Mixtures

Mixtures - Meaning of Mixtures

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

- Define the meaning of a mixture
- Distinguish between a mixture and a pure substance
- Appreciate the presence of mixtures in daily life

The learner is guided to:
- Discuss in groups the meaning of mixtures
- Identify examples of mixtures at home and school
- Distinguish between mixtures and pure substances

What should be considered when separating various mixtures?

- Mentor Science and Technology Learner's Book pg. 39
- Digital devices
- Different types of mixtures
- Worksheets

- Observation schedules - Oral questions - Written assignments

Mixtures

Mixtures - Identifying Mixtures in the Environment
Mixtures - Homogeneous Mixtures

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

- Identify different mixtures in the environment
- Classify mixtures according to their states of matter
- Show curiosity in exploring mixtures in the environment

The learner is guided to:
- Walk around the school compound to identify mixtures
- Create a table showing mixtures identified, their states of matter, and substances used
- Share findings with classmates

How can we identify mixtures in our environment?

- Mentor Science and Technology Learner's Book pg. 40
- School environment
- Worksheets
- Digital devices
- Mentor Science and Technology Learner's Book pg. 41
- Water, sugar, salt
- Containers
- Stirring rods

- Portfolios - Observation schedules - Oral questions

Mixtures

Mixtures - Heterogeneous Mixtures
Mixtures - Types of Mixtures (Solid-Solid)
Mixtures - Types of Mixtures (Solid-Liquid)

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

- Define heterogeneous mixtures
- Identify examples of heterogeneous mixtures
- Appreciate the difference between homogeneous and heterogeneous mixtures

The learner is guided to:
- Prepare mixtures of water and sand
- Observe the non-uniformity of the mixture
- Discuss characteristics of heterogeneous mixtures

What makes a mixture heterogeneous?

- Mentor Science and Technology Learner's Book pg. 42
- Water, sand
- Containers
- Stirring rods
- Mentor Science and Technology Learner's Book pg. 43
- Various solid materials (flour, sand, salt)
- Digital resources
- Mentor Science and Technology Learner's Book pg. 44
- Water, various solids (salt, sugar, sand, flour)

- Oral questions - Practical activities - Written assignments

Mixtures

Mixtures - Types of Mixtures (Liquid-Liquid)
Mixtures - Separating Heterogeneous Mixtures (Winnowing)
Mixtures - Separating Heterogeneous Mixtures (Picking)

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

- Define liquid-liquid mixtures
- Identify examples of liquid-liquid mixtures
- Show interest in exploring liquid-liquid mixtures

The learner is guided to:
- Prepare various liquid-liquid mixtures
- Observe and classify them as homogeneous or heterogeneous
- Discuss characteristics of liquid-liquid mixtures

How can liquid-liquid mixtures be classified?

- Mentor Science and Technology Learner's Book pg. 45
- Various liquids (water, milk, cooking oil, kerosene)
- Containers
- Stirring rods
- Mentor Science and Technology Learner's Book pg. 47
- Mixtures of light and heavy particles (rice and husks)
- Mats
- Mentor Science and Technology Learner's Book pg. 48
- Mixtures with big solid particles (maize and beans)
- Trays

- Oral questions - Practical activities - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Sieving)

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

- Explain the process of sieving
- Demonstrate the use of sieving to separate mixtures
- Appreciate the application of sieving in daily life

The learner is guided to:
- Discuss the principle of sieving
- Demonstrate separation of mixtures by sieving
- Identify applications of sieving in daily life

How is sieving used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 49
- Mixtures of particles of different sizes
- Sieves
- Containers

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Using Magnet)

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

- Explain the use of a magnet to separate mixtures
- Demonstrate the use of a magnet to separate mixtures
- Show interest in magnetic separation

The learner is guided to:
- Discuss the principle of magnetic separation
- Demonstrate separation of mixtures using a magnet
- Identify applications of magnetic separation in daily life

How are magnets used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 52
- Mixtures containing magnetic materials
- Magnets
- Containers
- Gloves

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Filtration)
Mixtures - Separating Heterogeneous Mixtures (Decantation)

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

- Explain the process of filtration
- Demonstrate the use of filtration to separate mixtures
- Appreciate the application of filtration in daily life

The learner is guided to:
- Discuss the principle of filtration
- Demonstrate separation of mixtures by filtration
- Identify applications of filtration in daily life

How is filtration used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 51
- Mixtures of insoluble solids and liquids
- Filter materials (cloth, paper)
- Containers
- Mentor Science and Technology Learner's Book pg. 50
- Containers
- Stirring rods

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Separating Funnel)

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

- Explain the use of a separating funnel
- Demonstrate the use of a separating funnel to separate immiscible liquids
- Appreciate the importance of separating funnels

The learner is guided to:
- Discuss the principle of separating immiscible liquids
- Demonstrate separation using a separating funnel
- Identify applications of separating funnels in daily life

How is a separating funnel used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 53
- Immiscible liquids (water and kerosene)
- Separating funnel
- Containers

- Practical activities - Oral questions - Written assignments

Mixtures

Water Pollution - Meaning of Water Pollution

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

- Define water pollution
- Distinguish between clean and polluted water
- Appreciate the importance of clean water

The learner is guided to:
- Discuss the meaning of water pollution
- Observe pictures of clean and polluted water
- Use digital devices to explore water pollution

Why is water pollution a concern?

- Mentor Science and Technology Learner's Book pg. 56
- Digital devices
- Pictures of clean and polluted water
- Video resources

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Water Pollutants
Water Pollution - Human Activities Causing Water Pollution

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

- Identify common water pollutants
- Explain sources of water pollutants
- Show concern about water pollution

The learner is guided to:
- Walk around the school and neighborhood to identify water pollutants
- Record observations of harmful substances causing water pollution
- Discuss findings with peers

What are the common water pollutants in our environment?

- Mentor Science and Technology Learner's Book pg. 57
- School and neighborhood environment
- Protective gear (gumboots, gloves, masks)
- Recording materials
- Mentor Science and Technology Learner's Book pg. 58
- Digital devices
- Pictures showing water pollution
- Video resources

- Observation schedules - Written assignments - Peer assessment

Mixtures

Water Pollution - Soil as a Water Pollutant

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

- Explain how soil pollutes water
- Identify activities that lead to soil pollution of water
- Show concern about soil erosion

The learner is guided to:
- Observe pictures showing soil pollution of water
- Discuss how soil enters water sources
- Identify activities that lead to soil erosion

How does soil pollute water sources?

- Mentor Science and Technology Learner's Book pg. 59
- Digital devices
- Pictures showing soil erosion
- Video resources

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Effects on Animals

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

- Explain effects of water pollution on animals
- Identify animals affected by water pollution
- Show concern for animals affected by polluted water

The learner is guided to:
- Observe pictures showing effects of polluted water on animals
- Discuss how polluted water affects animals
- Create awareness posters on protecting animals from water pollution

How does water pollution affect animals?

- Mentor Science and Technology Learner's Book pg. 60
- Digital devices
- Pictures showing effects of water pollution
- Art materials

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Effects on Humans
Water Pollution - Effects on Plants

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

- Explain effects of water pollution on humans
- Identify diseases caused by polluted water
- Show concern for human health in relation to water quality

The learner is guided to:
- Observe pictures showing effects of polluted water on humans
- Discuss how polluted water affects human health
- Create awareness posters on protecting humans from water pollution

How does water pollution affect human health?

- Mentor Science and Technology Learner's Book pg. 61
- Digital devices
- Pictures showing effects of water pollution
- Art materials
- Mentor Science and Technology Learner's Book pg. 62

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Methods of Reducing Water Pollution (Waste Disposal)

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

- Explain proper waste disposal methods
- Demonstrate proper waste disposal
- Show responsibility in waste disposal

The learner is guided to:
- Observe pictures showing proper and improper waste disposal
- Discuss how proper waste disposal reduces water pollution
- Participate in a clean-up activity in the school compound

How can proper waste disposal reduce water pollution?

- Mentor Science and Technology Learner's Book pg. 63
- Digital devices
- Pictures showing waste disposal
- Waste bins
- Protective gear

- Observation schedules - Practical activities - Peer assessment

Mixtures

Water Pollution - Methods of Reducing Water Pollution (Dirty Water Disposal)

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

- Explain proper disposal of dirty water
- Demonstrate proper disposal of dirty water
- Show responsibility in dirty water management

The learner is guided to:
- Discuss how to properly dispose of dirty water
- Identify ways to reuse dirty water
- Create a flowchart showing proper dirty water management

How can proper dirty water disposal reduce water pollution?

- Mentor Science and Technology Learner's Book pg. 64
- Digital devices
- Charts
- Art materials

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Methods of Reducing Water Pollution (Soil Erosion Control)
Water Pollution - Basic Methods of Water Treatment (Boiling)

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

- Identify methods of controlling soil erosion
- Explain how soil erosion control reduces water pollution
- Show interest in soil erosion control measures

The learner is guided to:
- Discuss methods of controlling soil erosion
- Identify areas in the school compound prone to soil erosion
- Suggest measures to control soil erosion in identified areas

How can soil erosion control reduce water pollution?

- Mentor Science and Technology Learner's Book pg. 65
- Digital devices
- School compound
- Pictures showing soil erosion control
- Mentor Science and Technology Learner's Book pg. 66
- Pictures showing water boiling
- Heat source (under teacher supervision)

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Basic Methods of Water Treatment (Filtration)

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

- Explain the process of water filtration
- Demonstrate water filtration
- Show interest in water filtration methods

The learner is guided to:
- Discuss the process of water filtration
- Demonstrate simple water filtration using locally available materials
- Discuss the limitations of filtration

How effective is filtration in water treatment?

- Mentor Science and Technology Learner's Book pg. 67
- Dirty water
- Filter materials (cloth, sand)
- Containers

- Practical activities - Oral questions - Written assignments

Mixtures

Water Pollution - Basic Methods of Water Treatment (Chemical Treatment)

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

- Explain chemical treatment of water
- Identify safe chemicals used for water treatment
- Show caution when handling water treatment chemicals

The learner is guided to:
- Discuss chemical treatment of water
- Observe pictures showing chemical water treatment
- Discuss safety measures when using water treatment chemicals

How effective is chemical treatment of water?

- Mentor Science and Technology Learner's Book pg. 68
- Digital devices
- Pictures showing chemical water treatment
- Water treatment chemicals (under teacher supervision)

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Basic Methods of Water Treatment (Solar Treatment)

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

- Explain solar treatment of water
- Identify situations where solar treatment is appropriate
- Appreciate the use of renewable energy for water treatment

The learner is guided to:
- Discuss solar treatment of water
- Observe pictures showing solar water treatment
- Discuss the advantages and limitations of solar treatment

How effective is solar treatment of water?

- Mentor Science and Technology Learner's Book pg. 69
- Digital devices
- Pictures showing solar water treatment
- Clear bottles for solar treatment demonstration

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Water Filter Project Planning
Water Pollution - Water Filter Construction

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

- Plan a water filter project
- Identify materials needed for the water filter
- Show enthusiasm for the project

The learner is guided to:
- Discuss what a water filter should include
- Plan a water filter using locally available materials
- Identify materials needed for the water filter

How can we design an effective water filter?

- Mentor Science and Technology Learner's Book pg. 70
- Digital devices
- Pictures of water filters
- Planning worksheets
- Plastic bottles
- Gravel, sand, charcoal, cloth
- Scissors, string
- Dirty water

- Project plans - Oral questions - Peer assessment

Mixtures

Water Pollution - Water Filter Testing

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

- Test the effectiveness of the water filter
- Identify areas for improvement
- Show commitment to enhancing filter effectiveness

The learner is guided to:
- Test their water filters with dirty water
- Observe the filtered water
- Discuss ways to improve the water filter

How can we improve our water filters?

- Mentor Science and Technology Learner's Book pg. 71
- Completed water filters
- Dirty water
- Clean containers

- Projects - Demonstrations - Peer assessment

Mixtures
Force and Energy

Water Pollution - Water Filter Presentation
Floating and Sinking - Demonstrating Floating and Sinking

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

- Present their water filters
- Explain the filtering process
- Show confidence in presenting their work

The learner is guided to:
- Present their completed water filters
- Explain how their filters work
- Demonstrate the filtering process

How effective are our water filters?

- Mentor Science and Technology Learner's Book pg. 71
- Completed water filters
- Dirty water
- Presentation space
- Mentor Science and Technology Learner's Book pg. 73
- Various objects (wooden sticks, stones, bottle tops, etc.)
- Container with water
- Digital resources

- Presentations - Peer assessment - Teacher observation

Force and Energy

Floating and Sinking - Classifying Objects
Floating and Sinking - Factors Affecting Floating and Sinking (Shape)
Floating and Sinking - Factors Affecting Floating and Sinking (Weight)

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

- Classify objects as floaters or sinkers
- Predict whether objects will float or sink
- Show curiosity in exploring floating and sinking

The learner is guided to:
- Classify the tested objects into floaters and sinkers
- Use digital devices to find more examples of floaters and sinkers
- Create a chart showing classification of objects

How can we classify objects based on floating and sinking?

- Mentor Science and Technology Learner's Book pg. 74
- Various objects
- Container with water
- Digital devices
- Chart paper
- Mentor Science and Technology Learner's Book pg. 75
- Bottle tops
- Plasticine
- Hammer (teacher use only)
- Mentor Science and Technology Learner's Book pg. 76
- Containers of same size
- Sand, feathers or cotton wool
- Container with water

- Written assignments - Oral questions - Projects

Force and Energy

Floating and Sinking - Factors Affecting Floating and Sinking (Size)
Floating and Sinking - Applications (Swimming)
Floating and Sinking - Applications (Diving)

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

- Explain how size affects floating and sinking
- Demonstrate the effect of size on floating and sinking
- Appreciate that size does not affect floating and sinking

The learner is guided to:
- Conduct experiments with blocks of wood of different sizes
- Observe the effect of size on floating
- Discuss their observations and conclusions

How does size affect floating and sinking?

- Mentor Science and Technology Learner's Book pg. 77
- Blocks of wood of different sizes
- Container with water
- Digital resources
- Mentor Science and Technology Learner's Book pg. 78
- Digital devices
- Pictures showing swimming
- Art materials
- Pictures showing diving

- Practical activities - Oral questions - Written assignments

Force and Energy

Floating and Sinking - Applications (Lifesavers)
Floating and Sinking - Applications (Water Transport)

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

- Explain the importance of lifesavers
- Identify different types of lifesavers
- Appreciate the role of lifesavers in water safety

The learner is guided to:
- Discuss the importance of lifesavers
- Identify different types of lifesavers
- Discuss how lifesavers prevent drowning

How do lifesavers help prevent drowning?

- Mentor Science and Technology Learner's Book pg. 78
- Digital devices
- Pictures showing lifesavers
- Video resources
- Mentor Science and Technology Learner's Book pg. 79
- Pictures showing water vessels

- Oral questions - Written assignments - Projects

Force and Energy

Floating and Sinking - Applications (Floods and Rescue)

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

- Explain how floating and sinking principles are applied during floods
- Identify flood safety measures
- Show concern for flood victims

The learner is guided to:
- Discuss how flooding affects communities
- Identify safety measures during floods
- Discuss how floating devices are used in rescue operations

How are floating principles applied in flood rescue?

- Mentor Science and Technology Learner's Book pg. 79
- Digital devices
- Pictures showing floods and rescue operations
- Video resources

- Oral questions - Written assignments - Projects

Force and Energy

Floating and Sinking - Applications (Surfing)
Floating and Sinking - Lifesaver Project Planning

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

- Explain how floating and sinking apply to surfing
- Identify surfing safety measures
- Show interest in water sports

The learner is guided to:
- Discuss how surfboards float on water
- Identify safety measures in surfing
- Discuss the importance of balance in surfing

How are floating principles applied in surfing?

- Mentor Science and Technology Learner's Book pg. 79
- Digital devices
- Pictures showing surfing
- Video resources
- Mentor Science and Technology Learner's Book pg. 80
- Pictures of lifesavers
- Planning worksheets

- Oral questions - Written assignments - Projects

Force and Energy

Floating and Sinking - Lifesaver Construction

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

- Make a functional lifesaver
- Explain how the lifesaver works
- Show creativity in lifesaver construction

The learner is guided to:
- Use locally available materials to make a lifesaver
- Ensure the lifesaver is functional
- Test the lifesaver in water (under teacher supervision)

How can we construct functional lifesavers?

- Mentor Science and Technology Learner's Book pg. 80
- Rubber tubes or plastics
- Air pump
- Rope
- Water source for testing

- Projects - Demonstrations - Peer assessment

Force and Energy

Floating and Sinking - Assessment Activities

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

- Demonstrate knowledge of floating and sinking
- Apply skills in identifying factors affecting floating and sinking
- Show positive attitude towards water safety

The learner is guided to:
- Complete assessment activities on floating and sinking
- Identify factors affecting floating and sinking
- Discuss their responses with peers

How well have we understood floating and sinking?

- Mentor Science and Technology Learner's Book pg. 83
- Assessment worksheets
- Digital resources
- Reference materials

- Written quizzes - Oral questions - Self-assessment

Force and Energy

Sound Energy - Sources of Sound
Sound Energy - Sound Production by Hitting

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

- Define sound as a form of energy
- Identify sources of sound in the environment
- Appreciate the variety of sound sources

The learner is guided to:
- Discuss sound as a form of energy produced by vibration
- Identify different sources of sound in the environment
- Classify sound sources (blowing, hitting, plucking, shaking)

How is sound produced?

- Mentor Science and Technology Learner's Book pg. 84
- Various sound-producing objects
- Digital resources
- Charts
- Mentor Science and Technology Learner's Book pg. 85
- Drums or improvised drums

- Oral questions - Written assignments - Observation schedules

Force and Energy

Sound Energy - Sound Production by Plucking

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

- Demonstrate sound production by plucking
- Explain how plucking produces sound
- Show interest in exploring sound production

The learner is guided to:
- Use strings to demonstrate sound production by plucking
- Observe the effect of string length on sound produced
- Discuss their observations and conclusions

How does plucking strings produce sound?

- Mentor Science and Technology Learner's Book pg. 86
- Strings
- Desks
- Digital resources

- Practical activities - Oral questions - Observation schedules

Force and Energy

Sound Energy - Sound Production by Blowing

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

- Demonstrate sound production by blowing
- Explain how blowing produces sound
- Show interest in exploring sound production

The learner is guided to:
- Use a flute to demonstrate sound production by blowing
- Observe the effect of blowing softly versus strongly
- Discuss their observations and conclusions

How does blowing produce sound?

- Mentor Science and Technology Learner's Book pg. 87
- Flutes or improvised flutes
- Digital resources
- Charts

- Practical activities - Oral questions - Observation schedules

Force and Energy

Sound Energy - Movement of Sound (All Directions)

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

- Explain that sound travels in all directions
- Demonstrate sound traveling in all directions
- Appreciate how sound travels

The learner is guided to:
- Conduct experiments to show that sound travels in all directions
- Observe that listeners at different positions can hear the same sound
- Discuss their observations and conclusions

How does sound travel?

- Mentor Science and Technology Learner's Book pg. 88
- Sound sources (radio, bell, etc.)
- Open space
- Digital resources

- Practical activities - Oral questions - Observation schedules

Force and Energy

Sound Energy - Reflection of Sound (Echo)
Sound Energy - Multiple Echoes

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

- Explain the reflection of sound
- Identify situations where echo occurs
- Show interest in exploring echoes

The learner is guided to:
- Read a story about echo
- Conduct experiments to demonstrate echo
- Identify places where echo can be heard

What causes echoes?

- Mentor Science and Technology Learner's Book pg. 89
- Tubes made of rolled manila paper
- Large walls or buildings
- Digital resources
- Mentor Science and Technology Learner's Book pg. 91
- Environment with two walls or buildings

- Practical activities - Oral questions - Written assignments

Force and Energy

Sound Energy - Sound Instrument Project (Drum)

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

- Design and make a drum
- Explain how the drum produces sound
- Show creativity in drum making

The learner is guided to:
- Identify materials needed for making a drum
- Make a drum using locally available materials
- Test the drum and make improvements

How can we make a functional drum?

- Mentor Science and Technology Learner's Book pg. 92
- Empty tins
- Dry animal skin or alternative
- Strings
- Sticks

- Projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Sound Instrument Project (Flute)

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

- Design and make a flute
- Explain how the flute produces sound
- Show creativity in flute making

The learner is guided to:
- Identify materials needed for making a flute
- Make a flute using locally available materials
- Test the flute and make improvements

How can we make a functional flute?

- Mentor Science and Technology Learner's Book pg. 93
- Straws, plastic pipes or bamboo
- Knife (teacher use only)
- Ruler

- Projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Sound Instrument Project (Bell)
Sound Energy - Creating a Sound Game using Scratch

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

- Design and make a bell
- Explain how the bell produces sound
- Show creativity in bell making

The learner is guided to:
- Identify materials needed for making a bell
- Make a bell using locally available materials
- Test the bell and make improvements

How can we make a functional bell?

- Mentor Science and Technology Learner's Book pg. 94
- Old car or motorcycle rim
- Piece of metal
- Rope
- Mentor Science and Technology Learner's Book pg. 95
- Computers with Scratch installed
- Digital resources
- Internet connection

- Projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Effects of Loud Sound

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

- Identify effects of loud sound on people
- Explain how loud sound can be harmful
- Show concern about noise pollution

The learner is guided to:
- Read a story about the effects of loud sound
- Discuss how loud sound affects people
- Identify situations where loud sound is harmful

What are the effects of loud sound?

- Mentor Science and Technology Learner's Book pg. 96
- Digital devices
- Charts showing effects of loud sound
- Video resources

- Oral questions - Written assignments - Projects

Force and Energy

Sound Energy - Effects of Sound Pollution

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

- Explain different effects of sound pollution
- Identify sources of sound pollution
- Show responsibility in reducing sound pollution

The learner is guided to:
- Discuss effects of sound pollution (hearing loss, lack of concentration, irritability, sleep disturbance, communication interference)
- Identify sources of sound pollution in their environment
- Create awareness posters on sound pollution

What are the effects of sound pollution?

- Mentor Science and Technology Learner's Book pg. 97
- Digital devices
- Charts
- Art materials

- Oral questions - Written assignments - Projects

Force and Energy

Sound Energy - Government Role in Addressing Sound Pollution
Heat Transfer - Meaning of Heat Transfer

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

- Explain the role of government in addressing sound pollution
- Identify sound regulations
- Show appreciation for sound pollution control

The learner is guided to:
- Discuss the role of government in addressing sound pollution
- Identify sound regulations and their importance
- Create awareness posters on sound regulation

How does the government address sound pollution?

- Mentor Science and Technology Learner's Book pg. 98
- Digital devices
- Charts showing government roles
- Reference materials
- Mentor Science and Technology Learner's Book pg. 100
- Charts showing heat transfer
- Video resources

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Conduction

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

- Explain heat transfer by conduction
- Demonstrate heat transfer through solids
- Show interest in exploring conduction

The learner is guided to:
- Conduct experiments to demonstrate heat transfer through solids
- Observe how heat moves through metallic objects
- Discuss their observations and conclusions

How does heat move through solids?

- Mentor Science and Technology Learner's Book pg. 101
- Hot water in containers
- Metallic spoons
- Candles, matches, long nails
- Digital resources

- Practical activities - Oral questions - Observation schedules

Force and Energy

Heat Transfer - Good and Poor Conductors

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

- Classify materials as good or poor conductors of heat
- Test different materials for heat conduction
- Appreciate the importance of heat conductivity

The learner is guided to:
- Test different materials for heat conduction
- Classify materials as good or poor conductors
- Discuss applications of good and poor conductors

How can we classify materials based on heat conductivity?

- Mentor Science and Technology Learner's Book pg. 103
- Hot water
- Various materials (metal, wood, plastic)
- Cooking fat or petroleum jelly
- Digital resources

- Practical activities - Oral questions - Written assignments

Force and Energy

Heat Transfer - Applications of Conduction
Heat Transfer - Convection

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

- Identify applications of heat conduction
- Explain how conduction is applied in daily life
- Show interest in conduction applications

The learner is guided to:
- Identify applications of heat conduction in daily life
- Visit the school kitchen to observe utensils
- Discuss why cooking utensils are made of specific materials

How is heat conduction applied in daily life?

- Mentor Science and Technology Learner's Book pg. 105
- Digital devices
- Pictures showing applications
- School kitchen (if available)
- Mentor Science and Technology Learner's Book pg. 108
- Containers with water
- Heat sources (under teacher supervision)
- Sand, paper bits
- Carton boxes

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Applications of Convection

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

- Identify applications of convection
- Explain how convection is applied in daily life
- Show interest in convection applications

The learner is guided to:
- Identify applications of convection in daily life (heating liquids, cooling liquids, body cooling, wind)
- Discuss how convection works in these applications
- Create illustrations showing convection applications

How is convection applied in daily life?

- Mentor Science and Technology Learner's Book pg. 112
- Digital devices
- Pictures showing applications
- Art materials

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Radiation

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

- Explain heat transfer by radiation
- Demonstrate heat transfer through radiation
- Show interest in exploring radiation

The learner is guided to:
- Discuss radiation as heat transfer without material contact
- Conduct experiments to demonstrate radiation
- Discuss their observations and conclusions

How does heat move through space?

- Mentor Science and Technology Learner's Book pg. 113
- Heat sources (under teacher supervision)
- Cooking fat or petroleum jelly
- Tables
- Digital resources

- Practical activities - Oral questions - Observation schedules

Force and Energy

Heat Transfer - Applications of Radiation
Heat Transfer - Safety Precautions

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

- Identify applications of radiation
- Explain how radiation is applied in daily life
- Show interest in radiation applications

The learner is guided to:
- Identify applications of radiation in daily life (drying clothes, warming by fire)
- Discuss how radiation works in these applications
- Create illustrations showing radiation applications

How is radiation applied in daily life?

- Mentor Science and Technology Learner's Book pg. 115
- Digital devices
- Pictures showing applications
- Art materials
- Mentor Science and Technology Learner's Book pg. 116
- Pictures showing safety measures
- Protective equipment

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Fire Emergency Response

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

- Identify ways to respond to fire emergencies
- Demonstrate proper fire emergency responses
- Show responsibility in emergency situations

The learner is guided to:
- Discuss ways to respond to fire emergencies
- Demonstrate proper emergency responses
- Create an emergency response plan

How should we respond to fire emergencies?

- Mentor Science and Technology Learner's Book pg. 117
- Digital devices
- Pictures showing emergency responses
- Charts

- Practical activities - Oral questions - Projects

Force and Energy

Heat Transfer - Oven Gloves Project
Heat Transfer - Fireless Cooker Project
Heat Transfer - Fireless Cooker Project

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

- Design and make oven gloves
- Explain how oven gloves prevent heat transfer
- Show creativity in oven gloves making

The learner is guided to:
- Identify materials needed for making oven gloves
- Make oven gloves using locally available materials
- Test the effectiveness of the oven gloves

How can we make functional oven gloves?

- Mentor Science and Technology Learner's Book pg. 118
- Old pieces of heavy clothing
- Scissors
- Sewing needles and thread
- Marker pens
- Mentor Science and Technology Learner's Book pg. 119
- Old cotton cloth
- Basket, bucket or clean dustbin with lid
- Sewing needles and thread

- Projects - Demonstrations - Peer assessment