Mixtures,Elements and Compounds.

Mixtures. (. Methods of Separating Mixtures.(Decantin
Mixtures.(.Methods of Separating Mixtures.(Use of a magnet and filtration)

By the end of the lesson, the learner should be able to:
outline the procedure of separating solid, liquid mixture by decanting
outline the procedures for separating solid-solid mixture by use of magnet and separating solid-liquid mixture by filtration.

In groups,learners are guided to;
outline and describe the procedure for separating a solid-liquid mixture by decanting.
carry out an experiment to separate a solid-liquid mixture by decanting and record the observations.
name other mixtures that can be separated using the same method at home.
In groups,pairs, learners are guided to:
outline the procedures for separating solid-solid mixture by use of magnet and separating solid-liquid mixture by filtration.
carry out the experiments and record their observations.
discuss how filtration is applied in the locality,at home or in school.
mention other mixtures that can be separated by filtration and use of magnet.

What should be considered when separating various mixtures?

Requirements (Beakers, water,sand or maize grains or bean seeds & stirring ro
Top Scholar Integrated Science pg 56.
Digital devices.
Requirements for the experiments.
Top Scholar Integrated Science pg 57-58.

Observation schedule. Assessment rubric. oral report. Checklists.

Mixtures,Elements and Compounds.

Mixtures. (. Methods of separating mixtures (Simple Distillation)
Mixtures. (. Methods of separating mixtures (Paper chromatography)
Mixtures (. Methods of separating mixtures (use of solvent extraction)

By the end of the lesson, the learner should be able to:
 outline the procedure for separating a homogeneous solid-liquid mixture by simple distillation
 outline the procedure for using paper chromatography to separate mixtures. carry out the experiment, record and discuss their observations. 
explain the term solvent extraction. outline the procedure for separating mixtures using solvent extraction

In groups,learners are guided to:
search and explain the meaning of distillation.
outline the procedure for separating a homogeneous solid-liquid mixture by simple distillation.
carry out the experiment and record the observations.
discuss the observations recorded.
search a video on how distillation is used to separate crude oil in oil refineries.
In groups,learners are guided to:
outline the procedure for using paper chromatography to separate mixtures.
carry out the experiment, record and discuss their observations.
search and watch videos on application of separation of mixtures using chromatography in: cosmetic industries, food industry, Athletics, Pharmaceuticals.
explain the term solvent extraction.
outline the procedure for separating mixtures using solvent extraction.
conduct an experiment to separate mixtures using solvent extraction and record the observations.
search the internet or use other sources on how oil can be extracted from the coconut and other plant materials.

How can simple distillation be used to obtain pure water from river water at home?
What is paper chromatography and how does it work?

Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 58-59.
Digital devices.
Top Scholar Integrated Science pg 60-62.
Requirements for the experiment.
Top Scholar Integrated Science pg 62-63

Assessment rubric. Checklist. Observation schedule. oral report.
Assessment rubric. Checklist. Oral report. observation schedule.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (Sublimation)

By the end of the lesson, the learner should be able to:
 outline the procedure for separating a mixture using sublimation.

In groups,learners are guided to:
explain the term sublimation.
outline the procedure for separating a mixture using sublimation.
carry out an experiment to separate a mixture using sublimation.
observe, record and discuss the observations.

What is sublimation? Which other substances undergoes sublimation?

Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 64-65.

Assessment rubric. Checklist. oral report. Observation schedule.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (Crystallisation)
Mixtures (. Methods of separating mixtures.

By the end of the lesson, the learner should be able to:
 explain the term crystallisation. describe the procedure for separating a mixture using crystallisation.
use digital devices to search the internet on the various uses of different methods of separating mixtures in day to day life 

In groups,learners are guided to:
explain the term crystallisation.
describe the procedure for separating a mixture using crystallisation.
conduct an experiment to separate a mixture using crystallisation.
record and discuss the observations from the experiment.
search from the internet how salt is manufactured from sea water.
In groups,pairs, learners are guided to;
use digital devices to search the internet on the various uses of different methods of separating mixtures in day to day life
discuss the application of separating mixtures in day to day life and present their findings in class.

What is crystallisation? How does the method of crystallisation works as a method of separating mixtures?

Digital devices.
Top Scholar Integrated Science pg 65-66.
Requirements for the experiment.
Top Scholar Integrated Science pg 56-66.

Assessment rubric. Checklists. observation schedules. oral report.

Mixtures,Elements and Compounds.

Acids and Bases. (. Preparing Plant Extracts to be used as Acid-Base Indicator.

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

define the term indicator.
outline the procedure for preparing a plant extract.
prepare a plant extract and record the observations.

In groups,learners are guided to:
outline the procedure for preparing plant extracts.
prepare a plant extract.
record and discuss the observations made from the activity.
use digital device to find out other plant extracts that can also be used as indicators.

What is an indicator? How do you prepare a plant extract?

Top Scholar Integrated Science pg 68-69.
Digital devices.
Requirements for the experiment.

Checklists. Observation schedule. oral report.

Mixtures,Elements and Compounds.

Acids and Bases. (. Using plant extracts to group household solutions into basic or acidic.
Acids and Bases. (. using commercial indicators to classify household solution as acids and bases.
Acids, bases and indicators. (. Determining the strength of Acids and Bases using Universal Indicators.

By the end of the lesson, the learner should be able to:
use plant extracts as acid-base indicator.
classify household solutions either as bases,acids or neutral.
enjoy classifying the household solutions either as acids,bases or neutral.
outline and follow the procedure for using commercial indicators to classify household solutions as acids and bases.
give the differences on  strength of acids and bases using universal indicators

In groups,learners are guided to:
use plant extracts indicator to classify common household solutions as either basic or acidic or neutral.
record and discuss the observations from the experiment.
outline and follow the procedure for using commercial indicators to classify household solutions as acids and bases.
carry out the experiment, record and discuss the observations .
In groups, learners are guided to;
conduct an experiment to determine the strength of acids and bases using universal indicators.
identify the colors of the universal indicator when placed in a basic or acidic solution.
classify acidic or basic solutions as either strong or weak using universal indicators.

How can you identify a substance as being acidic or basic?
How does the concentration of an acid or base affect its strength as indicated by a universal indicator?

Top Scholar Integrated Science pg 69-71.
Plant extract.
Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 71-72.
Top Scholar Integrated Science pg 73.
Universal indicators.
Digital devices.
Requirements for the experiment.

Observation schedule. Checklists. Assessment rubric. oral questions.
Assessment rubric. oral questions. checklists.

Mixtures,Elements and Compounds.

Acids and Bases. (. Determining the strength of Acids and Bases using pH scale and pH chart.
Acids and Bases. (. Application of Acids and Bases in day to day life.

By the end of the lesson, the learner should be able to:
conduct an experiment to determine the strength of acids and bases using pH scale and pH chart.
classify the acidic and basic solutions provided as either strong or weak.
discuss what is pH scale and pH chart and how it relates to strength of acids or bases.
give the uses of acids and bases in day to day life

In groups,learners are guided to:
carry out an experiment.
match the colour of the universal indicator in each solution to the pH chart provided.
classify acidic or basic solutions as either strong or weak using a pH scale and pH chart.
search, watch videos and animations showing different colours of acid-base indicators in different solutions.
explore applications of acids and bases in real life (antacid tablets, common fruits in the locality, fertilizers,liming of soil, detergents)
use digital devices to search for information on the applications of acids and bases in day to day life.
discuss the points and present in class.

What is the relationship between pH values and strength of acids and bases?

Top Scholar Integrated Science pg 73-74.
Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 75.

Assessment rubric. oral questions. observation schedule.

Living Things and Their Environment.

Reproduction in Human Beings. ( The Human Menstrual Cycle.

By the end of the lesson, the learner should be able to:
iscuss the meaning of menstruation and the menstruation cycle. describe the menstrual cycle. 

In groups,pairs,learners are guided to;
use dictionary or ict devices to search and discuss the meaning of menstruation and the menstruation cycle.
describe the menstrual cycle.
draw the menstruation cycle and identify the phases in menstrual cycle.

What is menstruation and menstrual cycle? How many days does it take for menstruation cycle to reoccur?

Digital devices.
Dictionary.
Top Scholar Integrated Science pg 77-79.
Chart.

Assessment rubric. Written test. Checklist.

Living Things and Their Environment.

Reproduction in Human Beings. ( Challenges Related to Menstrual Cycle.
Reproduction in human beings. ( The process of fertilisation and implantation.

By the end of the lesson, the learner should be able to:
identify the challenges related to the menstrual cycle. discuss the challenges related to the menstrual cycle.
escribe the observable structures of the sex cells. draw and label the structures of male and female sex cells

In groups,pairs,learners are guided to:
identify the challenges related to the menstrual cycle.
discuss the challenges related to the menstrual cycle.
search for more information on challenges related to menstrual cycle from textbooks and internet and record their findings.
discuss what one should do if she had the challenges related to menstrual cycle.
In groups, pairs, individually,learners are guided to:
discuss the intersex conditions.
identify the male and female sex cell.
describe the observable structures of the sex cells.
draw and label the structures of male and female sex cells.
search for more information from the textbooks and internet about the structure of the female and male sex cells and their functions.

What challenges are associated with the menstrual cycle? How best can we manage issues related to the menstrual cycle?

Top Scholar Integrated Science pg 80-82.
Digital devices.
Top Scholar Integrated Science pg 82-83.
Chart.

Written test. oral questions. Assessment rubric.

Living Things and Their Environment.

Reproduction in human beings. ( Process of fertilization and implantation.
Human Excretory system-Skin (. Identifying parts of Human Skin.
Human Excretory System - Skin. (. Functions of parts of the skin.

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

define the terms: fusion, fertilization, zygote and implantation.
describe the process of fertilization and implantation.
identify where the process of fertilisation and implantation takes place from a diagram of uterus.

xplain the term excretion. name the organs responsible for removal of wastes. describe the human skin
discuss the functions of the the different parts of the skin

In groups, pairs, learners are guided to;
use digital devices or dictionary to search the meaning of fusion, fertilisation, zygote and implantation.
watch a video on the movement of sperms, fusion and implantation of the zygote in the uterus.
draw the movement of the fertilised egg from the fallopian tube to the uterus for implantation.
In groups,pairs,learners are guided to:
explain the term excretion.
name the organs responsible for removal of wastes.
describe the human skin.
study the diagram of a skin and brainstorm on the parts of the skin.
use digital device to search for a well labelled diagram of the human skin.
draw and label the parts of the human skin on charts and display the drawings in class.
use digital devices to search the internet on the functions of the different parts of skin.
discuss the functions of the the different parts of the skin.
use a hand lens to observe the external parts of the skin.

What is fertilisation and implantation? How does the process of fertilisation and implantation takes place?
What is excretion? why is excretion important to the human body?

Top Scholar Integrated Science pg 83-85
Digital devices.
Charts on fertilization.
Top Scholar Integrated Science pg 87-88.
Charts.
Digital devices.
Diagrams.
Top Scholar Integrated Science pg 89-91.
Digital devices

Assessment rubric. Written test. oral questions.
Assessment rubric. Checklist. Written test. oral questions.

Living Things and Their Environment.

The Human skin. (. Lifestyle to promote a healthy skin.

By the end of the lesson, the learner should be able to:
identify lifestyles that promote a healthy skin. discuss the health practices that promote and help maintain a healthy skin.

In groups,pairs,learners are guided to;
identify lifestyles that promote a healthy skin.
discuss the health practices that promote and help maintain a healthy skin.
search for more information from the internet on practices that maintain a healthy skin.

How can we maintain a healthy skin?

Top Scholar Integrated Science pg 92-94.
Pictures.
Digital devices.

Assessment rubric. Written test. Oral questions.

Living Things and Their Environment.

Human Excretory System-Skin. (. Proper use of cosmetics.
Human Excretory System -Skin. (. Identifying effects of cosmetics on the human body.

By the end of the lesson, the learner should be able to:
give examples of cosmetics. search from the internet and other relevant materials the importance of proper use of cosmetics. discuss the importance of proper use of cosmetics.
identify the effects of cosmetics on the human body.
discuss the effects of cosmetics on the human body.
use locally available materials to make a cosmetic.

In groups,pairs, learners are guided to:
give examples of cosmetics.
search from the internet and other relevant materials the importance of proper use of cosmetics.
discuss the importance of proper use of cosmetics.
In groups,pairs,learners are guided to:
use digital devices with internet to search on the effects of skin lightners.
discuss the findings and present in class.
identify the various forms of cosmetics and discuss how they are applied.
make a cosmetic from the locally available materials.

Why is proper use of cosmetics important? What is the importance of using cosmetics to our skin?

Top Scholar Integrated Science pg 94-95.
Digital devices.
Top Scholar Integrated Science pg 96-97.
Realia.

Assessment rubric. oral questions.

Living Things and Their Environment.

Human Excretory System -Skin. (. Importance and proper use of comsetics for consumer protection.

By the end of the lesson, the learner should be able to:
give  the uses of cosmetics. identify the harmful effects of cosmetics.

In groups,pairs,learners are guided to:
search the internet on how cosmetics can be used for skin protection, skin repair and skin treatment.
discuss their findings , write th em down and present in class.
brainstorm on the possible harmful effects of the use of cosmetics on human health.

What are the harmful effects of the use of cosmetics on human health?

Digital devices.
Top Scholar Integrated Science pg 98.

Oral report. Assessment rubric. Checklists. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Parts of the Urinary system.
Human Excretory System - Urinary system. (. Functions of the parts of the urinary system.
Human Excretory System - Urinary system. (. Kidney Disorders.

By the end of the lesson, the learner should be able to:
identify the waste product excreted by the urinary system.
identify the parts of the urinary system.
discuss the parts of the urinary system(external appearance of the kidney)
draw and label the parts of the urinary system.
 use digital devices and reference materials to search for information on the functions of the parts of the urinary system.
explain the meaning of kidney disorders. use digital devices to search some of the examples of kidney disorders. identify and discuss the practices that may cause kidney disorders.

In groups,pairs,learners are guided to;
study the diagram of the urinary system and brainstorm on the its external parts.
search for information from other reference materials and internet on the parts of the urinary system.
discuss the parts of the urinary system.
draw and label the vessels and external parts of the urinary system.
In groups, pairs,learners are guided to;
brainstorm on the functions of the different parts of the urinary system.
use digital devices and reference materials to search for information on the functions of the parts of the urinary system.
discuss the functions of the parts of the urinary system.
In groups,pairs, learners are guided to:
explain the meaning of kidney disorders.
use digital devices to search some of the examples of kidney disorders.
identify and discuss the practices that may cause kidney disorders.

What are the parts of the urinary system?
What are some of the practices that may cause kidney disorders?

Top Scholar Integrated Science pg 98-99.
Charts.
Pictures.
Digital devices.
Top Scholar Integrated Science pg 99-100.
Top Scholar Integrated Science pg 101-102.
Digital devices.
Posters.

Assessment rubric. oral questions. Checklists. Written test.
Assessment rubric. Portfolios. Checklists. Written tests. oral questions.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Identifying lifestyles that promote a healthy kidney and prevent kidney disorders.
Human Excretory System - Urinary System. (.Project.

By the end of the lesson, the learner should be able to:
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders. use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.
 identify the appropriate locally available materials to model the urinary system

In groups,pairs,learners are guided to;
search the internet and other relevant materials for lifestyles that promote a healthy kidney and prevent kidney disorders.
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders.
use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.
In groups,pairs,learners are guided to:
identify the appropriate locally available materials to model the urinary system.
model the urinary system using the locally available materials and display in class.

which healthy lifestyles can we adopt to promote healthy kidneys?

Top Scholar Integrated Science pg 102-103
Digital devices.
Charts.
Realia.
Top Scholar Integrated Science pg 103 & 100.

Assessment rubric. observation schedule. Checklists. oral questions. Portfolios. Written test.

Force and Energy.

Static Electricity. (. Demonstrating the Existence of Static Charges.

By the end of the lesson, the learner should be able to:
 identify the two forms of electricity. carry out an experiment to demonstrate the existence of static charges. rub different objects to show the presence of static charges in objects.

In groups,pairs,learners are guided to:
search the meaning of static electricity from the internet.
identify the two forms of electricity.
carry out an experiment to demonstrate the existence of static charges.
rub different objects to show the presence of static charges in objects.
record and discuss the observations made.

What is static electricity? How do materials acquire static charges?

Top Scholar Integrated Science pg 105-106.
Digital devices.
Requirements for the experiment.

Assessment rubric. Checklists. observation schedule. oral questions.

Force and Energy.

Static Electricity. (. Methods of Charging Objects.(Rubbing or Friction)
Static Electricity. (. Methods of charging objects. (induction)

By the end of the lesson, the learner should be able to:
 identify the methods of charging objects. conduct a practical on charging objects by rubbing.
 explain what is induction. conduct an experiment on charging objects by induction using two balloon

In groups,pairs,learners are guided to:
identify the methods of charging objects.
conduct a practical on charging objects by rubbing.
observe, record and discuss the observations.
In groups,pairs,learners are guided to;
explain what is induction.
conduct an experiment on charging objects by induction using two balloons.
observe, record and discuss the observations made.

What is charging? How do materials get charged?

Top Scholar Integrated Science pg 107-108.
Requirements for the experiment.
Top Scholar Integrated Science pg 108-110.
Digital devices.

Practical Work. observation schedule. Assessment rubric. oral report.

Force and Energy.

Static Electricity. (. Methods of charging objects.(Induction)
Static Electricity. (. Types of Charges.

By the end of the lesson, the learner should be able to:
carry out a practical activity on charging a single polythene ball or balloon by induction. observe,record and discuss the observations from the experiment.
 use digital devices to search and watch videos on types of charges and write their findings. differentiate between like charges and unlike charges. conduct an experiment to demonstrate the types of charges using a balloon and a ruler

In groups,learners are guided to:
carry out a practical activity on charging a single polythene ball or balloon by induction.
observe,record and discuss the observations from the experiment.
search and watch videos from the internet on charging materials by induction and rubbing.
In groups, pairs,learners are guided to;
use digital devices to search and watch videos on types of charges and write their findings.
differentiate between like charges and unlike charges.
conduct an experiment to demonstrate the types of charges using a balloon and a ruler.
observe and discuss the observations made.

What is earthing process? What observations are expected from the experiment?
What is the difference between like and unlike charges?

Top Scholar Integrated Science pg 111-113.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 113-115.
Requirements for the practical.
Digital devices.

Practical work. Assessment rubric. observation schedule. Oral questions.
Practical work. Assessment rubric. observation schedule. Checklists. oral questions.

Force and Energy.

Static Electricity. (. Effects of Force between Charged Objects.
Static Electricity. (. Uses of Static Charges.

By the end of the lesson, the learner should be able to:
conduct an experiment to demonstrate the effects of force between charged objects. observe and record the observations from the experiment. discuss the effects of force between charged objects.
mention the equipment that uses electrostatics to function. use digital devices to find out how each of the equipment mentioned use electrostatic charges to function. describe how the equipment uses electrostatic to function.

In groups,pairs,learners are guided to;
conduct an experiment to demonstrate the effects of force between charged objects.
observe and record the observations from the experiment.
discuss the effects of force between charged objects.
In groups, pairs, learners are guided to:
mention the equipment that uses electrostatics to function.
use digital devices to find out how each of the equipment mentioned use electrostatic charges to function.
describe how the equipment uses electrostatic to function.

What is the difference between attraction and repulsion force?

Top Scholar Integrated Science pg 115-118.
Requirements for the experiment.
Top Scholar Integrated Science pg 118-119.
Digital devices.
Pictures.

Assessment rubric. Practical work. Checklists. observation schedule.

Force and Energy.

Static Electricity. (.Dangers and Safety measures when dealing with static charges.

By the end of the lesson, the learner should be able to:
discuss the dangers when dealing with static charges. discuss the safety measures when dealing with static charges.

In groups,pairs,learners are guided to;
search the internet the dangers that may occur when dealing with static charges.
discuss the dangers when dealing with static charges.
discuss the safety measures when dealing with static charges.(include lightnin

What are the dangers of static charges? Why is it advisable to switch off the car engine when fueling in a petrol station?

Top Scholar Integrated Science pg 119-120.
Digital devices.

Written test. oral questions. Checklists. Assessment rubric.

Force and Energy.

Electrical Energy-Sources of Electricity.
Electrical Energy-Solar power.

By the end of the lesson, the learner should be able to:
Identify the sources of electricity in pictures.
Study the pictures and Discuss where the sourceof electricity is coming from.
Search the internet for other sources of electricity.
Appreciate the different sources of electricity.
;
Identify solar power as source of electricity
Discuss how solar energy is used in the locality.
Search the internet for more information on how the solar panel converts energy from the sun to electrical energy.
Appreciate the solar power as source of electricity.

In groups,pairs,learners are guided to:
identify the sources of electricity.
discuss the various sources of electricity.
search the internet for other sources of electricity.
describe how solar power is stored.
discuss ways in which solar energy is used in the locality.
search the internet for more information on how the solar panel converts energy from the sun to electrical energy.

What are the sources of electricity?

Top Scholar Integrated Science pg 122-123.
Pictures.
Digital devices.
Top Scholar Integrated Science pg 123-124.
Videos.

Written tests. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy-Hydroelectric Power.
Electrical Energy-Geothermal Generators.
Electrical Energy-Wind power.

By the end of the lesson, the learner should be able to:
;
Identify hydroelectric power as a source of electricity.
Discuss how electrical energy is produced.
Search and watch a video showing how a hydroelectric generator produces electricity.
Appreciate the hydroelectric power as a source of electricity.
;
Identify geothermal generator as a source of electricity.
Discuss how geothermal generators operate as a source of electricity.
Search and watch a video showing geothermal power generators producing electricity.
Appreciate geothermal generators aa sources of electricity.
Identify wind power generators as a source of electricity.
Discuss how wind power generators operate as a source of electricity.
Search and watch a video showing how wind turbine generators produce electricity.
Appreciate wind power generators as source of electricity.

In groups,pairs,learners are guided to:
discuss how electrical energy is produced.
find out and list where the hydroelectric power plants are found in Kenya.
Search and watch a video showing how a hydroelectric generator produces electricity.
In groups,pairs, learner are guided to;
search and watch a video showing geothermal power generators producing electricity.
discuss how geothermal generators operate as source of electricity.
find out and list where geothermal power stations are found in Kenya.
In groups,learners are guided to:
study the picture in learner's book and identify the source of electricity.
search and watch a video showing how wind turbine generators produce electricity.
discuss how wind power generators operate as a source of electricity.
list areas where wind power generators are found in Kenya.

How is electric energy transmitted to various areas for use in your locality?
How do geothermal generators operate as source of electricity?

Top Scholar Integrated Science pg 125-126.
Digital devices.
Videos.
Pictures.
Top Scholar Integrated Science pg 126-127.
Pictures.
Digital devices.
Top Scholar Pre-Technical Studies pg 127-128.

Assessment rubric. oral questions. Checklists.
Assessment rubric. Written test. Checklist. Oral questions.

Force and Energy.

Electrical Energy- Simple Electrical Circuits.

By the end of the lesson, the learner should be able to:
;
Identify the electrical components and their symbols while connecting a simple circuit.
Discuss what is simple electrical circuit in series.
Search and watch videos showing how to set up a simple electric circuit with components in series.
Set up simple electrical circuits in series using dry cells, bulbs, switch and connecting copper wires.
Enjoy setting up simple electrical circuit in series.

In groups,learners are guided to:
identify the electrical components and their symbols used while connecting a simple circuit.
describe what is a simple electrical circuit in series.
search and watch videos showing how to set up simple electric circuit with components in series.
set up simple electrical circuit in series.

What are the electrical components and their symbols? How do you set up a simple electrical circuit in series?

Top Scholar Pre-Technical Studies pg 129-130.
Pictures.
Dry cells, torch bulbs, connecting copper wires and switch.
Digital devices.

Checklists. Observation. Practical work. Oral questions.

Force and Energy.

Electrical Energy-Setting up Simple Electrical Circuit in Parallel.
Electrical Energy.

By the end of the lesson, the learner should be able to:
List the requirements for setting up simple electrical circuit in parallel.
Describe setting up a simple electrical circuit in parallel.
Set up simple electrical circuit in parallel using the necessary requirements.
Enjoy setting up simple electrical circuit in parallel.
;
Search and watch a video on connecting an ammeter and voltmeter in series and parallel simple circuits.
Connect an ammeter and a voltmeter in series and parallel simple circuit.
Enjoy connecting an ammeter and voltmeter in series and parallel simple circuit.

In groups,learners are guided to:
Observe pictures and list the requirements for setting up a simple electrical circuit in parallel.
search the internet what is a parallel arrangements in a circuit.
discuss how to setup a simple electrical circuit in parallel.
setup a simple electrical circuit in parallel.
In groups, learners are guided to:
Search for and observe videos and animations showing how to connect an ammeter and voltmeter in series and parallel simple circuits.
Connect an ammeter and voltmeter in series and parallel simple circuits and record themselves.

What is a parallel arrangement in a circuit?

Top Scholar Pre-Technical pg 131-132.
Digital devices.
Pictures.
Dry cells, bulbs, connecting copper wires and switch.
Top Scholar Pre-Technical Studies pg 133-135.
Dry cells, pieces of copper wire, two switches, bulbs.

Practical work. Observation. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy-Conductors and Non-Conductors of Electricity.

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

State the meaning of good conductors and non-conductors of electricity.
List examples of good conductors and non-conductors of electricity.
Classify materials as conductors and non-conductors of electricity.
Carry out experiments to classify materials as conductors and non-conductors of electricity.
Enjoy classifying the different materials as either conductor or non-conductor.

In groups,learners are guided to:
find the meaning of good conductors and non-conductors of electricity from the internet.
list examples of materials that are good conductors and non-conductors of electricity.
Classify the materials as either conductors or non-conductors of electricity.
carry out experiments to classify materials as conductors and non-conductors of electricity.

What is the difference between conductors and non-conductirs of electricity?

Top Scholar Pre-Technical Studies pg 135-137.
Digital devices.
Pictures.
Requirements for experiments:dry cells,bulb, copper wire, metallic spoon, aluminum foil, rubber band,steel wool,nail, pencil rib,paper,10 shilling coin etc.

Assessment rubric. Practical work. Checklists. Written test. Oral questions.

Force and Energy.

Electrical Energy -Electrical Appliances.
Electrical Energy -Safety Measures when Dealing with Electrical Appliances.
Electrical Energy - Self-Assessment Questions.

By the end of the lesson, the learner should be able to:
Identify electrical appliances in the locality.
Discuss the uses of the electrical appliances in the locality.
Make flashcards showing the electrical appliances used in the locality.
Appreciate the uses of the different electrical appliances in our daily lifes.
Identify safety measures when handling Electrical appliances.
Discuss the safety measures when handling electrical appliances.
Design charts with safety measures to adhere to when dealing with electrical appliances.
Desire to observe safety measures when dealing with electrical appliances.

Attempt all the questions on the sub-strand.

In groups,pairs,learners are guided to:
study pictures in learner's book, identify and name the electrical appliances.
discuss the uses of the identified electrical appliances in the locality.
make flashcards showing the different electrical appliances used in the locality.
In groups,learners are guided to:
study the pictures in learner's book and discuss the dangers which may occur in the pictures.
identify and discuss the safety measures to observe when dealing with electrical appliances.
design charts showing the safety measures to observe when dealing with electrical appliances.
Individually,in pairs,learners to:
answer the questions on the sub-strand.

What is an electrical appliance? What are the uses of the different electrical appliances?

Pictures.
Top Scholar Pre-Technical Studies pg 137-138.
Digital devices.
Flashcards.
Top Scholar Pre-Technical Studies pg 139-140.
Charts.
Top Scholar Pre-Technical Studies pg 140.
Assessment books.

Written tests. Checklists. Assessment rubric. Oral questions.
Assessment rubric. Written test. Checklists.

Force and Energy.

Magnetism-Magnetic and Non-Magnetic Materials.
Magnetism.

By the end of the lesson, the learner should be able to:
Identify the magnetic and non-magnetic materials.
Carry out experiments to find out materials that are magnetic or non-magnetic .
Enjoy carrying out experiment on finding out materials that are magnetic or non-magnetic.
;
Carry out experiments using magnets and different materials from the environment.
Classify the materials in the environment as magnetic or non-magnetic.
Enjoy classifying the materials as either magnetic or non-magnetic.

In groups,learners are guided to:
identify and collect materials from the environment.
carry out practical activity to find out materials that are magnetic or non-magnetic .
draw a table indicating the materials that were attracted by magnet and those not attracted by magnet.
carry out practical activity with materials collected from environment and magnets.
record their observation and classify the materials as either magnetic or non-magnetic.

How do we identify magnetic and non-magnetic materials in our environment?

Top Scholar Pre-Technical Studies pg 141.
Magnets.
Materials from the environment.
Magnets
Materials collected from environment.
Top Scholar Pre-Technical Studies pg 142-143.
Digital devices.

Practical work. Oral questions. Observation. Assessment rubric.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Identify poles of a magnet
Describe the poles of a magnet.
Carry out an experiment to identify the poles of a magnet.

In groups,learners are guided to:
carry out a practical activity to identify the poles of a magnet.
identify and describe the poles of a magnet.

What are magnetic poles? How do you identify the magnetic poles?

Top Scholar Pre-Technical Studies pg 143-144.
Bar magnet,iron fillings and flour.
Digital devices.

Practical work. Observation. oral questions.

Force and Energy.

Magnetism.
Magnetism-Uses of magnets in day to day life.

By the end of the lesson, the learner should be able to:
Differentiate between like ad unlike poles of a magnet.
Investigate the force between like and unlike poles of magnets.
Search for videos and animations on effect between poles of a magnet.
List the equipment that use magnets in our day to day life.
Identify the uses of magnets in day to day life.
Discuss the uses of magnets in day to day life.
Make flashcards and charts showing the equipment that use magnets and their uses.
Appreciate the uses of magnets in day to day life activities.

In groups,learners are guided to:
differentiate between unlike and like poles of a magnet.
carry out a practical activities showing attraction between two unlike poles and repulsion between two like poles of magnet.
record and explain the observations made from the activity.
In groups,learners are guided to;
study the pictures in learner's book and name the equipment that use magnets.
identify and discuss the uses of magnets in day to day life.
make charts and flashcards showing the equipment that uses magnets and their uses.

What is the difference between force of attraction and force of repulsion?

Top Scholar Pre-Technical Studies pg 145-146.
Bar magnets, strings and retort stand.
Digital devices
Top Scholar Integrated Science pg 147-148.
Pictures.
Digital devices.
Charts.
Flashcards.

Practical work. Observation. Assessment rubric. Oral questions.

Living Things and Their Environment.

Human Excretory System.
Human Excretory System.
Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Excretion.
List the components of the excretory system.
Identify the parts of the human skin.
Draw and label the identified parts of the human skin.
Appreciate the parts of the human skin.
lesson, be able to;
Use the hand lens to observe the back of the hand.
Identify the hairs and the sweat pores.
Search the internet for videos on the structure of the human skin.
Enjoy observing the external parts of the skin using the hand lens
State the functions of the parts of the human skin.
Describe the functions of the parts of the human skin.
Appreciate the functions of the parts of the human skin.

In groups,pairs,learners are guided to:
search the internet or relevant textbook for the meaning of excretion and the components of excretory system and present.
study the charts , picture or photo of the human skin and identify the parts of the human skin.
draw and label the parts of the human skin in their exercise books.
Individually,or in groups,learners are guided to:
use a hand lens to observe the external parts of the human skin (,hair and sweat pores)
identify and describe the hairs and sweat pores as observed through the hand lens and present.
Use digital devices to search for a video on the structure of the human skin and discuss their observation.
In groups,pairs,learners are guided to;
brainstorm on the functions of the parts of the human skin; (Epidermis,Sweat pores,Hair,Sweat glands,dermis)
search the internet or textbook for information on the functions of the parts of the human skin.
discuss and present their findings on the functions of the parts of the human skin.

What is Excretion? What are the components of the human excretory system? which parts of the skin do you know?
Where are the sweat pores and hair located in the skin? Which layers make up the skin?

Active Integrated Science pg 110.
Pictures.
Charts.
Digital devices.
Dictionary.
Active Integrated Science pg 111.
Hand lens.
Digital devices.
Internet.
Video clips.
Active Integrated Science pg 111-112.
Chart.
Model of human skin.
Teacher's Notes.

Written tests. Observation. Checklists. Assessment rubric. Oral questions.
Practical work. Observation. Written tests. Oral questions.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the functions of the human skin.
Identify the waste products excreted through the human skin.
Carry out an activity to determine the waste products excreted by human skin.
Acknowledge the waste products excreted by the skin.

In groups,pairs,learners are guided to:
outline the other functions of the human skin.
mention the waste products excreted by the human skin.
carry out an activity (running around the field or jogging)outside the class to determine the waste products excreted by the human skin.
discuss the main components of the human sweat.

Which waste products are excreted through the human skin? What are the other functions of the human skin?

Active Integrated Science pg 112-113.
School Field.
Teacher's Notes.

Practical Activity. Observation. Oral questions. Written tests.

Living Things and Their Environment.

Human Excretory System.
Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the parts of the Urinary system.
Draw and label the different parts of the urinary system.
Acknowledge the parts of the urinary system.
Identify the external structure of the kidney.
Describe the external structure of the kidney.
Search the internet for a video on the external structure of the kidney.
Acknowledge the functions of the external parts of the kidney.

In groups,pairs,learners are guided to;
Study the chart or picture showing the urinary system.
identify the parts of the urinary system from the chart or pictures presented.
discuss the position of each of the parts of the urinary system.
draw and label the parts of the urinary system in their books and charts.
study the chart/model and animation showing the external structure of the kidney.
discuss the functions of the external parts of the kidney.
draw and label the external parts of the kidney.
search the internet for a video on the external structure of the kidney.

Which parts form the urinary system?

Active Integrated Science pg 113.
Pictures.
Chart showing the urinary system.
Digital devices.
Active Integrated Science pg 114-115.
Chart/Model of kidney.
Video clips.

Oral questions. Written tests. Self and peer assessment. Assessment rubric. Checklists.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the components of the urine.
Discuss the waste products excreted through the kidneys.
Search the internet for information on the contents of human urine.
Acknowledge the waste product excreted through the kidney.

In groups,pairs,learners are guided to;
mention the waste product excreted through the kidney.
search the contents of human urine from the internet.
discuss their findings from the internet and present in class.

Which waste product is excreted by the kidney? What are the main components of urine?

Active Integrated Science pg 115.
Digital devices.
Internet.
Teacher's Notes.

Oral questions. Oral presentation. Written tests. Assessment rubric.

Living Things and Their Environment.

Human Excretory System.
Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the common kidney disorders.
Discuss the causes of the kidney disorders.
Search the internet for information on the kidney disorders and their causes.
Acknowledge the kidney disorders and their causes.
State the ways of preventing kidney disorders.
Discuss the ways of preventing kidney disorders.
Prepare posters on ways of preventing kidney disorders.
Appreciate the ways of preventing kidney disorders.
lesson, be able to;
Identify some of the healthy lifestyles that promote skin health.
Discuss the healthy lifestyles that promote skin health.
Prepare posters showing healthy lifestyles that promote skin health.
Desire to practice healthy lifestyles to promote skin health.

In groups,pairs,learners are guided to;
use digital devices to search the internet for common kidney disorders and their causes.
describe the kidney disorders.
discuss the kidney disorders and their causes.
prepare online posters on the kidney disorders and their causes and share online.
study the pictures in learner's book and state the ways of preventing kidney disorders.
search the internet for additional information on the ways of preventing kidney disorders.
discuss the ways of preventing kidney disorders.
prepare educative posters both online and physical on ways of preventing kidney disorders.
In groups,learners are guided to;
brainstorm and present on the healthy lifestyles that promote skin health.
search for information from the internet or textbook on the healthy lifestyles that promote skin health.
discuss the healthy lifestyle habits that promote skin health.
prepare educative posters on healthy lifestyle habits that promote skin health using digital devices.

What are the common kidney disorders? What are the causes of kidney disorders?
What lifestyle should we adopt to keep the skin healthy?

Active Integrated Science pg 115-116.
Internet.
Digital devices.
Posters.
Teacher's Notes.
Picture of the kidney stones.
Active Integrated Science pg 117-118.
Pictures.
Active Integrated Science pg 118.
Internet.
Digital devices.
Teacher's Notes.
Posters.

Observation. Assessment rubric. Checklists. Oral questions. Written tests.
Assessment rubrics. Written tests. Oral questions. Checklists. Rating scale.

Living Things and Their Environment.

Human Excretory System.
Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the healthy lifestyles that promote healthy kidneys.
Discuss the healthy lifestyles that promote healthy kidneys.
Prepare posters on the healthy lifestyles that promote kidney health.
Desire to practice the healthy lifestyles to promote healthy kidneys.
Outline the format of daily log on activities that promote skin and kidney health.
Develop and maintain a daily log on activities that promote skin and kidney health.
Develop discipline in maintaining a daily log on activities that promote skin and kidney health.

In groups,learners are guided to;
brainstorm and present on the healthy lifestyle that promote healthy kidneys.
search for information from the internet or textbook on the healthy lifestyles that promote healthy kidneys.
discuss the healthy lifestyles that promote healthy kidneys.
prepare posters showing the healthy lifestyles that promote healthy kidneys.
In groups, individually or in pairs,learners are guided to;
discuss on how to prepare a daily log on activities that promote skin and kidney health.
develop a daily log on the activities that promote skin and kidney health.

Which healthy lifestyles habits can we practice to promote healthy kidneys?

Active Integrated Science pg 119.
Internet.
Digital devices.
Posters.
Teacher's Notes.
Exercise books.
Active Integrated Science pg 117-119.

Written tests. Assessment rubric. Checklists. Oral questions. Oral discussion.

Living Things and Their Environment.

Human Excretory System: Assessment.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Attempt assessment questions on the sub-strand: Human Excretory System.

In pairs or individually,learners are guided to;
answer the questions on the sub-strand: Human Excretory System.

Assessment books.
Active Integrated Science pg 122-123.
Teacher's Assessment Questions.

Written tests. Assessment rubric.