Living Things and Their Environment
Matter
Matter

Human Digestive System - Developing a health plan
Properties of matter - Categorising substances into the three states of matter
Properties of matter - Categorising substances into the three states of matter

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

- Review and consolidate all learning in sub-strand 1.3 on the human digestive system.
- Evaluate own health plan and identify areas for improvement.
- Appreciate the importance of maintaining a healthy digestive system for overall wellbeing.

In groups, learners are guided to:
- Review all content from sub-strand 1.3: parts of the digestive system, symptoms of an unhealthy digestive system, and ways of maintaining a healthy digestive system
- Evaluate personal health plans and identify areas for improvement
- Complete self-assessment checklist for sub-strand 1.3 (Table 1.7)

How well do I understand how to keep my digestive system healthy?

- Spotlight Science and Technology Grade 4 pg. 54
- Personal health plans
- Self-assessment checklist (Table 1.7)
- Spotlight Science and Technology Grade 4 pg. 55
- Digital devices
- Reference books
- Spotlight Science and Technology Grade 4 pg. 56
- Digital devices with internet access

- Self-assessment - Written assignments

Matter

Properties of matter - Categorising substances into the three states of matter

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

- Collect substances from the environment and group them into the three states of matter.
- Classify substances from the school compound as solids, liquids or gases.
- Develop collaborative skills through group classification activities.

In groups, learners are guided to:
- Collect different substances from the school environment with teacher guidance
- hiGroup collected substances as solid, liquid or gas and record findings in a table
- Complete Activity 1 classification table and discuss with classmates

Which substances in our environment are solids, liquids and gases?

- Spotlight Science and Technology Grade 4 pg. 56
- Collected substances from school environment
- Exercise books
- Reference books
- Digital devices

- Observation - Written assignments

Matter

Properties of matter - Properties of the three states of matter

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

- Identify that solids have a definite shape.
- Carry out a practical activity to find out if solids have shape.
- Develop observation skills through hands-on practical activities.

In groups, learners are guided to:
- Search for information on properties of solids using print or non-print materials
- Carry out Practical Activity 1: place stones, pen, exercise book and bottle in a carton box, transfer to another box and observe whether shapes change
- Conclude that solids have a definite shape

What happens to the shape of a solid when it is moved from one container to another?

- Spotlight Science and Technology Grade 4 pg. 59
- Carton boxes, small stones, pen, exercise book, empty bottle
- Reference books
- Spotlight Science and Technology Grade 4 pg. 60
- Small stones, clear containers of the same size, water, string, marker pen, cloth
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 61
- Weighing machine, small stones, dry piece of cloth

- Practical observation - Oral questions

Matter

Properties of matter - Properties of the three states of matter

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

- Describe the three properties of solids: definite shape, definite volume and definite mass.
- Complete Table 2.3 by recording the three properties of solids from the results of practical activities 1, 2 and 3.
- Develop the ability to summarise scientific findings from practical work.

In groups, learners are guided to:
- Consolidate all three practical activities: shape (activity 1), volume (activity 2) and mass (activity 3) for solids
- Summarise properties of solids: definite shape, definite volume and definite mass
- Complete the solids row of Table 2.3 in exercise books

What are the three properties of solids?

- Spotlight Science and Technology Grade 4 pg. 61
- Exercise books
- Reference books
- Spotlight Science and Technology Grade 4 pg. 63
- Three different containers (bottle, water glass, bowl), water

- Written assignments - Oral questions

Matter

Properties of matter - Properties of the three states of matter

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

- Identify that liquids have a definite volume.
- Carry out a practical activity to show that the volume of a liquid remains the same when transferred between containers.
- Value accuracy when making and recording observations.

In groups, learners are guided to:
- Carry out Practical Activity 5: transfer water from glass to glass using three glasses of the same size, mark water levels and compare
- Conclude that the level remains the same, showing liquids have a definite volume
- Write and share notes on the volume of liquids

Does the volume of a liquid change when it is poured into a different container?

- Spotlight Science and Technology Grade 4 pg. 64
- Three clear glasses of the same size and shape, water, marker pen, table
- Exercise books

- Practical observation - Written notes

Matter

Properties of matter - Properties of the three states of matter

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

- Identify that liquids have a definite mass.
- Carry out a practical activity to measure the mass of liquids using a weighing machine.
- Appreciate that liquids, like solids, have measurable properties.

In groups, learners are guided to:
- Carry out Practical Activity 6: weigh empty bottle and bowl, add water to each and weigh again; record mass of water in each
- Conclude that the mass of water in the bottle equals the mass of water in the bowl, showing liquids have a definite mass
- Complete the liquids row of Table 2.3

How do we show that a liquid has a definite mass?

- Spotlight Science and Technology Grade 4 pg. 65
- Weighing machine, water, empty bottle, empty bowl
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 67
- Balloons of different shapes, piece of thread

- Practical observation - Oral questions

Matter

Properties of matter - Properties of the three states of matter

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

- Identify that gases have a definite mass.
- Carry out a practical activity to measure the mass of a gas using a weighing machine.
- Value experimental evidence when drawing conclusions about the properties of gases.

In groups, learners are guided to:
- Carry out Practical Activity 8: weigh an empty balloon with thread, blow air into it, tie and weigh again
- Calculate mass of air = mass of blown balloon minus mass of empty balloon
- Conclude that gases have a definite mass

Do gases have mass? How can we find out?

- Spotlight Science and Technology Grade 4 pg. 68
- Balloon, weighing machine, piece of thread
- Exercise books

- Practical observation - Written notes

Matter

Properties of matter - Properties of the three states of matter

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

- Summarise and compare the properties of solids, liquids and gases.
- Complete a comparison table of properties of the three states of matter.
- Appreciate how understanding properties of matter helps explain everyday observations.

In groups, learners are guided to:
- Consolidate properties of all three states: solids (definite shape, volume, mass), liquids (indefinite shape, definite volume and mass), gases (indefinite shape and volume, definite mass)
- Complete Table 2.3 comparing properties of the three states of matter
- Discuss and share completed tables with classmates

How are the properties of solids, liquids and gases similar and different?

- Spotlight Science and Technology Grade 4 pg. 68
- Completed Table 2.3 in exercise books
- Reference books

- Written assignments - Oral questions

Matter

Properties of matter - Importance of the different states of matter in day-to-day life

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

- Identify the importance of solids, liquids and gases in day-to-day life.
- Discuss real-life uses of the three states of matter from pictures.
- Appreciate the role of matter in everyday human life.

In groups, learners are guided to:
- Study Teacher Kazungu's pictures showing the importance of the three states of matter in day-to-day life
- Identify the state of matter in each picture and discuss how it is being used
- Discuss other importance of solids, liquids and gases with examples

How are the three states of matter important in our daily lives?

- Spotlight Science and Technology Grade 4 pg. 69
- Pictures showing importance of states of matter
- Reference books
- Exercise books

- Oral questions - Written notes

Matter

Management of solid waste - Classifying solid waste into decomposable and non-decomposable

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

- Define the term solid waste and identify solid waste in the school environment.
- Distinguish between solid waste and non-solid waste from pictures.
- Appreciate the importance of identifying and properly handling solid waste.

In groups, learners are guided to:
- Study Teacher Pasaka's pictures of waste and identify which pictures show solid waste
- Discuss the meaning of waste (material we do not use or require any more) and solid waste
- Discuss: picture A shows well-disposed waste; pictures B and D show poorly disposed waste

What is solid waste and where do we find it?

- Spotlight Science and Technology Grade 4 pg. 72
- Pictures of solid and non-solid waste
- Reference books

- Oral questions - Observation

Matter

Management of solid waste - Classifying solid waste into decomposable and non-decomposable

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

- Identify types of solid waste found at home and in school.
- Walk around the school compound to observe and record solid waste in the environment.
- Develop responsibility towards the school environment by identifying waste.

In groups, learners are guided to:
- Read the story of Tasha and Mike collecting classroom waste and identify the types of waste they collected
- Wear protective clothing and take a guided walk to the waste disposal area in the school compound
- Record types of solid waste observed: plant/animal waste, food materials, writing materials, damaged electronics

What kinds of solid waste are found in our school environment?

- Spotlight Science and Technology Grade 4 pg. 73
- Protective clothing (gloves, gumboots, face mask)
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 74
- Collected solid waste samples
- Digital devices with internet access

- Observation - Written notes

Matter

Management of solid waste - Classifying solid waste into decomposable and non-decomposable

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

- Apply safe handling practices when classifying solid waste.
- Distinguish between safe and unsafe ways of handling solid waste from pictures.
- Develop a safety-conscious attitude when handling solid waste.

In groups, learners are guided to:
- Study Activity 3 pictures showing two people handling solid waste and identify who is exposed to danger
- Discuss dangers of unsafe handling: disease, bad smell, cuts from glass or metal
- Discuss safety measures: wear protective clothing, face masks, avoid harmful waste, involve professional collectors for hospital waste

Why is it important to observe safety when handling solid waste?

- Spotlight Science and Technology Grade 4 pg. 76
- Pictures of safe and unsafe solid waste handling
- Protective clothing

- Oral questions - Observation

Matter

Management of solid waste - Classifying solid waste into decomposable and non-decomposable

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

- Collect, sort and classify solid waste from the school compound into decomposable and non-decomposable.
- Demonstrate proper safety measures when handling solid waste.
- Appreciate the importance of keeping the school environment clean.

In groups, learners are guided to:
- Wear protective clothing and carry out Outdoor Activity: collect solid waste from the school compound into dustbins
- Sort and classify collected waste into decomposable and non-decomposable using a large sheet of paper for labelling
- Wash hands with clean water and soap after completing the activity

How do we safely sort and classify solid waste in our school compound?

- Spotlight Science and Technology Grade 4 pg. 77
- Protective clothing, broom, dustbins, marker pen, large sheet of paper
- Clean water and soap

- Practical activity - Observation

Matter

Management of solid waste - Dangers of solid waste to the environment

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

- Identify dangers of solid waste to the environment.
- Search for and record information on dangers of solid waste and extract specific dangers from Nemaiyan's composition.
- Develop concern for environmental health and safety.

In groups, learners are guided to:
- Search for information on dangers of solid waste to the environment using print or non-print materials
- Study the picture of animals grazing at a dump site and discuss dangers to animals and to people living nearby
- Read Nemaiyan's composition and list the dangers mentioned: trapping animals, dirty air, attracting rats, animals mistaking waste for food

How does poorly managed solid waste endanger the environment?

- Spotlight Science and Technology Grade 4 pg. 79
- Digital devices with internet access
- Reference books
- Spotlight Science and Technology Grade 4 pg. 80
- Exercise books

- Oral questions - Written notes

Matter

Management of solid waste - Methods of managing waste in the environment

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

- Identify the three methods of managing solid waste: recycling, re-using and reducing.
- Search for and record information on methods of managing solid waste and classify examples from the Usafi story as recycle, re-use or reduce.
- Develop interest in managing solid waste responsibly.

In groups, learners are guided to:
- Search for information on methods of managing solid waste using digital media or print materials
- Study the story of how people in Usafi area manage solid waste: storing items in old containers (re-using), taking plastic bottles to a factory (recycling), taking waste paper to make tissue paper (recycling)
- Identify the method being used in each case

What are the methods used to manage solid waste?

- Spotlight Science and Technology Grade 4 pg. 80
- Digital devices with internet access
- Reference books

- Oral questions - Written notes

Matter

Management of solid waste - Methods of managing waste in the environment

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

- Define recycling and give examples of solid waste that can be recycled.
- Explain how waste materials are collected and processed into new items through recycling.
- Appreciate recycling as a way of reducing waste and protecting the environment.

In groups, learners are guided to:
- Discuss the meaning of recycling: making new items from used materials collected and taken to factories
- Give examples of recycling from the Usafi story: plastic bottles recycled into new plastic items; waste papers recycled into tissue papers
- Discuss other examples of recyclable waste from the locality

How does recycling help to manage solid waste?

- Spotlight Science and Technology Grade 4 pg. 81
- Pictures of recycled products
- Reference books

- Oral questions - Written notes

Matter

Management of solid waste - Methods of managing waste in the environment

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

- Define re-using and give examples of solid waste that can be re-used.
- Distinguish between recycling and re-using as methods of waste management.
- Develop the habit of re-using materials to reduce waste at home and in school.

In groups, learners are guided to:
- Discuss the meaning of re-using: making use of a waste material for another purpose instead of throwing it away
- Give examples: empty cooking oil containers used to store salt or tea leaves; old tyres used to make sandals
- Name solid waste from the locality that can be managed through re-using

How can we re-use solid waste in our daily lives?

- Spotlight Science and Technology Grade 4 pg. 83
- Examples of re-used materials
- Reference books
- Spotlight Science and Technology Grade 4 pg. 84
- Examples of reducing practices

- Oral questions - Written assignments

Matter

Management of solid waste - Methods of managing waste in the environment

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

- Apply appropriate methods of waste management (recycle, re-use, reduce) to specific types of waste.
- Read and evaluate Akinyi's journal of waste management practices.
- Develop the habit of keeping records of sustainable waste management practices.

In groups, learners are guided to:
- Read and discuss Akinyi's journal showing her daily records of reducing, re-using and recycling waste
- Practise different methods of managing solid waste and keep a personal journal similar to Akinyi's
- Share journals with the teacher for review

How can we keep track of the solid waste management methods we practise daily?

- Spotlight Science and Technology Grade 4 pg. 83
- Akinyi's journal (in course book)
- Exercise books for personal journals

- Journal assessment - Observation

Matter

Management of solid waste - Methods of managing waste in the environment

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

- Make a dustbin from locally available waste materials.
- Follow step-by-step instructions to construct a dustbin from waste materials.
- Appreciate creativity and problem-solving as tools for managing solid waste.

In groups, learners are guided to:
- Watch a video clip showing how to make a dustbin from waste materials such as straws, reeds, banana fibres or plastic containers
- Collect materials, plan the steps and make a dustbin from chosen waste materials
- Present and display completed dustbins to classmates

How can we use waste materials to make useful items like dustbins?

- Spotlight Science and Technology Grade 4 pg. 85
- Waste materials: straws, reeds, banana fibres or plastic containers
- Knife (used with caution)

- Practical activity - Observation

Matter

Management of solid waste - Methods of managing waste in the environment
Management of solid waste - Importance of proper management of solid waste

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

- Make a toy or ornament from solid waste materials.
- Apply creative skills to design and construct a toy or ornament from waste.
- Value innovation and creativity in solving environmental challenges.

In groups, learners are guided to:
- Study pictures of toys made by Milka and Morris from solid waste and discuss how they were made
- Design and make a toy or ornament from available solid waste materials
- Display and discuss completed toys or ornaments with classmates

What toys or ornaments can we make from solid waste?

- Spotlight Science and Technology Grade 4 pg. 87
- Solid waste materials for toy-making
- Reference books
- Spotlight Science and Technology Grade 4 pg. 85
- Exercise books

- Practical activity - Observation

Matter

Management of solid waste - Importance of proper management of solid waste

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

- Make a dustbin at home using waste materials with guidance from parents or guardians.
- Use the self-made dustbin to dispose of solid waste at home.
- Develop personal responsibility for solid waste management at home.

In groups, learners are guided to:
- With help from parents or guardians, make a dustbin at home using waste materials found at home
- Use the completed dustbin to dispose of solid waste materials at home
- Discuss the experience and share with classmates in the next lesson

How can making our own dustbin help us manage solid waste at home?

- Spotlight Science and Technology Grade 4 pg. 87
- Waste materials from home
- Guidance from parents or guardians

- Practical activity - Observation

Matter

Management of solid waste - Importance of proper management of solid waste

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

- Consolidate and evaluate understanding of solid waste management through revision questions.
- Apply knowledge of waste management methods to given scenarios.
- Value proper waste management as a civic responsibility.

- Complete Check Your Progress 2.2: name five solid waste materials; identify methods used by Walila and the Kisauni learners; evaluate Ogina's choice of water glasses over disposable cups
- Group given solid wastes as decomposable or non-decomposable: pencil shavings, banana peels, food leftovers, plastic bottles
- Discuss and share answers with classmates

How well do I understand the methods and importance of managing solid waste?

- Spotlight Science and Technology Grade 4 pg. 89
- Exercise books
- Reference books

- Written assignments - Self-assessment

Matter

Management of solid waste - Importance of proper management of solid waste
Water conservation - Meaning of water conservation

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

- Review and consolidate all learning in sub-strand 2.2 on management of solid waste.
- Demonstrate solid waste management at home by engaging family members in reducing, re-using or recycling an item.
- Develop a commitment to practising proper solid waste management at home and in school.

In groups, learners are guided to:
- Review all content: classifying waste, dangers, methods (recycle, re-use, reduce) and importance of proper management
- Share knowledge of solid waste management methods with parents, guardians or siblings at home
- Engage family members in activities that involve reducing, re-using and recycling solid waste

How can we encourage our families to manage solid waste properly?

- Spotlight Science and Technology Grade 4 pg. 89
- Personal journals from lesson 28
- Reference books
- Spotlight Science and Technology Grade 4 pg. 91
- Pictures of water wastage and conservation

- Oral questions - Observation

Matter

Water conservation - Meaning of water conservation

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

- Explain the meaning of water conservation.
- Compare pictures of Caroline, Jayden and George and record which individuals are practising water conservation and why.
- Value the need to use water wisely to prevent wastage.

In groups, learners are guided to:
- Study pictures of Caroline, Jayden and George at Banda's home and identify who uses water carefully and who wastes water
- Discuss the meaning of water conservation: the practice of using water without wasting it
- Recite the water conservation poem and discuss what it is about

What is water conservation and why is it important?

- Spotlight Science and Technology Grade 4 pg. 92
- Pictures from Banda's home activity
- Reference books

- Oral questions - Written notes

Matter

Water conservation - Meaning of water conservation

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

- Define water conservation in own words.
- Recite the water conservation poem and record the specific conservation practice described in each verse.
- Appreciate the importance of protecting water resources for all living things.

In groups, learners are guided to:
- Discuss and write the meaning of water conservation: the practice of using water without wasting it
- Discuss why water must be conserved: clean fresh water on earth is not enough; water resources must be protected and used wisely
- Recite the water poem and relate each verse to a water conservation practice

Why must we conserve water?

- Spotlight Science and Technology Grade 4 pg. 94
- Reference books
- Digital devices

- Written assignments - Oral questions

Matter

Water conservation - Methods of conserving water

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

- Identify the three methods of conserving water: reducing, re-using and recycling.
- Search for, record and photograph examples of water conservation methods observed during the outdoor walk.
- Develop interest in conserving water through the three methods.

In groups, learners are guided to:
- Search for information on ways of conserving water through reducing, recycling and re-using using digital or print materials
- Take an outdoor walk with teacher guidance around the school neighbourhood to observe how people conserve water
- Take photographs of various water conservation methods observed and discuss with classmates

How can water be conserved through reducing, re-using and recycling?

- Spotlight Science and Technology Grade 4 pg. 94
- Digital devices / smartphones for photographs
- Reference books
- Spotlight Science and Technology Grade 4 pg. 95
- Poster of water conservation methods from Nyamati area

- Oral questions - Observation

Matter

Water conservation - Methods of conserving water

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

- Define re-using water and give examples of how waste water can be re-used.
- Apply the concept of re-using water to situations at home and in school.
- Develop habits of re-using water to reduce wastage.

In groups, learners are guided to:
- Study the pictures of mulching and drip irrigation from Activity 3 and discuss how they conserve water
- Discuss the meaning of re-using water: using waste water for another purpose instead of disposing it
- Give examples: waste water from washing used to mop floors or water plants

How can we re-use water that has already been used?

- Spotlight Science and Technology Grade 4 pg. 97
- Pictures of drip irrigation and mulching
- Reference books

- Oral questions - Written notes

Matter

Water conservation - Methods of conserving water

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

- Define recycling water and give examples of how water can be recycled.
- Record the meanings of recycling and reducing water and compile examples of each method from the locality.
- Appreciate the variety of methods available for conserving water.

In groups, learners are guided to:
- Discuss recycling water: processing and treating waste water to obtain clean water; examples include building dams and filtering
- Discuss reducing water: methods that lower the amount of water wasted; examples include turning off taps, taking shorter showers, drip irrigation
- Write short notes and share with classmates

How are recycling and reducing water different from each other?

- Spotlight Science and Technology Grade 4 pg. 98
- Reference books
- Digital devices

- Oral questions - Written assignments

Matter

Water conservation - Methods of conserving water

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

- Help David fill in his water conservation journal correctly.
- Apply knowledge of reducing, re-using and recycling to classify conservation practices in a journal.
- Develop the habit of recording water conservation practices daily.

In groups, learners are guided to:
- Study David's journal showing water harvesting classified as reducing method
- Copy David's journal and discuss with group members how to fill it in correctly
- Present completed journal to classmates and discuss

How do we correctly classify water conservation practices as reducing, re-using or recycling?

- Spotlight Science and Technology Grade 4 pg. 97
- David's journal (in course book)
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 98
- Reference books
- Digital devices

- Written assignments - Oral questions

Matter

Water conservation - Importance of conserving water

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

- Identify the importance of conserving water at home and in school.
- Search for and record information on the importance of conserving water using textbooks and reference materials.
- Appreciate why water conservation is critical for humans, animals and plants.

In groups, learners are guided to:
- Read textbooks and reference materials on the importance of conserving water
- Discuss personal experiences of conserving water at home and in school
- Begin studying the story of the people of Kisima County to identify the importance of water conservation

Why is it important to conserve water?

- Spotlight Science and Technology Grade 4 pg. 98
- Reference books
- Digital devices

- Oral questions - Written notes

Matter

Water conservation - Importance of conserving water

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

- Describe the importance of water conservation using a real-life story.
- Record the specific improvements that water conservation brought to people of Kisima County and compile a list of reasons to conserve water.
- Value water conservation as a solution to community water problems.

In groups, learners are guided to:
- Read and discuss the story of how people of Kisima County benefited from water conservation: growing vegetables, improved cleanliness, access to clean drinking water
- List the importance of water conservation: ensures enough water for living things, for home/farms/factories, saves money, keeps water sources clean and prevents disease
- Write short notes and share with classmates

How does water conservation improve the lives of people in a community?

- Spotlight Science and Technology Grade 4 pg. 101
- Reference books
- Exercise books
- Table 2.6 in exercise books

- Oral questions - Written notes

Matter

Water conservation - Importance of conserving water

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

- Make a poster promoting water conservation awareness in the school or community.
- Create a water conservation awareness poster and complete Check Your Progress 2.3 by classifying conservation practices.
- Develop civic responsibility by sensitising others on the importance of water conservation.

In groups, learners are guided to:
- Make a poster with a message on water conservation awareness like Mwikali's poster
- Stick the poster on the school noticeboard, church noticeboard or local shop gate (with permission)
- Complete Check Your Progress 2.3: identify water wastage, classify Paul and Jane's practices, identify Chebet's water conservation method

How can we use posters to create water conservation awareness in our community?

- Spotlight Science and Technology Grade 4 pg. 103
- Poster-making materials
- Reference books

- Poster assessment - Written assignments

Force and Energy

Force and its effects - Types of forces in nature

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

- Explain the meaning of force as used in science.
- Carry out Practical Activity 1 by pushing and pulling a carton box and recording what causes the movement.
- Appreciate that force is at work in everyday activities.

In groups, learners are guided to:
- Study pictures of a boy pushing and pulling toy cars and discuss what makes the cars move
- Carry out Practical Activity 1: push an empty carton box across the floor; pull it using a string and discuss observations
- Conclude that force is a push or a pull on an object

What is force and how does it act on objects?

- Spotlight Science and Technology Grade 4 pg. 105
- Empty carton box, string
- Reference books
- Spotlight Science and Technology Grade 4 pg. 107
- Table, books, ball, small stone
- Spotlight Science and Technology Grade 4 pg. 109
- Pictures of pushing on rough and smooth surfaces

- Oral questions - Observation

Force and Energy

Force and its effects - Types of forces in nature
Force and its effects - Effects of force on objects in nature
Force and its effects - Effects of force on objects in nature

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

- Demonstrate the existence of friction through a practical activity.
- Compare the stretching of a rubber band when pulling a block on rough and smooth surfaces.
- Value experimental evidence in understanding types of forces.

In groups, learners are guided to:
- Carry out practical activity: tie a string to a wooden block; attach a rubber band to the string; pull the block on a rough surface and then on a smooth surface and compare how much the rubber band stretches
- Conclude that friction is greater on rough surfaces because the rubber band stretches more
- Write short notes on friction and share with classmates

How can we demonstrate that friction is greater on a rough surface?

- Spotlight Science and Technology Grade 4 pg. 109
- Rough surface, smooth surface, wooden block, rubber band, string
- Exercise books
- Pictures of football game
- Reference books
- Spotlight Science and Technology Grade 4 pg. 115
- Balloons, plasticine or wet clay, rope for tug of war

- Practical observation - Written notes

Force and Energy

Force and its effects - Effects of force on objects in nature
Force and its effects - Uses of force in daily life

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

- Identify all five effects of force on objects: start movement, change direction, change shape, change speed and stop movement.
- Demonstrate multiple effects of force through activities.
- Value practical investigations as a way of learning about force.

In groups, learners are guided to:
- Carry out Activity 2: demonstrate all effects of force through the football, balloon and tug of war activities
- Discuss: force can start movement, change direction of movement, change shape, decrease or increase speed, stop movement and hold objects together
- Write and share notes consolidating all five effects of force

What are all the effects that force can have on objects?

- Spotlight Science and Technology Grade 4 pg. 115
- Ball, balloons, plasticine
- Reference books
- Spotlight Science and Technology Grade 4 pg. 116
- Pictures showing uses of force
- Digital devices

- Written assignments - Oral questions

Force and Energy

Force and its effects - Uses of force in daily life

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

- Describe specific uses of force including making objects fall, move and stop.
- Relate uses of force at home to scientific concepts learnt in class.
- Develop the ability to connect scientific knowledge to everyday situations.

In groups, learners are guided to:
- Discuss uses of force at home with parents or guardians and write notes
- Consolidate all uses: force makes objects fall (getting fruits from trees), makes things move (wheelbarrows, hand carts), stops moving objects (brakes), opens or closes doors and pulls water from wells
- Share notes with classmates

Can you give three examples of how force is used at home?

- Spotlight Science and Technology Grade 4 pg. 117
- Reference books
- Exercise books
- Pictures of friction-minimising methods

- Oral questions - Written assignments

Force and Energy

Force and its effects - Uses of force in daily life

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

- List all five methods of minimising friction between moving objects.
- Apply knowledge of friction reduction to given scenarios.
- Appreciate that reducing friction makes machines work more efficiently.

In groups, learners are guided to:
- Consolidate all five methods: smoothening rough surfaces; greasing or oiling movable parts; placing rollers between moving surfaces; placing ball bearings at movable metallic parts; streamlining the shape of objects
- Apply methods to scenarios: John's noisy wheelbarrow, squeaky door hinges
- Write notes and share with classmates

What are the five ways of minimising friction between moving objects?

- Spotlight Science and Technology Grade 4 pg. 119
- Reference books
- Exercise books

- Written assignments - Oral questions

Force and Energy

Force and its effects - Uses of force in daily life

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

- Describe applications of the force of friction and force of gravity in day-to-day life.
- Classify given activities by recording which force — friction or gravity — enables each to take place.
- Appreciate the importance of both friction and gravity in everyday life.

In groups, learners are guided to:
- Read reference materials on applications of force of friction and force of gravity in day-to-day life
- Study Activity 5 pictures showing importance of force and discuss how friction and gravity are applied in pictures A, B, C and D
- Answer questions: which force enables lighting a matchstick? which enables playing football? which enables sharpening a knife?

How do friction and gravity help us in our daily lives?

- Spotlight Science and Technology Grade 4 pg. 119
- Pictures showing importance of force
- Reference books

- Oral questions - Written notes

Force and Energy

Force and its effects - Uses of force in daily life

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

- Consolidate understanding of the importance of force in day-to-day life.
- Answer Check Your Progress 3.1 questions on types, effects and uses of force.
- Develop the ability to apply knowledge of force to describe real situations.

In groups, learners are guided to:
- Answer Check Your Progress 3.1: write the meaning of force; identify types of force in pictures A and B; name forces enabling given activities; identify effect of force used by Rose and Liam when modelling with plasticine
- Discuss John's noisy wheelbarrow and suggest a solution
- Share answers and discuss corrections with classmates

How well do I understand the types, effects and uses of force?

- Spotlight Science and Technology Grade 4 pg. 121
- Exercise books
- Reference books

- Written assignments - Self-assessment

Force and Energy

Force and its effects - Uses of force in daily life

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

- Describe applications of force from pictures with accuracy.
- Evaluate understanding of force and its effects through revision exercises.
- Value the habit of reviewing learning to consolidate scientific knowledge.

In groups, learners are guided to:
- Discuss and consolidate applications of force in day-to-day life from all lessons using examples collected from home and school
- Complete any outstanding revision questions on types of force, effects of force and ways of minimising friction
- Assess own understanding using the sub-strand 3.1 self-assessment checklist

Can I apply what I have learnt about force to explain everyday situations?

- Spotlight Science and Technology Grade 4 pg. 121
- Self-assessment checklist
- Reference books

- Written assignments - Self-assessment