Living Things and Their Environment

Human Reproductive System - Parts of the human reproductive system
Human Reproductive System - Parts of the human reproductive system
Human Reproductive System - Functions of reproductive system parts
Human Reproductive System - Functions of reproductive system parts

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

- Identify parts of the male reproductive system
- Draw and label the male reproductive system
- Show interest in learning about human reproduction

- Identify parts of the female reproductive system
- Draw and label the female reproductive system
- Appreciate the importance of reproductive health

In groups, learners are guided to:

- Study images and identify parts of the male reproductive system
- Use textbooks to research components of male reproductive system
- Draw and label parts of the male reproductive system
- Share drawings with classmates

- Study images and identify parts of the female reproductive system
- Use charts to identify parts labeled V, W, X, Y and Z
- Draw and label parts of the female reproductive system
- Compare drawings with classmates

What are the main parts of the male reproductive system?
What are the main parts of the female reproductive system?

- klb Integrated Science pg. 106
-
- Master Integrated Science pg. 107
- Charts showing female reproductive system
- Digital devices
- Master Integrated Science pg. 109
- Reference books
- Charts
- Master Integrated Science pg. 110
- Digital resources

- Observation - Practical work - Oral questions
- Observation - Practical work - Written assignments

Living Things and Their Environment

Human Reproductive System - Physical changes in boys during adolescence
Human Reproductive System - Physical changes in girls during adolescence
Human Reproductive System - Understanding adolescence and puberty

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

- Describe physical changes in boys during adolescence
- Identify differences between boys and men
- Develop positive attitudes towards body changes

In groups, learners are guided to:

- Discuss physical changes that occur as boys become adults
- Identify differences in chest and shoulder development
- Describe changes in voice, height, weight and facial appearance
- Search for information using digital devices

What physical changes occur in boys during adolescence?

- Master Integrated Science pg. 111
- Digital devices
- Reference materials
- Master Integrated Science pg. 112
- Reference books
- Master Integrated Science pg. 113
- Resource person
- Note books

- Observation - Oral questions - Anecdotal records

Living Things and Their Environment

Human Reproductive System - Developmental challenges during adolescence
Human Reproductive System - Common challenges faced by adolescents
Human Reproductive System - Coping mechanisms for adolescent challenges

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

- Identify developmental challenges during adolescence
- Describe emotional and social changes
- Develop empathy for adolescent experiences

In groups, learners are guided to:

- Read and analyze conversation about adolescent challenges
- Discuss experiences of developmental challenges
- Search for information on adolescent challenges
- Create posters summarizing findings

What challenges do adolescents face during development?

- Master Integrated Science pg. 114
- Digital devices
- Manila papers
- Master Integrated Science pg. 116
- Case study materials
- Charts
- Master Integrated Science pg. 117
- Group activity materials
- Reference books

- Written tests - Assessment rubrics - Anecdotal records

Living Things and Their Environment

Human Reproductive System - Planning to manage developmental challenges

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

- Develop a personal plan to manage adolescent challenges
- Set realistic goals for health maintenance
- Take responsibility for personal development

In groups, learners are guided to:

- Study Nzive's plan for managing developmental challenges
- Copy and complete planning table
- Make personal plans on plain paper
- Show plans to classmates and keep in portfolio

How can adolescents create effective plans to manage developmental challenges?

- Master Integrated Science pg. 118
- Planning templates
- Portfolio folders

- Written assignments - Portfolio assessment - Self-assessment

Living Things and Their Environment

Human Reproductive System - Review and assessment
Human Reproductive System - Extended activities and reflection
Human Reproductive System - Integration and application

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

- Summarize key concepts about human reproduction
- Demonstrate understanding of adolescent development
- Apply knowledge to real-life situations

- Integrate knowledge of reproductive systems with health practices
- Demonstrate responsible attitudes toward reproduction
- Connect learning to career possibilities

In groups, learners are guided to:

- Define reproduction and identify body systems
- Name parts and state functions of reproductive systems
- List physical changes during adolescence
- Provide advice for developmental challenges

- Link reproductive system knowledge to Agriculture and Nutrition
- Explore career connections in health sciences
- Practice explaining concepts to younger students
- Develop health promotion messages

How can knowledge of human reproduction help in daily life?
How does understanding reproduction connect to other subjects and careers?

- klb Integrated Science pg. 119
- Assessment materials
- Review sheets
- Master Integrated Science pg. 106
-

- klb Integrated Science pg. 106
- Career information
- Cross-curricular materials

- Written tests - Assessment rubrics - Oral questions
- Project assessment - Presentation skills - Written reports

Living Things and Their Environment

Human Reproductive System - Assessment and remediation
Human Reproductive System - Enrichment and extension

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

- Demonstrate mastery of reproductive system concepts
- Identify areas needing improvement
- Set goals for continued learning

In groups, learners are guided to:

- Complete comprehensive assessment on reproductive system
- Identify strengths and weaknesses in understanding
- Receive feedback on performance
- Plan for improvement in weak areas

What have I learned about human reproduction and how can I improve?

- Assessment papers
- Feedback forms
- Improvement plans
- Advanced reference materials
- Internet resources
- Presentation tools

- Summative assessment - Self-evaluation - Teacher feedback

Living Things and Their Environment

Human Excretory System - Components of the excretory system

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

- Identify components of the excretory system
- Recognize the skin as an excretory organ
- Appreciate the importance of waste removal

In groups, learners are guided to:

- Brainstorm on waste removal in humans
- Identify excretory organs (skin, lungs, kidneys)
- Discuss the role of excretory system
- Compare different excretory organs

What organs make up the human excretory system?

- klb ntegrated Science pg. 119
- Charts of excretory system
- Digital resources

- Observation - Oral questions - Practical work

Living Things and Their Environment

Human Excretory System - External parts of the skin
Human Excretory System - Structure of the skin

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

- Identify external parts of the skin using hand lens
- Observe hair and sweat pores
- Show interest in studying body structures

In groups, learners are guided to:

- Use hand lens to observe external parts of skin
- Identify visible parts of skin on arm
- Sketch external parts of skin as seen through hand lens
- Compare drawings with classmates

What parts of the skin can be seen with a hand lens?

- Master Integrated Science pg. 120
- Hand lenses
- Observation sheets
- Master Integrated Science pg. 121
- Skin structure charts
- Digital devices

- Practical work - Observation schedule - Checklist

Living Things and Their Environment

Human Excretory System - Functions of skin parts
Human Excretory System - Understanding excretion and waste products
Human Excretory System - Parts of the urinary system

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

- Describe functions of skin parts
- Explain the sweating process
- Appreciate the skin's protective role

- Identify parts of the urinary system
- Label kidneys, ureters, bladder and urethra
- Understand the urinary system structure

In groups, learners are guided to:

- Name waste products removed through skin
- Explain functions of sweat glands, ducts and pores
- Discuss other functions of skin parts
- Search for information on skin functions

- Study diagram and identify urinary system
- Identify and name labeled parts A to E
- Draw well-labeled diagram of urinary system
- Compare drawings with classmates

How do the different parts of the skin function?
What are the main parts of the urinary system?

- Master Integrated Science pg. 122
- Reference materials
- Digital resources
- Master Integrated Science pg. 123
- Puzzle materials
- Story completion sheets

- Master Integrated Science pg. 124
- Urinary system charts
- Digital devices

- Oral questions - Written tests - Assessment rubrics
- Practical work - Observation - Oral questions

Living Things and Their Environment

Human Excretory System - Modeling the urinary system
Human Excretory System - Functions of urinary system parts

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

- Create models of the urinary system
- Use locally available materials creatively
- Demonstrate understanding through model construction

In groups, learners are guided to:

- Study models created by other students
- Identify materials used in model construction
- Collect locally available materials
- Construct model of urinary system
- Display and observe classmates' models

How can we create models to show the structure of the urinary system?

- Master Integrated Science pg. 125
- Locally available materials
- Model construction supplies
- Master Integrated Science pg. 126
- Function reference materials
- Question cards

- Practical work - Peer evaluation

Living Things and Their Environment

Human Excretory System - External parts of the kidney

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

- Identify external parts of the kidney
- Label renal artery, renal vein, hilum and renal capsule
- Understand kidney structure

In groups, learners are guided to:

- Study diagram and identify parts marked A to C
- Use charts to compare answers
- Draw well-labeled diagram of kidney
- Search for information on kidney functions

What are the external parts of the kidney and their functions?

- Master Integrated Science pg. 127
- Kidney structure charts
- Digital resources

- Practical work - Observation schedule - Written tests

Living Things and Their Environment

Human Excretory System - Kidney disorders and their causes
Human Excretory System - Prevention of kidney disorders

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

- Identify common kidney disorders
- Describe causes of kidney stones and kidney failure
- Understand the importance of kidney health

In groups, learners are guided to:

- Search for information on kidney disorders
- Read conversation with resource person
- Identify kidney disorders mentioned
- Discuss causes and prevention methods

What are common kidney disorders and what causes them?

- Master Integrated Science pg. 128
- Reference materials
- Case study conversations
- Master Integrated Science pg. 129
- Health promotion materials
- Resource person

- Checklist - Anecdotal records - Oral questions

Living Things and Their Environment

Human Excretory System - Promoting skin health
Human Excretory System - Promoting kidney health
Human Excretory System - Developing daily health logs

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

- Identify practices that promote healthy skin
- Develop good hygiene habits
- Appreciate the importance of skin care

- Create daily logs for skin and kidney health
- Plan health-promoting activities
- Take responsibility for personal health

In groups, learners are guided to:

- Study pictures and identify healthy skin
- Discuss activities to promote healthy skin
- Give advice for skin hygiene scenarios
- Search for information on skin health practices

- Study sample daily log for health activities
- Create personal plan using provided guide
- Show plan to family members
- Follow and monitor daily health activities

What activities promote healthy skin?
How can we plan and track activities that promote skin and kidney health?

- Master Integrated Science pg. 130
- Health education materials
- Digital devices
- Master Integrated Science pg. 131
- Nutrition information
- Health guidelines

- Master Integrated Science pg. 132
- Planning templates
- Family involvement

- Practical work - Assessment rubrics - Checklist
- Portfolio assessment - Self-monitoring - Family feedback

Living Things and Their Environment

Human Excretory System - Integration and health promotion
Human Excretory System - Review and assessment

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

- Integrate knowledge of excretory system with health practices
- Share health knowledge with family
- Demonstrate leadership in health promotion

In groups, learners are guided to:

- Share learning with parents or guardians
- Discuss additional health promotion strategies
- Connect excretory system to nutrition concepts
- Develop health education materials

How can knowledge of the excretory system benefit families and communities?

- Master Integrated Science pg. 133
- Community health resources
- Family discussion guides
- Assessment papers
- Review materials
- Health case studies

- Community feedback - Health promotion projects - Presentation assessment

Living Things and Their Environment

Human Excretory System - Extension and enrichment

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

- Explore advanced concepts in excretory system function
- Research current health issues
- Demonstrate expertise in health education

In groups, learners are guided to:

- Research current topics in kidney and skin health
- Prepare health education presentations
- Create health promotion campaigns
- Mentor younger students on health topics

How can I use my knowledge to promote health in my community?

- Advanced health resources
- Research materials
- Presentation tools

- Research projects - Presentation skills - Community impact assessment

Living Things and Their Environment
Force and Energy

Human Excretory System - Final integration and reflection
Electrical Energy - Sources of electricity in the environment

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

- Synthesize learning from entire strand
- Reflect on personal growth and understanding
- Set goals for continued health learning

In groups, learners are guided to:

- Complete reflection on entire Living Things strand
- Connect reproductive and excretory systems
- Evaluate personal health practices
- Plan for continued health education

How has learning about living things and their environment changed my understanding of health?

- Reflection journals
- Integration activities
- Goal-setting materials
- Master Integrated Science pg. 134
- Images of electricity sources
- Digital devices

- Reflection assessment - Self-evaluation - Portfolio review

Force and Energy

Electrical Energy - Solar, hydro-electric and geothermal power
Electrical Energy - Wind, nuclear and other power sources
Electrical Energy - Electrical cells and batteries

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

- Describe how solar power is generated
- Explain hydro-electric power generation
- Understand geothermal energy production

- Identify electrical cells and batteries
- Understand how batteries store and release energy
- Recognize positive and negative terminals

In groups, learners are guided to:

- Search for information on solar, hydro-electric and geothermal power
- Study figures showing power generation systems
- Discuss advantages of renewable energy sources
- Compare different power generation methods

- Examine electrical cells and identify terminals
- Study battery structure and function
- Practice identifying positive and negative terminals
- Discuss battery safety measures

How do renewable energy sources generate electricity?
How do electrical cells and batteries provide electricity?

- Master Integrated Science pg. 135
- Digital resources
- Power generation diagrams
- Master Integrated Science pg. 136
- Energy conversion charts
- Reference materials

- Master Integrated Science pg. 137
- Electrical cells
- Battery samples

- Written tests - Assessment rubrics - Oral questions
- Practical work - Observation schedule - Safety checklist

Force and Energy

Electrical Energy - Flow of electric current in series circuits
Electrical Energy - Flow of electric current in parallel circuits

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

- Demonstrate flow of electric current in series circuits
- Set up simple series circuits
- Understand circuit continuity

In groups, learners are guided to:

- Set up simple electrical circuits in series
- Use dry cells, connecting wires, switches and bulbs
- Observe what happens in each circuit setup
- Draw sketches of circuit arrangements

How does electric current flow in series circuits?

- Master Integrated Science pg. 138
- Electrical apparatus
- Circuit materials
- Master Integrated Science pg. 139
- Electrical components
- Circuit diagrams

- Assessment rubrics - Practical work - Observation

Force and Energy

Electrical Energy - Understanding electrical circuits

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

- Define electrical circuits
- Distinguish between open and closed circuits
- Explain the role of switches

In groups, learners are guided to:

- Study electrical circuit components
- Identify positive and negative terminals
- Practice opening and closing circuits with switches
- Analyze circuit diagrams

What makes an electrical circuit work effectively?

- Master Integrated Science pg. 140
- Circuit analysis materials
- Switch demonstrations

- Checklist - Oral questions - Circuit testing

Force and Energy

Electrical Energy - Series and parallel arrangements
Electrical Energy - Common electrical appliances

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

- Compare series and parallel arrangements
- Predict circuit behavior
- Understand current flow patterns

In groups, learners are guided to:

- Classify circuits as series or parallel
- Analyze effects of removing bulbs from circuits
- Compare brightness of bulbs in different arrangements
- Draw various circuit configurations

How do series and parallel arrangements affect circuit performance?

- Master Integrated Science pg. 141
- Circuit comparison charts
- Analysis worksheets
- Master Integrated Science pg. 142
- Appliance pictures
- Flashcards

- Assessment rubrics - Problem solving - Circuit analysis

Force and Energy

Electrical Energy - Safety measures with electrical appliances
Electrical Energy - Electrical safety in daily life
Electrical Energy - Uses of electricity in daily life

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

- Identify safety measures for electrical appliances
- Recognize electrical hazards
- Practice safe handling procedures

- Apply electrical safety in real situations
- Recognize dangerous electrical conditions
- Take appropriate safety actions

In groups, learners are guided to:

- Complete statements about safety measures
- Analyze scenarios with electrical hazards
- Discuss actions for electrical emergencies
- Search for safety information

- Read safety precautions on electrical appliances
- Discuss safety with parents or guardians
- Write articles on electrical safety
- Practice emergency responses

How can we safely handle electrical appliances?
Why is electrical safety important in daily life?

- Master Integrated Science pg. 143
- Safety guidelines
- Emergency procedures
- Master Integrated Science pg. 144
- Safety manuals
- Emergency resources
- Master Integrated Science pg. 145
- Usage examples
- Modern life illustrations

- Written tests - Safety demonstrations - Checklist
- Assessment rubrics - Safety projects - Community feedback

Force and Energy

Electrical Energy - Integration and application
Electrical Energy - Review and assessment

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

- Integrate knowledge of electrical energy
- Apply electrical concepts to solve problems
- Design simple electrical solutions

In groups, learners are guided to:

- Complete comprehensive electrical energy questions
- Design simple circuits for specific purposes
- Solve electrical problems
- Connect electrical knowledge to other subjects

How can electrical energy knowledge be applied to solve real problems?

- Master Integrated Science pg. 145
- Problem-solving materials
- Design challenges
- Assessment papers
- Performance reviews
- Improvement plans

- Project assessment - Problem solving - Design evaluation

Force and Energy

Electrical Energy - Extension and research

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

- Research advanced electrical concepts
- Explore careers in electrical engineering
- Demonstrate leadership in electrical safety

In groups, learners are guided to:

- Research current developments in electrical energy
- Explore careers in electrical fields
- Create electrical safety campaigns
- Mentor younger students on electrical concepts

How can electrical energy knowledge contribute to future careers and community safety?

- Advanced electrical resources
- Career information
- Research tools

- Research projects - Career exploration - Community service assessment

Force and Energy

Electrical Energy - Innovation and creativity
Magnetism - Identifying and demonstrating magnetic properties

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

- Design innovative electrical solutions
- Think creatively about electrical applications
- Demonstrate entrepreneurial thinking

In groups, learners are guided to:

- Design solutions for electrical problems in school/community
- Create models of innovative electrical devices
- Present creative electrical ideas
- Develop business plans for electrical innovations

How can I use creativity and innovation to solve electrical energy challenges?

- Innovation materials
- Design supplies
- Presentation tools
- Master Integrated Science pg. 146
- Bar magnets
- Iron filings and nails

- Innovation assessment - Creativity evaluation - Entrepreneurship skills

Force and Energy

Magnetism - Demonstrating attraction and repulsion
Magnetism - Directional properties of magnets
Magnetism - Magnetic poles and their identification

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

- Demonstrate magnetic attraction and repulsion
- Understand interaction between magnets
- Predict magnetic behavior

- Demonstrate directional properties of magnets
- Understand magnetic alignment
- Appreciate magnetic navigation principles

In groups, learners are guided to:

- Place two bar magnets on flat surface
- Bring magnet ends close to each other
- Observe and record attraction or repulsion
- Reverse magnet ends and observe changes

- Tie thread around center of bar magnet
- Suspend magnet from retort stand
- Allow magnet to rotate and settle
- Observe direction of magnetic alignment

How do magnets interact with each other?
Why do freely suspended magnets point in specific directions?

- Master Integrated Science pg. 147
- Two bar magnets
- Observation sheets
- Master Integrated Science pg. 148
- Thread and retort stand
- Compass for reference
- Master Integrated Science pg. 149
- Iron filings
- Pole identification materials

- Assessment rubrics - Practical work - Prediction skills
- Checklist - Observation schedule - Scientific reasoning

Force and Energy

Magnetism - Magnetic strength and measurement
Magnetism - Basic law of magnetism

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

- Demonstrate magnetic strength
- Compare strength of different magnets
- Understand factors affecting magnetic strength

In groups, learners are guided to:

- Use spring balance to measure magnetic strength
- Attach magnets to steel surfaces and measure detachment force
- Compare readings for different magnets
- Identify strongest magnets

How can magnetic strength be measured and compared?

- Master Integrated Science pg. 150
- Spring balance
- Various magnets
- Master Integrated Science pg. 151
- Multiple bar magnets
- Law formulation materials

- Assessment rubrics - Measurement skills - Data analysis

Force and Energy

Magnetism - Magnetic and non-magnetic materials

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

- Classify materials as magnetic or non-magnetic
- Test materials with magnets
- Understand material properties

In groups, learners are guided to:

- Collect various materials from school environment
- Test each material with suspended magnet
- Classify materials into magnetic and non-magnetic
- Create classification table

How can materials be classified based on their response to magnets?

- Master Integrated Science pg. 152
- Collection of materials
- Classification tables

- Practical work - Classification skills - Material testing

Force and Energy

Magnetism - Testing household materials
Magnetism - Uses of magnets in separation

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

- Apply magnetic testing to household items
- Extend classification skills
- Connect learning to home environment

In groups, learners are guided to:

- Test household items with parent/guardian permission
- Use magnet to classify household materials
- Record observations in table format
- Share findings with classmates

What household materials are magnetic or non-magnetic?

- Master Integrated Science pg. 153
- Household materials
- Home testing permissions
- Master Integrated Science pg. 154
- Application examples
- Magnetic toys

- Home-school connection - Extended classification - Family involvement

Force and Energy

Magnetism - Magnets in technology and navigation
Magnetism - Practical applications and problem solving
Magnetism - Review and integration

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

- Understand magnets in speakers and compasses
- Appreciate magnetic navigation
- Connect magnetism to technology

- Apply magnetic knowledge to solve problems
- Design magnetic solutions
- Demonstrate creative thinking

In groups, learners are guided to:

- Explain magnetic demonstrations and magic tricks
- Suggest magnetic solutions for practical problems
- Study magnetic compass operations
- Research technological applications

- Listen to resource person on magnet applications
- Create posters on daily life uses of magnets
- Solve practical problems using magnets
- Design magnetic devices for specific purposes

How do magnets work in speakers, compasses, and other technologies?
How can magnetic knowledge be used to solve real-world problems?

- Master Integrated Science pg. 155
- Magnetic compass
- Speaker demonstrations
- Master Integrated Science pg. 156
- Problem-solving scenarios
- Design materials
- Master Integrated Science pg. 157
- Review materials
- Assessment questions

- Assessment rubrics - Technology connections - Research skills
- Problem-solving assessment - Design evaluation - Creative thinking

Force and Energy

Magnetism - Extension and research
Magnetism - Innovation and creativity

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

- Research advanced magnetic concepts
- Explore magnetic technologies
- Demonstrate expertise in magnetism

In groups, learners are guided to:

- Research electromagnets and magnetic levitation
- Study magnetic storage devices
- Investigate magnetic medical applications
- Create advanced magnetic projects

How are advanced magnetic technologies changing our world?

- Advanced magnetic resources
- Research materials
- Technology examples
- Innovation materials
- Design supplies
- Presentation tools

- Research projects - Technology analysis - Advanced applications

Force and Energy

Force and Energy Integration - Connecting electrical energy and magnetism

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

- Connect electrical energy and magnetism concepts
- Understand electromagnetic relationships
- Integrate Force and Energy strand learning

In groups, learners are guided to:

- Compare electrical and magnetic forces
- Explore connections between electricity and magnetism
- Investigate electromagnetic devices
- Create integrated concept maps

How are electrical energy and magnetism related?

- Integration materials
- Electromagnetic examples
- Concept mapping tools

- Integration assessment - Concept understanding - Relationship analysis

Force and Energy

Force and Energy Integration - Comprehensive review and assessment
Force and Energy Integration - Real-world applications and careers

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

- Demonstrate mastery of entire Force and Energy strand
- Apply concepts to complex problems
- Show readiness for advanced physics concepts

In groups, learners are guided to:

- Complete comprehensive Force and Energy assessment
- Solve complex problems involving electricity and magnetism
- Demonstrate practical skills in both areas
- Reflect on strand learning

What have I learned about Force and Energy and how will this help in future studies?

- Comprehensive assessment materials
- Complex problem scenarios
- Reflection guides
- Career information
- Field trip resources
- Community connections

- Summative assessment - Practical skills evaluation - Future readiness assessment

Force and Energy

Force and Energy Integration - Future learning and reflection

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

- Reflect on entire Force and Energy strand learning
- Set goals for advanced physics study
- Demonstrate readiness for STEM pathway

In groups, learners are guided to:

- Complete comprehensive reflection on Force and Energy learning
- Set goals for Senior School physics studies
- Create portfolio of best work from strand
- Plan for continued STEM education

How has learning about Force and Energy prepared me for advanced physics studies?

- Reflection portfolios
- Goal-setting materials
- STEM pathway information

- Portfolio assessment - Reflection quality - Goal-setting skills