Introduction to slopes
3.3 Slopes as simple machines Types of 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 Mentor Science & Technology pg. 104-105 Pictures of slopes |
Observation
Oral questions
Written assignments
|
|
| 11 | 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
|
|
| 11 | 4 |
Force and Energy
|
3.3 Slopes as simple machines
Mechanical advantage of slopes
3.3 Slopes as simple machines How slopes make work easier |
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 Wooden boards/cardboard Small wheeled toys/objects |
Observation
Calculation assessment
Written reports
|
|
| 12 | 1 |
Force and Energy
|
3.3 Slopes as simple machines
Friction on slopes
3.3 Slopes as simple machines Modern applications of 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 Mentor Science & Technology pg. 107 Pictures of modern applications of slopes |
Observation
Practical assessment
Written assignments
|
|
| 12 | 2 |
Force and Energy
|
3.3 Slopes as simple machines
Slopes in architecture and construction
3.3 Slopes as simple machines Planning a slope (Project) |
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 Locally available materials Construction tools Design materials |
Observation
Drawing assessment
Oral presentations
|
|
| 12 | 3 |
Force and Energy
|
3.3 Slopes as simple machines
Making a slope (Project)
3.3 Slopes as simple machines Evaluating the slope (Project) |
By the end of the
lesson, the learner
should be able to:
Make a simple slope for use in school or at home Apply principles of slopes in construction Develop skills in creating functional tools |
Learners to complete the construction of their slopes Learners to test their slopes for effectiveness Learners to make necessary adjustments and improvements Learners to demonstrate how their slopes make work easier |
How effective is our slope design?
|
Mentor Science & Technology pg. 107
Constructed slopes Objects to test the slopes Completed slope projects Evaluation forms |
Observation
Project assessment
Practical assessment
|
|
| 12 | 4 |
Force and Energy
|
3.3 Slopes as simple machines
Uses of slopes in everyday life
3.3 Slopes as simple machines Safety considerations with slopes |
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 Pictures of slope safety features Safety equipment |
Observation
Oral questions
Group discussions
|
|
| 13 |
End term assessment |
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| 14 |
Closing |
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| 15 | 1 |
Force and Energy
|
3.3 Slopes as simple machines
Maintenance of slopes
|
By the end of the
lesson, the learner
should be able to:
Identify ways to maintain slopes Demonstrate proper maintenance procedures Value the importance of proper maintenance |
Learners to discuss factors that affect slope efficiency Learners to demonstrate proper maintenance procedures Learners to create a maintenance checklist for slopes |
How should we maintain slopes to ensure their effectiveness?
|
Mentor Science & Technology pg. 107 Maintenance materials Digital resources Checklists |
Observation
Checklist assessment
Oral questions
|
|
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