Living Things and Their Environment

Human Circulatory System Modelling

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

Model the human circulatory system using locally available materials
Explain the function of the circulatory system
Show creativity in making models

In groups, learners are guided to:
- Use locally available materials to model the human circulatory system
Demonstrate how the circulatory system works using the model
Present and explain their models to the class

How does the circulatory system work?

- mentor science and technology
pg. 23
Locally available materials (carton, clay, plasticine)
Paints
Charts

- Observation Oral questions Model assessment

Living Things and Their Environment

Human Circulatory System Heart structure
Human Circulatory System Heart function

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

Identify the parts of the heart
Explain the functions of different parts of the heart
Appreciate the complexity of the heart

In groups, learners are guided to:
- Use digital devices or charts to observe the parts of the heart
Discuss the functions of the auricles and ventricles
Draw and label the parts of the heart

What are the parts of the heart and their functions?

- mentor science and technology
pg. 24
Digital devices
Charts showing the heart
Internet access
pg. 25
Video clips
Stethoscope (if available)
Charts

- Observation Oral questions Written assignments

Living Things and Their Environment

Human Circulatory System Blood vessels

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

Identify major blood vessels in the human body
Explain the functions of arteries, veins, and capillaries
Appreciate the organization of blood vessels

In groups, learners are guided to:
- Collaboratively discuss the functions of the main blood vessels
Identify the differences between arteries, veins, and capillaries
Draw and label the major blood vessels

What are the different types of blood vessels and their functions?

- mentor science and technology
pg. 26
Digital devices
Charts showing blood vessels
Internet access

- Observation Oral questions Written assignments

Living Things and Their Environment

Human Circulatory System Arteries

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

Explain the structure and function of arteries
Describe how arteries carry blood away from the heart
Show interest in learning about blood circulation

In groups, learners are guided to:
- Discuss the structure of arteries and why they have thick walls
Explain how arteries carry blood away from the heart
Draw and label the structure of an artery

Why do arteries have thick walls?

- mentor science and technology
pg. 27
Digital devices
Charts showing artery structure
Internet access

- Observation Oral questions Written tests

Living Things and Their Environment

Human Circulatory System Veins

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

Explain the structure and function of veins
Describe how veins carry blood toward the heart
Appreciate the complementary roles of arteries and veins

In groups, learners are guided to:
- Discuss the structure of veins and why they have valves
Explain how veins carry blood toward the heart
Compare and contrast arteries and veins

Why do veins have valves?

- mentor science and technology
pg. 28
Digital devices
Charts showing vein structure
Internet access

- Observation Oral questions Written assignments

Living Things and Their Environment

Human Circulatory System Capillaries

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

Explain the structure and function of capillaries
Describe how capillaries connect arteries and veins
Show interest in learning about gas exchange

In groups, learners are guided to:
- Discuss the structure of capillaries and why they have thin walls
Explain how capillaries connect arteries and veins
Describe how gas exchange occurs in capillaries

How do capillaries connect arteries and veins?

- mentor science and technology
pg. 29
Digital devices
Charts showing capillary structure
Internet access

- Observation Oral questions Written tests

Living Things and Their Environment

Human Circulatory System Blood components
Human Circulatory System Red blood cells

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

Identify the components of blood
Explain the functions of plasma, red blood cells, white blood cells, and platelets
Appreciate the importance of blood

In groups, learners are guided to:
- Discuss the components of blood and their functions
Use charts or digital devices to observe blood components
Draw and label the components of blood

What are the components of blood and their functions?

- mentor science and technology
pg. 30
Digital devices
Charts showing blood components
Internet access
pg. 31
Charts showing red blood cells

- Observation Oral questions Written assignments

Living Things and Their Environment

Human Circulatory System White blood cells

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

Explain the function of white blood cells
Describe how the body fights disease
Appreciate the body's defense mechanisms

In groups, learners are guided to:
- Discuss the structure and function of white blood cells
Explain how white blood cells fight disease
Draw and label a white blood cell

How do white blood cells fight disease?

- mentor science and technology
pg. 32
Digital devices
Charts showing white blood cells
Internet access

- Observation Oral questions Written assignments

Living Things and Their Environment

Human Circulatory System Platelets

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

Explain the function of platelets
Describe the process of blood clotting
Show interest in learning about wound healing

In groups, learners are guided to:
- Discuss the structure and function of platelets
Explain the process of blood clotting
Demonstrate the process of blood clotting using diagrams

How do platelets help in blood clotting?

- mentor science and technology
pg. 33
Digital devices
Charts showing platelets and blood clotting
Internet access

- Observation Oral questions Written tests

Living Things and Their Environment

Human Circulatory System Plasma

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

Explain the function of plasma
Describe how plasma transports nutrients and waste
Appreciate the role of plasma in homeostasis

In groups, learners are guided to:
- Discuss the composition and function of plasma
Explain how plasma transports substances in the body
Create a diagram showing plasma functions

What role does plasma play in blood transport?

- mentor science and technology
pg. 34
Digital devices
Charts showing plasma
Internet access

- Observation Oral questions Written assignments

Living Things and Their Environment

Human Circulatory System Health conditions

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

Outline the symptoms of common health conditions of the human circulatory system
Explain the prevention of circulatory system diseases
Show interest in health education

In groups, learners are guided to:
- Search for information on symptoms and prevention of hardening of the arteries, high blood pressure, and heart attack
Discuss the findings with peers
Create posters on prevention of circulatory system diseases

What are the common health conditions of the circulatory system?

- mentor science and technology
pg. 35
Digital devices
Charts
Internet access

- Observation Oral questions Written assignments

Living Things and Their Environment

Human Circulatory System Diet and heart
Human Circulatory System Healthy lifestyle

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

Explain the relationship between diet and heart health
Identify heart-healthy foods
Show interest in healthy eating habits

In groups, learners are guided to:
- Discuss how diet affects heart health
Identify foods that promote heart health
Create a poster showing heart-healthy foods and those to avoid

How does diet affect heart health?

- mentor science and technology
pg. 35
Digital devices
Charts
Food samples or pictures
Internet access

- Observation Oral questions Written tests

Matter

Change of state Melting
Change of state Evaporation

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

Explain the meaning of change of state
Demonstrate melting using cooking fat
Appreciate the application of melting in everyday life

In groups, learners are guided to:
- Brainstorm the meaning of change of state of matter
Heat cooking fat to demonstrate melting
Discuss everyday examples of melting

How does matter change its state?

- mentor science and technology
pg. 35
Cooking fat
Source of heat
Metal plate or pan
Safety equipment
pg. 36
Water
Container for heating water

- Observation Oral questions Practical assessment

Matter

Change of state Sublimation
Change of state Condensation
Change of state Freezing

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

Demonstrate sublimation using mothballs
Explain how solids change directly to gas
Observe safety when heating mothballs

In groups, learners are guided to:
- Heat mothballs to demonstrate sublimation
Observe and record the changes
Discuss safety measures when handling mothballs

What happens when mothballs are heated?

- mentor science and technology
pg. 37
Mothballs
Source of heat
Metal plate
Safety equipment
pg. 38
Water
Container for heating
Cold lid or plate
pg. 39
Ice cubes (if available)
Pictures of freezing examples

- Observation Oral questions Practical assessment

Matter

Change of state Deposition
Change of state Summary

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

Explain the process of deposition
Describe how gases change directly to solids when cooled
Appreciate deposition in nature

In groups, learners are guided to:
- Discuss the process of deposition
Observe or view images/videos of frost formation
Explore examples of deposition in nature

How does water vapor change directly into ice?

- mentor science and technology
pg. 40
Digital devices (if available)
Pictures of frost
Diagrams showing deposition
pg. 41
Charts showing changes of state
Diagrams
Digital resources

- Observation Oral questions Written assessment

Matter

Change of state Heating effects
Change of state Cooling effects

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

Explain the effects of heat on matter
Identify changes that occur when matter is heated
Appreciate heating in daily life

In groups, learners are guided to:
- Discuss the effects of heat on matter
Demonstrate different heating effects
Relate to everyday experiences

What happens when matter is heated?

- mentor science and technology
pg. 42
Various materials for heating
Source of heat
Safety equipment
pg. 43
Various materials for cooling
Ice/cold water

- Observation Oral questions Written assessment

Matter

Change of state Drying clothes

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

Explain how evaporation helps in drying clothes
Identify factors that affect the rate of drying
Appreciate the application of evaporation

In groups, learners are guided to:
- Discuss how clothes dry in the sun
Explore factors that affect drying rate (wind, temperature, humidity)
Relate the process to evaporation

How does evaporation help in drying clothes?

Small pieces of wet cloth
Sunny area
Pictures showing clothes drying

- Observation Oral questions Written assessment

Matter

Change of state Drying foods
Change of state Making ice

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

Explain how evaporation is used in food preservation
Describe traditional methods of drying foods
Appreciate food preservation techniques

In groups, learners are guided to:
- Discuss traditional methods of drying foods
Observe pictures of food drying processes
Relate the process to evaporation

How is evaporation used to preserve foods?

- mentor science and technology
pg. 45
Pictures of dried foods
Samples of dried foods (if available)
Digital resources
pg. 46
Ice cubes (if available)
Pictures showing ice uses

- Observation Oral questions Written assessment

Matter

Change of state Cooling our bodies

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

Explain how sweating cools the body
Relate sweating to evaporation
Appreciate body temperature regulation

In groups, learners are guided to:
- Discuss how sweating helps cool the body
Demonstrate cooling effect of evaporation (water on skin)
Relate the process to evaporation

How does sweating cool our bodies?

- mentor science and technology
pg. 47
Water
Digital resources
Charts showing body cooling

- Observation Oral questions Written assessment

Matter

Change of state Rainfall formation

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

Explain how evaporation and condensation contribute to rainfall
Describe the water cycle
Appreciate the importance of rainfall

In groups, learners are guided to:
- Discuss the water cycle
Create diagrams showing rainfall formation
Relate the process to evaporation and condensation

How is rain formed?

- mentor science and technology
pg. 48
Charts showing water cycle
Digital resources
Diagrams of rainfall formation

- Observation Oral questions Diagrams

Matter

Change of state Candle making

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

Demonstrate how to make candles using waste wax
Explain the changes of state involved in candle making
Create a functional candle

- Demonstrate candle making using waste candle wax
Explain the changes of state during the process
Guide learners to make their own candles

How can we make candles?

- mentor science and technology
pg. 49
Waste candle wax
Cotton thread for wicks
Small containers
Source of heat
Safety equipment

- Observation Project assessment Practical skills

Matter

Change of state Repairing plastics

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

Demonstrate how to repair broken plastic containers
Explain the changes of state involved in plastic repair
Appreciate recycling and reuse

- Demonstrate plastic repair using heat
Explain the changes of state during the process
Guide learners to repair broken plastic items

How can we repair broken plastic containers?

- mentor science and technology
pg. 49
Broken plastic containers
Knife
Source of heat
Safety equipment
Oven gloves

- Observation Project assessment Practical skills

Matter

Change of state Project completion
Change of state Assessment

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

Complete candle and plastic repair projects
Present and explain their projects
Appreciate practical applications of changes of state

In groups, learners are guided to:
- Complete candle making and plastic repair projects
Present completed projects to classmates
Discuss challenges and solutions

How can we apply our knowledge of changes of state?

- mentor science and technology
pg. 49
Completed projects
Materials for finishing projects
Presentation space
pg. 50
Assessment worksheets
Digital resources
Review materials

- Project assessment Presentation skills Peer evaluation

Matter

Composition of air Components

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

Identify the components of air
Draw a pie chart showing percentage composition
Appreciate the importance of air

In groups, learners are guided to:
- Brainstorm on air and its constituents
Draw a pie chart showing composition of air
Discuss the importance of air

What is air made of?

- mentor science and technology
pg. 50
Chart showing air composition
Drawing materials
Digital resources

- Observation Oral questions Pie charts

Matter

Composition of air Oxygen

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

Demonstrate the presence of oxygen in air
Explain the percentage of oxygen in air
Appreciate the importance of oxygen

In groups, learners are guided to:
- Carry out activity to investigate the presence of oxygen in air
Discuss the percentage of oxygen in air
Explore the importance of oxygen

How can we prove oxygen is present in air?

- mentor science and technology
pg. 51
Candles
Glass containers
Matches
Water
Safety equipment

- Observation Oral questions Practical assessment

Matter

Composition of air Uses of oxygen

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

Outline the uses of oxygen
Explain how living things use oxygen
Appreciate the importance of oxygen

In groups, learners are guided to:
- Discuss the uses of oxygen in breathing, germination, and burning
Create a mind map of oxygen uses
Relate to everyday experiences

How is oxygen important to us?

- mentor science and technology
pg. 52
Charts showing oxygen uses
Digital resources
Drawing materials

- Observation Oral questions Mind maps

Matter

Composition of air Carbon dioxide

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

Explain the percentage of carbon dioxide in air
Outline the uses of carbon dioxide
Appreciate the importance of carbon dioxide

In groups, learners are guided to:
- Discuss the percentage of carbon dioxide in air
Explore the uses of carbon dioxide in plants and preservation
Create a poster showing carbon dioxide uses

How is carbon dioxide important?

- mentor science and technology
pg. 53
Charts showing carbon dioxide uses
Digital resources
Drawing materials

- Observation Oral questions Posters

Matter

Composition of air Nitrogen
Composition of air Inert gases

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

Explain the percentage of nitrogen in air
Outline the uses of nitrogen
Appreciate the importance of nitrogen

In groups, learners are guided to:
- Discuss the percentage of nitrogen in air
Explore the uses of nitrogen in plants and industry
Create a chart showing nitrogen uses

How is nitrogen important?

- mentor science and technology
pg. 54
Charts showing nitrogen uses
Digital resources
Pictures of leguminous plants
pg. 55
Charts showing inert gas uses
Pictures of applications

- Observation Oral questions Charts

Matter

Composition of air Air pollution

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

Define air pollution
Identify sources of air pollution
Show concern for air quality

In groups, learners are guided to:
- Brainstorm on the meaning of air pollution
Explore the school and neighborhood to identify air pollutants
Discuss the effects of air pollution

What is air pollution?

- mentor science and technology
pg. 56
Pictures showing air pollution
Digital resources
Safety equipment

- Observation Oral questions Written work

Matter

Composition of air Bad smell

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

Identify sources of bad smell in the environment
Explain how bad smell pollutes air
Suggest ways to reduce bad smell

In groups, learners are guided to:
- Discuss sources of bad smell
Identify areas with bad smell in the environment
Suggest ways to reduce bad smell

How does bad smell pollute air?

- mentor science and technology
pg. 57
Pictures of sources of bad smell
Digital resources
Safety equipment

- Observation Oral questions Written work

Matter

Composition of air Smoke

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

Identify sources of smoke in the environment
Explain how smoke pollutes air
Suggest ways to reduce smoke

In groups, learners are guided to:
- Discuss sources of smoke
Identify activities that produce smoke
Suggest ways to reduce smoke production

How does smoke pollute air?

- mentor science and technology
pg. 58
Pictures of sources of smoke
Digital resources
Safety equipment

- Observation Oral questions Written work

Matter

Composition of air Dust
Composition of air Health effects

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

Identify sources of dust in the environment
Explain how dust pollutes air
Suggest ways to reduce dust

In groups, learners are guided to:
- Discuss sources of dust
Identify areas with dust in the environment
Suggest ways to reduce dust

How does dust pollute air?

- mentor science and technology
pg. 59
Pictures of sources of dust
Digital resources
Safety equipment
pg. 60
Charts showing health effects
Pictures of effects

- Observation Oral questions Written work

Matter

Composition of air Ventilation

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

Explain the importance of ventilation
Identify ventilation systems in buildings
Appreciate the role of ventilation in air quality

In groups, learners are guided to:
- Discuss the importance of ventilation
Identify ventilation systems in the school
Explain how ventilation improves air quality

Why is ventilation important?

- mentor science and technology
pg. 61
Pictures of ventilation systems
Digital resources
School buildings

- Observation Oral questions Written work

Matter

Composition of air Dust control

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

Demonstrate methods of controlling dust
Explain the importance of sprinkling water on dusty grounds
Practice dust control measures

In groups, learners are guided to:
- Demonstrate sprinkling water before sweeping
Compare sweeping with and without water
Discuss other dust control methods

How can we control dust in our environment?

- mentor science and technology
pg. 62
Water
Brooms
Dusty area
Safety equipment

- Observation Practical assessment Oral questions

Matter

Composition of air Smoke reduction

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

Identify methods of reducing smoke
Explain the advantages of cleaner cooking methods
Appreciate the importance of smoke reduction

In groups, learners are guided to:
- Discuss cleaner cooking methods
Compare different cooking stoves
Explore other smoke reduction methods

How can we reduce smoke in our environment?

- mentor science and technology
pg. 63
Pictures of different cooking methods
Digital resources
Charts

- Observation Oral questions Written work

Matter

Composition of air Poster making

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

Create posters on air pollutants
Present information on pollution dangers
Suggest control measures for air pollution

In groups, learners are guided to:
- Make posters on common air pollutants
Include dangers and control measures
Display posters for awareness

How can we create awareness about air pollution?

- mentor science and technology
pg. 64
Manila papers/carton boxes
Coloring materials
Digital resources

- Project assessment Presentation skills Creativity

Matter
Force and Energy
Force and Energy

Composition of air Assessment
3.1 Light Movement of light through transparent materials
3.1 Light Movement of light through translucent materials

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

Demonstrate understanding of air composition
Identify air pollutants and their effects
Suggest solutions to air pollution

In groups, learners are guided to:
- Review air composition and pollution
Complete assessment activities
Discuss and correct misconceptions

What have we learned about air composition and pollution?

- mentor science and technology
pg. 65
Assessment worksheets
Digital resources
Review materials
Mentor Science & Technology pg. 67-68
Transparent materials (glass, clear plastic)
Digital resources (where available)
Mentor Science & Technology pg. 69
Translucent materials (tracing paper, wax paper)

- Written assessment Oral questions Diagrams

Force and Energy

3.1 Light Movement of light through opaque materials
3.1 Light Reflection of light at plane surfaces

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

Demonstrate the movement of light through opaque materials
Compare light movement through different materials
Value the role of opaque materials in creating shadows

Learners to carry out activities to show movement of light through opaque materials
Learners to observe what they cannot see through opaque materials
Learners to classify materials according to how light passes through them

Why can't we see through a wall?

Mentor Science & Technology pg. 70
Opaque materials (cardboard, wooden blocks)
Digital resources (where available)
Mentor Science & Technology pg. 71-72
Torch
Plane mirrors
Digital resources

Observation Oral questions Written assignments

Force and Energy

3.1 Light Terms associated with plane mirrors
3.1 Light Locating images formed in plane mirrors
3.1 Light Ray diagrams of images in plane mirrors

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

Identify terms associated with plane mirrors
Describe the relationship between angles of incidence and reflection
Show interest in learning about light reflection

Learners to study diagrams showing reflection of light by a plane mirror
Learners to discuss the relationship between incident ray, reflected ray, and normal
Learners to identify the angle of incidence and angle of reflection

What is the relationship between the angle of incidence and angle of reflection?

Mentor Science & Technology pg. 73-75
Diagrams showing reflection of light
Plane mirrors
Protractors
Mentor Science & Technology pg. 76-77
Objects of different sizes and shapes
Rulers
Mentor Science & Technology pg. 78-79
Plain paper
Pencils
Compass

Observation Oral questions Written tests

Force and Energy

3.1 Light Special rays used in ray diagrams
3.1 Light Characteristics of images formed by plane mirrors

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

Identify special rays used to locate images
Apply the principle of special rays in drawing ray diagrams
Develop a systematic approach to solving optical problems

Learners to observe diagrams showing special rays used in ray diagrams
Learners to identify incident rays and reflected rays in diagrams
Learners to draw ray diagrams in their notebooks using special rays

How are special rays used in ray diagrams?

Mentor Science & Technology pg. 80
Plain paper
Rulers
Pencils
Mentor Science & Technology pg. 81
Plane mirrors
Objects of different sizes
Measuring tapes

Observation Peer assessment Written assignments

Force and Energy

3.1 Light Formation of shadows

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

Demonstrate the formation of shadows
Explain factors that affect shadow formation
Develop curiosity about natural phenomena involving shadows

Learners to carry out activities showing shadow formation using a torch and various objects
Learners to observe and record how shadows are formed
Learners to investigate factors affecting shadow size

How are shadows formed?

Mentor Science & Technology pg. 82-83
Torch
Various objects (ball, book, etc.)
White cardboard or wall

Observation Oral questions Written assignments

Force and Energy

3.1 Light Formation of solar eclipse

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

Describe the formation of solar eclipse
Demonstrate how a solar eclipse occurs using models
Appreciate the natural phenomena in the sky

Learners to study diagrams showing how solar eclipses occur
Learners to discuss the relative position of the sun, moon, and earth during a solar eclipse
Learners to demonstrate solar eclipse formation

How does a solar eclipse occur?

Mentor Science & Technology pg. 84-85
Torch
Small and large balls
Stands to hold balls
Digital resources

Observation Oral questions Practical assessment

Force and Energy

3.1 Light Formation of lunar eclipse

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

Describe the formation of lunar eclipse
Compare the formation of solar and lunar eclipses
Show interest in astronomical events

Learners to study diagrams showing how lunar eclipses occur
Learners to discuss the relative position of the sun, moon, and earth during a lunar eclipse
Learners to compare solar and lunar eclipses

How does a lunar eclipse occur?

Mentor Science & Technology pg. 86-87
Torch
Small and large balls
Stands to hold balls
Digital resources

Observation Oral questions Practical assessment

Force and Energy

3.1 Light Rainbow formation
3.1 Light Applications of movement of light

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

Describe the formation of rainbow in nature
Explain the role of light dispersion in rainbow formation
Appreciate the beauty of natural phenomena

Learners to search for information on rainbow formation
Learners to discuss how light is dispersed to form a rainbow
Learners to identify conditions necessary for rainbow formation

How is a rainbow formed in nature?

Mentor Science & Technology pg. 87
Digital resources
Prism (if available)
Water spray bottle
Pictures of optical instruments

Observation Oral questions Written assignments

Force and Energy

3.1 Light Making a periscope (Project)

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

Make a functional periscope using locally available materials
Apply principles of light reflection in construction
Develop creativity in designing optical instruments

Learners to plan how to make a periscope
Learners to use locally available resources to make a functional periscope
Learners to test their periscopes and make necessary adjustments

How does a periscope work?

Mentor Science & Technology pg. 87
Cardboard/empty boxes
Small mirrors
Scissors
Glue/tape
Rulers

Observation Project assessment Peer evaluation

Force and Energy

3.1 Light Evaluating the periscope project

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

Demonstrate how a periscope works
Evaluate the effectiveness of their periscope design
Appreciate the value of teamwork in problem-solving

Learners to demonstrate how their periscopes work
Learners to explain the principle of light reflection in their periscopes
Learners to evaluate their projects and suggest improvements

How can we improve our periscope designs?

Mentor Science & Technology pg. 87
Completed periscopes
Evaluation forms

Project presentation Self and peer evaluation Teacher assessment