Matter

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

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

- Explain the meaning of matter using examples from the environment.
- Classify substances from the environment as solid, liquid or gas using a classification table.
- Appreciate that matter is everything around us.

In groups, learners are guided to:
- Study Teacher Baraka's picture and discuss what can be touched, poured or not touched at all
- Discuss the meaning of matter: everything around us that has mass and occupies space
- Discuss that matter exists in three states: solid, liquid and gas

What is matter and in what forms does it exist?

- Spotlight Science and Technology Grade 4 pg. 55
- Digital devices
- Reference books

- Oral questions - Written notes

Matter

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

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

- Search for information on states of matter using digital media.
- Sort and classify items from Activity 1 pictures as solid, liquid or gas and record findings in a table.
- Develop the ability to classify substances into the correct state of matter.

In groups, learners are guided to:
- Search for information on states of matter using print or non-print materials
- Study Activity 1 pictures of items in different states of matter and identify which state each item belongs to
- Group the items in the pictures as solid, liquid or gas and write notes

How do we identify the three states of matter?

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

- Oral questions - Observation

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
- Spotlight Science and Technology Grade 4 pg. 65
- Weighing machine, water, empty bottle, empty bowl

- 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 gases do not have a definite shape and take up the shape of their container.
- Carry out a practical activity to demonstrate that gases occupy space and take the shape of their container.
- Develop investigative skills through practical activities on gases.

In groups, learners are guided to:
- Carry out Practical Activity 7: blow air into balloons of different shapes, observe the shape and press lightly to show gases change shape
- Untie one balloon and observe air escaping to show gases occupy space
- Conclude that gases do not have a definite shape and take up the shape of their container

What happens to air when it is blown into a balloon?

- Spotlight Science and Technology Grade 4 pg. 67
- Balloons of different shapes, piece of thread
- Exercise books

- 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
- Completed Table 2.3 in exercise books
- Reference books

- Practical observation - Written notes

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

- Oral questions - Written notes

Matter

Properties of matter - Importance of the different states of matter in day-to-day life
Management of solid waste - Classifying solid waste into decomposable and non-decomposable

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

- Consolidate understanding of the importance of all three states of matter.
- Answer revision questions on properties and importance of the three states of matter.
- Develop a positive attitude towards applying knowledge of matter to explain the environment.

In groups, learners are guided to:
- Review and consolidate all properties and importance of solids, liquids and gases using familiar examples from the locality
- Complete revision questions on properties of matter and importance of the different states
- Discuss: why is it important to understand the states of matter in everyday life?

What would life be like without any of the three states of matter?

- Spotlight Science and Technology Grade 4 pg. 69
- Exercise books
- Reference books
- Spotlight Science and Technology Grade 4 pg. 72
- Pictures of solid and non-solid waste

- Written assignments - Oral questions

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

- 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:

- Classify solid waste into decomposable and non-decomposable.
- Distinguish between waste that rots and waste that does not rot.
- Develop systematic thinking through sorting and classifying solid waste.

In groups, learners are guided to:
- Discuss the meaning of decomposable waste (waste that can rot) and non-decomposable waste (waste that cannot rot)
- Group the waste collected during the outdoor walk into decomposable and non-decomposable categories
- Search digital or print materials for more information on decomposable and non-decomposable waste

What is the difference between decomposable and non-decomposable solid waste?

- Spotlight Science and Technology Grade 4 pg. 74
- Collected solid waste samples
- Digital devices with internet access

- Written assignments - 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:

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

- Oral questions - 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

- Oral questions - Written notes

Matter

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

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

- List all dangers of solid waste to the environment.
- Record all five dangers of solid waste to the environment and present findings to classmates.
- Appreciate the impact of improper waste disposal on people, animals and plants.

In groups, learners are guided to:
- Consolidate all five dangers: plastic/metal waste traps water animals; glass causes cuts; decomposing waste attracts disease-causing germs; waste makes air dirty; electronic waste in soil affects plant growth
- Discuss other dangers observed in the school locality
- Write short notes and present to classmates

What are all the dangers of poorly disposed solid waste to the environment?

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

- Written assignments - Oral questions

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)
- Spotlight Science and Technology Grade 4 pg. 87
- Solid waste materials for toy-making
- Reference 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:

- Identify reasons why proper management of solid waste is important.
- Interpret the conversation between Juma and Ashley and record reasons why proper solid waste management is important.
- Appreciate the importance of proper waste management for health and the environment.

In groups, learners are guided to:
- Study Activity 8: read the conversation between Juma and Ashley about the need for proper solid waste management
- Discuss why we should practise proper solid waste management: prevents diseases, keeps environment clean, protects animals, reduces air pollution
- Write short notes and share with classmates

Why is proper management of solid waste important for our environment?

- Spotlight Science and Technology Grade 4 pg. 85
- Reference books
- Exercise books

- Oral questions - Written notes

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

- 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

- Oral questions - Observation

Matter

Water conservation - Meaning of water conservation

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

- Identify ways in which water is wasted at home and in school.
- Distinguish between using water carefully and wasting water from pictures.
- Develop awareness of water wastage in the environment.

In groups, learners are guided to:
- Study the starter activity table showing pictures in Column A (water wasted) and Column B (water used well) and identify which column shows water conservation
- Discuss how water is wasted at home and in school: leaving taps running, long showers, leaking pipes
- Write short notes on how water is wasted and share with classmates

In what ways is water wasted at home and in school?

- Spotlight Science and Technology Grade 4 pg. 91
- Pictures of water wastage and conservation
- Reference books
- Spotlight Science and Technology Grade 4 pg. 92
- Pictures from Banda's home activity

- Oral questions - Observation

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

- Oral questions - Written assignments

Matter

Water conservation - Methods of conserving water

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

- Practise water conservation at home and in school by applying the three methods.
- Demonstrate water conservation at home by leading family members in practising at least two water-saving methods.
- Develop responsibility towards responsible water use at home and in school.

In groups, learners are guided to:
- Discuss with family members about ways of conserving water
- Lead them in practising: turning off taps when not in use, taking shorter showers, re-using waste water from washing
- Study pictures of Allan and Mercy demonstrating water conservation at home and discuss their practices

How can we help our families practise water conservation?

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

- Observation - 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
Force and Energy

Water conservation - Importance of conserving water
Force and its effects - Types of forces in nature

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
- Spotlight Science and Technology Grade 4 pg. 105
- Empty carton box, string

- 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:

- Identify the force of gravity as a type of force in nature.
- Carry out Practical Activity 2 by throwing a ball and stone upward and recording what happens to each object.
- Develop curiosity about how gravity acts on objects in the environment.

In groups, learners are guided to:
- Search for information on the force of gravity using print or non-print materials
- Carry out Practical Activity 2: throw a ball and a stone upwards and observe that they fall back down; tip books at the edge of a table and observe them fall
- Conclude that gravity is the force that pulls objects towards the ground

What happens to objects when they are thrown upward?

- Spotlight Science and Technology Grade 4 pg. 107
- Table, books, ball, small stone
- Reference books
- Spotlight Science and Technology Grade 4 pg. 109
- Pictures of pushing on rough and smooth surfaces
- Rough surface, smooth surface, wooden block, rubber band, string
- Exercise books

- Practical observation - Oral questions

Force and Energy

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

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

- Identify that force can start and stop movement.
- Observe and discuss effects of force from pictures of Kelvin and Nelly playing football.
- Develop interest in investigating how force affects objects.

In groups, learners are guided to:
- Study pictures of Kelvin kicking a stationary ball (force starts movement) and Nelly stopping the ball (force stops movement)
- Discuss the two effects of force shown and name other effects
- Recite the force poem and discuss what it says about force

How does force change the movement of a ball in a football game?

- Spotlight Science and Technology Grade 4 pg. 109
- Pictures of football game
- Reference books
- Spotlight Science and Technology Grade 4 pg. 115
- Balloons, plasticine or wet clay, rope for tug of war
- Exercise books
- Ball, balloons, plasticine

- 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:

- Identify uses of force in day-to-day life from pictures.
- Search for information on uses of force using digital or print materials.
- Appreciate the role of force in enabling everyday activities.

In groups, learners are guided to:
- Search for information on uses of force in day-to-day life using print or non-print materials
- Study Teacher Wafula's pictures showing uses of force in pictures A, B, C and D and discuss each use
- Discuss other uses of force in day-to-day life and write short notes

How is force used in our day-to-day life?

- Spotlight Science and Technology Grade 4 pg. 116
- Pictures showing uses of force
- Digital devices
- Spotlight Science and Technology Grade 4 pg. 117
- Reference books
- Exercise 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:

- Describe ways of minimising friction between moving bodies.
- Search for, record and apply information on ways of reducing friction to explain how Hannah's father solved the noisy door problem.
- Value the practical application of friction knowledge in solving daily problems.

In groups, learners are guided to:
- Search for information on ways of reducing friction using print or non-print materials
- Study Activity 4 pictures showing ways of minimising friction and discuss each method shown in pictures A, B, C and D
- Read and discuss the story of Hannah's noisy bedroom door and explain why it produced noise and how her father solved the problem

Why would you oil the wheels of a bicycle?

- Spotlight Science and Technology Grade 4 pg. 117
- Pictures of friction-minimising methods
- Reference books
- Spotlight Science and Technology Grade 4 pg. 119
- Exercise 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:

- 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
- Self-assessment checklist

- Written assignments - Self-assessment