MATTER

Change in state of matter - Introduction to change of state
Change in state of matter - Change of state when solids are heated

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

-identify the changes of state when substances are heated or cooled
-explain what causes changes in states of matter
-appreciate the applications of change of state in day to day life

The learner is guided to:
-use relevant textbooks or digital devices to find out what state of matter means
-discuss how cooking fat, water, and ice change their states
-identify what causes changes in states of matter

What causes changes in states of matter?

Oxford Everyday Science and Technology Learner's Book pg 52
- Relevant textbooks
- Digital devices
- Ice cubes
- Cooking fat/candle wax
- Naphthalene
- Sufuria/cooking pan
- Source of heat

- oral questions -written questions

MATTER

Change in state of matter - Change of state when liquids are heated
Change in state of matter - Change of state when gases are cooled

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

-identify the changes of state when liquids are heated
-explain the term evaporation
-appreciate the applications of change of state in day to day life

The learner is guided to:
-put water in a sufuria and heat it to boiling
-observe and record what happens
-discuss the change of state that takes place when water is heated

What happens when liquids are heated?

Oxford Everyday Science and Technology Learner's Book pg 53
- Water in a bottle
- Small sufuria
- Source of heat
Oxford Everyday Science and Technology Learner's Book pg 54
- Water in a kettle
- Bottle with cold water
- Small tin or cup
- Thread
- Stand

- oral questions -observation

MATTER

Change in state of matter - Change of state when vapors are cooled
Change in state of matter - Change of state when liquids are cooled

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

-identify the changes of state when vapors are cooled
-explain the term deposition
-appreciate the applications of change of state in day to day life

The learner is guided to:
-set up an experiment with naphthalene, a sufuria, a glass plate with cold water
-observe what happens under the plate
-discuss the change of state that takes place when naphthalene vapor is cooled

What happens when vapors are cooled?

Oxford Everyday Science and Technology Learner's Book pg 54
- Small sufuria
- Cold water
- Glass plate
- Naphthalene
- Source of heat
Oxford Everyday Science and Technology Learner's Book pg 55
- Basin
- Wax or cooking fat

- oral questions -observation

MATTER

Change in state of matter - Digital observation of state changes
Change in state of matter - States of matter diagram

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

-identify the changes of state when substances are heated or cooled
-draw diagrams showing changes of state
-appreciate the applications of change of state in day to day life

The learner is guided to:
-watch a video on changes of states of matter
-discuss what happens when different matter is heated or cooled
-draw diagrams to show what they watched in the video

How can we represent changes in states of matter?

Oxford Everyday Science and Technology Learner's Book pg 55
- Computer/laptop
- Flash disk with videos
- Drawing materials
Oxford Everyday Science and Technology Learner's Book pg 56
- Chart showing states of matter

- observation -oral questions

MATTER

Change in state of matter - Application in water drying
Change in state of matter - Application in ice making

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

-describe the applications of the change of state of matter in everyday life
-identify examples of evaporation in daily activities
-appreciate the applications of change of state in day to day life

The learner is guided to:
-observe pictures showing applications of changes of state
-identify which change of state is taking place
-discuss the importance of evaporation in drying grains and clothes

How is change of state of matter important in day to day life?

Oxford Everyday Science and Technology Learner's Book pg 57
- Pictures showing applications of state changes
Oxford Everyday Science and Technology Learner's Book pg 57-58
- Pictures of cooler box and ice-cube tray

- oral questions -written questions

MATTER

Change in state of matter - Water cycle
Change in state of matter - Understanding the water cycle

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

-describe the applications of the change of state of matter in everyday life
-explain how the water cycle works
-appreciate the applications of change of state in day to day life

The learner is guided to:
-study a picture of the water cycle
-discuss what a water cycle is
-identify the importance of the water cycle
-determine what changes in state are involved in the water cycle

What changes of state occur in the water cycle?

Oxford Everyday Science and Technology Learner's Book pg 58
- Diagram of water cycle
- Digital devices with internet
Oxford Everyday Science and Technology Learner's Book pg 59
- Digital devices with internet
- Videos of water cycle

- oral questions -written questions

MATTER

Change in state of matter - Application in plastic repair
Change in state of matter - Making a candle

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

-describe the applications of the change of state of matter in everyday life
-explain how to repair broken plastics
-appreciate the applications of change of state in day to day life

The learner is guided to:
-read about how to repair broken plastics
-identify materials needed for plastic repair
-discuss how state changes are used in the repair process

How can we use changes of state to repair broken plastics?

Oxford Everyday Science and Technology Learner's Book pg 59
- Samples of plastic materials
- Pictures showing plastic repair
Oxford Everyday Science and Technology Learner's Book pg 60-61
- Empty milk packet
- Candle wax/beeswax
- Thick thread
- Sellotape
- Sufuria
- Metallic can/cup
- Water
- Wooden stick
- Source of heat

- oral questions -written questions

MATTER

Change in state of matter - Home applications
Change in state of matter - Review

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

-describe the applications of the change of state of matter in everyday life
-identify activities at home that involve changes in state of matter
-appreciate the applications of change of state in day to day life

The learner is guided to:
-discuss changes of state of matter with family members
-identify different activities at home that involve changes in state of matter
-write a report about their findings

What activities at home involve changes of state?

Oxford Everyday Science and Technology Learner's Book pg 61
- Notebook
- Writing materials
Oxford Everyday Science and Technology Learner's Book pg 62
- Previous notes
- Charts showing state changes

- oral questions -written questions

MATTER

Composition of air - Components of air
Composition of air - Percentage of gases in air

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

-identify the components of air
-describe the percentage composition of air
-appreciate the need for clean air in day to day life

The learner is guided to:
-use digital devices to find out components of air
-identify percentage composition of different gases in air
-observe a chart showing composition of air

What is air made up of?

Oxford Everyday Science and Technology Learner's Book pg 63
- Digital devices with internet
- Chart showing composition of air
Oxford Everyday Science and Technology Learner's Book pg 64
- Chart showing composition of air
- Drawing materials

- oral questions -written questions

MATTER

Composition of air - Demonstrating oxygen in air

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

-identify the components of air
-carry out an activity to show that oxygen is a component of air
-appreciate the need for clean air in day to day life

The learner is guided to:
-set up an experiment with a glass, plate, candle, and colored water
-observe what happens when a burning candle is covered with a glass
-measure the rise of water in the glass
-discuss why water rose in the glass

How can we demonstrate that oxygen is a component of air?

Oxford Everyday Science and Technology Learner's Book pg 65
- Transparent glass
- Plate
- Candle
- Matchbox
- Wax
- Felt pen
- Colored water

- observation -oral questions

MATTER

Composition of air - Carbon dioxide testing
Composition of air - Uses of oxygen

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

-identify the components of air
-describe how to test for carbon dioxide
-appreciate the need for clean air in day to day life

The learner is guided to:
-discuss how to test for carbon dioxide using lime water
-understand that carbon dioxide makes lime water produce a white suspension
-observe a demonstration of testing for carbon dioxide

How can we test for carbon dioxide in air?

Oxford Everyday Science and Technology Learner's Book pg 66
- Lime water
- Testing apparatus
- Digital resources
- Digital devices with internet

- oral questions -written questions

MATTER

Composition of air - Uses of carbon dioxide
Composition of air - Uses of nitrogen and inert gases

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

-outline uses of different components of air
-describe the uses of carbon dioxide
-appreciate the need for clean air in day to day life

The learner is guided to:
-discuss which component of air plants use to make food
-identify other uses of carbon dioxide
-present findings to classmates

What are the uses of carbon dioxide?

Oxford Everyday Science and Technology Learner's Book pg 67
- Reference materials
- Charts showing uses of carbon dioxide
- Digital devices with internet
- Reference materials

- oral questions -written questions

MATTER

Composition of air - Meaning of air pollution
Composition of air - Identifying air pollutants

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

-explain the effects of air pollution in the environment
-define air pollution and air pollutants
-appreciate the need for clean air in day to day life

The learner is guided to:
-brainstorm the meaning of air pollution and air pollutant
-check meanings from a dictionary
-write down the meaning of air pollution and air pollutant

What is air pollution?

Oxford Everyday Science and Technology Learner's Book pg 68
- Dictionary
- Reference materials
Oxford Everyday Science and Technology Learner's Book pg 69
- Notebook
- Pictures of air pollutants
- Writing materials

- oral questions -written questions

MATTER

Composition of air - Common air pollutants
Composition of air - Effects of air pollution

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

-explain the effects of air pollution in the environment
-identify common air pollutants and their sources
-appreciate the need for clean air in day to day life

The learner is guided to:
-discuss findings from their school walk
-study a table summarizing common air pollutants
-identify different categories of air pollutants and their sources

What are the sources of common air pollutants?

Oxford Everyday Science and Technology Learner's Book pg 70
- Table of air pollutants
- Reference materials
Oxford Everyday Science and Technology Learner's Book pg 71
- Pictures showing effects of air pollution

- oral questions -written questions

MATTER

Composition of air - Ozone layer and global warming
Composition of air - Acid rain formation

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

-explain the effects of air pollution in the environment
-describe impacts on ozone layer and atmospheric temperature
-appreciate the need for clean air in day to day life

The learner is guided to:
-examine a diagram showing the ozone layer
-discuss how air pollutants reduce ozone layer thickness
-explain how global warming occurs due to air pollutants

How does air pollution affect the ozone layer and global temperatures?

Oxford Everyday Science and Technology Learner's Book pg 72-73
- Diagram of ozone layer
- Reference materials on global warming
Oxford Everyday Science and Technology Learner's Book pg 74
- Diagrams showing acid rain formation
- Reference materials

- oral questions -written questions

MATTER

Composition of air - Reducing air pollution through ventilation
Composition of air - Tree planting and clean energy

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

-describe methods of reducing air pollution in the environment
-explain the importance of ventilation
-appreciate the need for clean air in day to day life

The learner is guided to:
-brainstorm methods that can be used to reduce air pollution
-create a list of methods of reducing air pollution
-discuss how ventilation helps reduce air pollution

How can we reduce air pollution through ventilation?

Oxford Everyday Science and Technology Learner's Book pg 74
- Flip charts
- Felt pens
- Masking tape
Oxford Everyday Science and Technology Learner's Book pg 75
- Pictures showing tree planting
- Charts of clean energy sources

- oral questions -written questions

MATTER

Composition of air - Industrial emission control
Composition of air - Construction practices and waste management

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

-describe methods of reducing air pollution in the environment
-explain industrial emission control and vehicle maintenance
-appreciate the need for clean air in day to day life

The learner is guided to:
-discuss how industries control emissions
-explain the importance of maintaining vehicles in good condition
-identify benefits of public transportation

How can industries and vehicle owners reduce air pollution?

Oxford Everyday Science and Technology Learner's Book pg 76
- Pictures showing emission control devices
- Reference materials
Oxford Everyday Science and Technology Learner's Book pg 76-77
- Pictures of construction with debris nets
- Reference materials on waste management

- oral questions -written questions

MATTER

Composition of air - Safety in polluted environments
Composition of air - Fun with air components

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

-describe safety precautions in air polluted environments
-identify protective equipment for polluted areas
-appreciate the need for clean air in day to day life

The learner is guided to:
-observe pictures showing safety precautions in polluted environments
-identify safety precautions taken by people
-discuss the purpose of each safety precaution

What safety precautions should be observed in air polluted environments?

Oxford Everyday Science and Technology Learner's Book pg 77
- Pictures showing protective equipment
- Samples of masks, goggles (if available)
Oxford Everyday Science and Technology Learner's Book pg 78
- Manila paper
- Felt pens
- Sellotape

- oral questions -written questions

MATTER
FORCE AND ENERGY

Composition of air - Air pollution poster
Light - Movement of light through materials

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

-explain the effects of air pollution in the environment
-create posters about air pollution
-appreciate the need for clean air in day to day life

The learner is guided to:
-make posters about common air pollutants, dangers, and control methods
-use pictures where appropriate
-display posters on the school notice board

How can we educate others about air pollution?

Oxford Everyday Science and Technology Learner's Book pg 79
- Poster materials
- Pictures
- Coloring materials
Oxford Everyday Science and Technology Learner's Book pg 81
- Torch
- Mirror
- Clear glass
- Clear water
- White paper
- Tracing paper
- Paper smeared with oil
- Block of wood
- Piece of cloth

- observation -project assessment

FORCE AND ENERGY

Light - Ray diagrams of images

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

-draw ray diagrams of images in plane mirrors
-trace light rays from object to image
-appreciate the importance of movement of light in everyday life

The learner is guided to:
-search the internet for ray diagrams of images in plane mirrors
-discuss the rays as they appear in the formation of images
-draw illustrations of rays and images
-practice drawing rays of images

How can we represent light rays in diagrams?

Oxford Everyday Science and Technology Learner's Book pg 82
- Plane mirror
- Digital devices
- Drawing tools

- oral questions -observation -drawing assessment

FORCE AND ENERGY

Light - Formation of shadows
Light - Formation of eclipses

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

-illustrate the formation of shadows and eclipses in nature
-explain why shadows form
-appreciate the importance of movement of light in everyday life

The learner is guided to:
-place wooden blocks and plastic bottles on a table
-direct light towards the objects
-observe what happens behind the objects
-place the torch at different angles and observe changes

How are shadows formed?

Oxford Everyday Science and Technology Learner's Book pg 83
- Source of light (torch)
- Block of wood
- Plastic bottle
Oxford Everyday Science and Technology Learner's Book pg 83-84
- Three rounded objects of different sizes

- oral questions -observation -written questions

FORCE AND ENERGY

Light - Reflection on smooth surfaces
Light - Demonstrating reflection

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

-demonstrate the reflection of light at plane surfaces
-compare reflection from different materials
-appreciate the importance of movement of light in everyday life

The learner is guided to:
-direct light from a torch to the shiny surface of a mirror
-repeat the activity using white paper and colored paper
-put water in a basin and direct light on the water
-direct light to the classroom wall
-observe and compare reflections

How does light reflect from different surfaces?

Oxford Everyday Science and Technology Learner's Book pg 85
- Mirror
- White paper
- Water
- Basin
- Classroom wall
- Colored paper
- Torch
- Sunlight

- oral questions -observation -practical assessment

FORCE AND ENERGY

Light - Meaning of reflection
Light - Locating images in mirrors

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

-describe the meaning of reflection of light
-explain laws of reflection
-appreciate the importance of movement of light in everyday life

The learner is guided to:
-throw a ball directly onto a wall and observe its bounce
-compare the bounce of the ball to reflection of light
-learn the laws of reflection
-examine diagrams showing reflection of light

What is reflection of light?

Oxford Everyday Science and Technology Learner's Book pg 87
- Ball
- Wall
- Charts showing reflection of light
Oxford Everyday Science and Technology Learner's Book pg 88-89
- Five pins
- Mounted plane mirror
- White sheet of paper
- Soft board or carton paper

- oral questions -written questions

FORCE AND ENERGY

Light - No parallax method
Light - Characteristics of mirror images

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

-demonstrate image formation in plane mirrors
-locate images using the no parallax method
-appreciate the importance of movement of light in everyday life

The learner is guided to:
-set up an experiment with pins, plane mirror, and paper
-position a second pin behind the mirror at the image position
-ensure no parallax between image and second pin
-measure distances from object to mirror and image to mirror

How can we use the no parallax method to locate images?

Oxford Everyday Science and Technology Learner's Book pg 90-91
- Long pin or sewing needle
- Ordinary pin
- Mounted plane mirror
- White sheet of paper
- Soft board or carton paper
Oxford Everyday Science and Technology Learner's Book pg 91-92
- Plane mirror
- Protractor
- Pen
- Drawing materials

- oral questions -observation -practical assessment

FORCE AND ENERGY

Light - Digital observation of images
Light - Observing images in mirrors

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

-demonstrate image formation in plane mirrors
-search for information on image formation
-appreciate the importance of movement of light in everyday life

The learner is guided to:
-search for information on formation of images in plane mirrors
-search for characteristics of images formed in plane mirrors
-present findings in class

How are images formed in plane mirrors?

Oxford Everyday Science and Technology Learner's Book pg 92
- Digital devices with internet
- Reference materials
Oxford Everyday Science and Technology Learner's Book pg 93
- Plane mirror
- Working table

- oral questions -presentation assessment

FORCE AND ENERGY

Light - Drawing ray diagrams
Light - Formation of rainbow

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

-draw ray diagrams of images in plane mirrors
-explain image formations
-appreciate the importance of movement of light in everyday life

The learner is guided to:
-copy and complete a diagram by drawing a ray diagram
-show how the image of the object is formed
-identify key characteristics of images formed in mirrors

How do we draw complete ray diagrams?

Oxford Everyday Science and Technology Learner's Book pg 93
- Drawing materials
- Diagrams showing ray formation
Oxford Everyday Science and Technology Learner's Book pg 94
- Water
- Basin
- Mirror
- White sheet of paper
- Sunlight

- oral questions -drawing assessment

FORCE AND ENERGY

Light - Application of reflection
Light - White ceilings and periscopes

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

-describe the application of reflection of light in day-to-day life
-identify uses of mirrors
-appreciate the importance of movement of light in everyday life

The learner is guided to:
-discuss why people use mirrors
-examine pictures showing applications of reflection
-identify how reflection of light is applied in each case
-discuss other ways reflection is used in everyday life

How is reflection of light applied in day-to-day life?

Oxford Everyday Science and Technology Learner's Book pg 95-96
- Pictures showing applications of light
- Mirror
Oxford Everyday Science and Technology Learner's Book pg 96
- Digital devices
- Diagram of a periscope

- oral questions -written questions

FORCE AND ENERGY

Light - Importance of reflection
Light - Reflection in vehicles and tools

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

-describe the importance of movement of light in everyday life
-identify various instruments that use reflection
-appreciate the importance of movement of light in everyday life

The learner is guided to:
-examine pictures showing different uses of light
-identify what each picture shows
-explain how reflection is applied in each instrument
-discuss the importance of each instrument

Why is reflection of light important in everyday life?

Oxford Everyday Science and Technology Learner's Book pg 97
- Pictures showing uses of reflection
Oxford Everyday Science and Technology Learner's Book pg 98
- Pictures of vehicles with mirrors
- Pictures of optical instruments

- oral questions -written questions

FORCE AND ENERGY

Light - Making a periscope (Part 1)
Light - Making a periscope (Part 2)

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

-demonstrate the importance of movement of light in everyday life
-start making a periscope
-appreciate the importance of movement of light in everyday life

The learner is guided to:
-watch a video on making a periscope
-measure and cut rectangular pieces from carton
-draw and cut out shapes for the periscope
-begin assembling the periscope

How can we make a periscope?

Oxford Everyday Science and Technology Learner's Book pg 99-100
- Two plane mirrors
- Carton
- Knife/scissors
- Glue
- Ruler
- Pencil
- Protractor
- Sellotape
- Digital device
Oxford Everyday Science and Technology Learner's Book pg 100-101
- Materials from previous lesson
- Objects to observe

- observation -practical assessment

FORCE AND ENERGY

Levers as simple machines - Meaning of levers

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

-identify common levers used in day-to-day life
-describe the meaning of levers
-appreciate the use of levers in making work easier

The learner is guided to:
-brainstorm the meaning of levers as simple machines
-research the meaning of levers from textbooks or digital devices
-compare findings and write down definition in notebooks

What are levers?

Oxford Everyday Science and Technology Learner's Book pg 103
- Relevant textbooks
- Digital devices

- oral questions -written questions

FORCE AND ENERGY

Levers as simple machines - Common levers
Levers as simple machines - Parts of levers

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

-identify common levers used in day-to-day life
-describe examples of levers
-appreciate the use of levers in making work easier

The learner is guided to:
-examine pictures showing common levers
-identify each machine in the pictures
-discuss how the machines are used in daily life
-find out other machines used at home and school

What are examples of common levers?

Oxford Everyday Science and Technology Learner's Book pg 103-104
- Pictures of various levers
Oxford Everyday Science and Technology Learner's Book pg 104-105
- Pictures of levers
- Drawing materials

- oral questions -written questions

FORCE AND ENERGY

Levers as simple machines - Classification of levers
Levers as simple machines - Using levers

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

-classify levers into the three classes
-identify arrangements of fulcrum, load, and effort
-appreciate the use of levers in making work easier

The learner is guided to:
-examine pictures of levers
-classify levers according to positions of parts
-fill in a table showing lever classifications
-identify characteristics of each class of lever

How are levers classified?

Oxford Everyday Science and Technology Learner's Book pg 106
- Pictures of different levers
- Table for classification
Oxford Everyday Science and Technology Learner's Book pg 107
- Various lever tools (scissors, bottle openers, etc.)

- oral questions -written questions

FORCE AND ENERGY

Levers as simple machines - How levers make work easier
Levers as simple machines - Appreciating levers

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

-demonstrate how a lever makes work easier in day-to-day life
-explain the mechanical advantage of levers
-appreciate the use of levers in making work easier

The learner is guided to:
-research how levers make work easier
-discuss and note down findings
-share points with other groups
-understand concepts of force and distance in lever operation

Why do levers make work easier?

Oxford Everyday Science and Technology Learner's Book pg 107
- Relevant textbooks
- Print media
- Digital devices
Oxford Everyday Science and Technology Learner's Book pg 108
- Scissors
- Pieces of waste paper
- Paper punch

- oral questions -written questions

FORCE AND ENERGY

Levers as simple machines - Making a beam balance
Slopes as simple machines - Types of slopes

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

-demonstrate the use of levers in making work easier
-make a beam balance from local materials
-appreciate the use of levers in making work easier

The learner is guided to:
-use a clothes hanger, containers, and thread to make a beam balance
-suspend containers on the clothes hanger
-test the beam balance by weighing small objects
-identify which class of lever a beam balance is

How can we make a beam balance?

Oxford Everyday Science and Technology Learner's Book pg 108
- Clothes hanger
- Two similar containers
- Marker pen
- Six pieces of thread
- Hammer
- Nail
Oxford Everyday Science and Technology Learner's Book pg 110
- Pictures of different slopes

- observation -practical assessment -project assessment

FORCE AND ENERGY

Slopes as simple machines - Science walk
Slopes as simple machines - How slopes work

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

-identify types of slopes used as simple machines
-observe slopes in the environment
-appreciate the use of slopes in everyday life

The learner is guided to:
-take a walk outside the classroom and in the neighborhood
-look for and identify different types of slopes
-take photographs of slopes if possible
-discuss how each slope makes work easier
-make notes and present them in class

What slopes can we find in our environment?

Oxford Everyday Science and Technology Learner's Book pg 111
- Digital camera (if available)
- Notebooks
- Carton filled with books
- Table
- Smooth piece of timber

- observation -oral presentation -written assessment

FORCE AND ENERGY

Slopes as simple machines - Climbing slopes
Slopes as simple machines - Uses of slopes

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

-demonstrate how a slope makes work easier in day-to-day life
-compare climbing with and without a slope
-appreciate the use of slopes in everyday life

The learner is guided to:
-try climbing up to a raised point directly
-create a slope using timber from ground to raised point
-walk on the slope to the raised point
-compare the force used in each case
-discuss why slopes require less force

Why do we use less force when using a slope?

Oxford Everyday Science and Technology Learner's Book pg 112
- Strong piece of timber
- Raised ground
Oxford Everyday Science and Technology Learner's Book pg 113
- Pictures showing different slopes in use

- observation -oral questions -practical assessment

FORCE AND ENERGY

Slopes as simple machines - Documenting slope uses
Slopes as simple machines - Digital activity

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

-identify the uses of slopes in everyday life
-organize information about slopes
-appreciate the use of slopes in everyday life

The learner is guided to:
-discuss situations where slopes are used in school, home, or town
-fill in a table showing slopes used, where, and why
-discuss how other people use slopes in various settings
-write and present notes about slope uses

Where do we use slopes in our daily lives?

Oxford Everyday Science and Technology Learner's Book pg 113
- Notebooks
- Table template
Oxford Everyday Science and Technology Learner's Book pg 114
- Digital resources
- Pictures of various slopes

- oral questions -written questions -presentation assessment

FORCE AND ENERGY

Slopes as simple machines - Making a ladder
Slopes as simple machines - Making a ramp

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

-construct a simple slope
-make a ladder from local materials
-appreciate the use of slopes in everyday life

The learner is guided to:
-place two long pieces of wood parallel to each other
-arrange shorter pieces horizontally at uniform intervals
-join the pieces using nails and hammer
-complete the ladder
-test the ladder for simple tasks

How can we make a ladder?

Oxford Everyday Science and Technology Learner's Book pg 114
- Two strong pieces of wood (2m long)
- Eight strong pieces of wood (45cm long)
- Hammer
- Nails
Oxford Everyday Science and Technology Learner's Book pg 115
- Five pieces of timber (2m long)
- Four narrow pieces of timber (1m long)
- Six blocks of timber
- Gloves
- Nails
- Hammer

- observation -practical assessment -project assessment

FORCE AND ENERGY

Slopes as simple machines - Community project
Light, levers, and slopes - Review

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

-identify the uses of slopes in everyday life
-plan a community ramp project
-appreciate the use of slopes in everyday life

The learner is guided to:
-discuss challenges wheelchair users face with raised places
-explain how ramps help people with mobility issues
-identify places in the locality that need ramps
-plan how to help the community build ramps

How can we help our community by building ramps?

Oxford Everyday Science and Technology Learner's Book pg 115
- Pictures of wheelchair ramps
- Planning materials
Oxford Everyday Science and Technology Learner's Book
- Previous notes
- Models and projects created in class

- discussion assessment -planning assessment

FORCE AND ENERGY

Project presentations

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

-demonstrate applications of light, levers, and slopes
-present completed projects
-appreciate the importance of simple machines

The learner is guided to:
-present periscopes, beam balances, ladders, and ramps
-demonstrate how each works
-explain scientific principles behind each
-discuss improvements for future projects

How do our projects demonstrate scientific principles?

Oxford Everyday Science and Technology Learner's Book
- Completed projects
- Presentation space

- presentation assessment -project evaluation