Living Things and Their Environment

Classification of Plants - Flowering and non-flowering plants

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

- Identify flowering and non-flowering plants
- Classify plants as flowering or non-flowering
- Appreciate the diversity of plants in the environment

- Learners use print and non-print materials to search for images of flowering and non-flowering plants and share
- Learners take a walk in their locality to observe, identify and categorize plants into flowering and non-flowering
- Learners discuss and share their findings with peers

How are plants classified?

- Oxford Everyday Science and Technology pg. 1
- Charts with images of flowering and non-flowering plants
- Digital devices
- Plant specimens
- Oxford Everyday Science and Technology pg. 2
- Charts
- Protective gear (gloves, dustcoat)

- Observation schedules - Oral questions - Written assignments - Checklists

Living Things and Their Environment

Classification of Plants - Flowering and non-flowering plants
Classification of Plants - Parts and functions of flowers

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

- Identify common flowering and non-flowering plants in the locality
- Compare flowering and non-flowering plants
- Show interest in preserving plant diversity

- Learners search for images of flowering and non-flowering plants using digital devices
- Learners create two groups of pictures - flowering and non-flowering plants
- Learners discuss the differences between the two groups of plants

What are examples of flowering and non-flowering plants in our locality?

- Oxford Everyday Science and Technology pg. 3
- Digital devices
- Internet connection
- Plant specimens
- Oxford Everyday Science and Technology pg. 4
- Charts
- Fresh flowers

- Observation - Oral presentations - Digital portfolios - Written assignments

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers

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

- Use digital applications to draw and label flowers
- Describe the functions of each part of a flower
- Show creativity in representations of flower parts

- Learners use digital devices to draw and paint a flower
- Learners label the parts of the flower drawn
- Learners save their drawings and share with classmates

How do we represent flowers using digital tools?

- Oxford Everyday Science and Technology pg. 5
- Digital devices with drawing applications
- Charts
- Flower diagrams
- Reference books
- Digital devices
- Internet connection

- Digital portfolios - Peer assessment - Observation schedules - Checklists

Living Things and Their Environment

Classification of Plants - Parts and functions of flowers
Classification of Plants - Importance of flowers in nature

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

- Describe the functions of the male part of a flower
- Describe the functions of the female part of a flower
- Appreciate the complementary roles of flower parts

- Learners examine the male part (stamen) and female part (pistil) of a flower
- Learners discuss the functions of each part
- Learners create a table showing the functions of each part of a flower

How do the reproductive parts of a flower function?

- Oxford Everyday Science and Technology pg. 6
- Charts
- Real flowers
- Magnifying glass
- Oxford Everyday Science and Technology pg. 7
- Pictures
- Digital devices

- Observation schedules - Oral questions - Written assignments - Group presentations

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the importance of flowers to insects
- Describe the role of flowers in honey production
- Show appreciation for the interdependence of living things

- Learners discuss how bees obtain nectar from flowers
- Learners explain how nectar is used to make honey
- Learners discuss the relationship between flowers and insects

How do flowers benefit insects?

- Oxford Everyday Science and Technology pg. 8
- Pictures
- Videos
- Digital devices

- Oral presentations - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature

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

- Explain the importance of flowers in food production
- Describe the role of flowers in seed formation
- Value flowers as a source of food

- Learners discuss how flowers develop into fruits
- Learners explain how fruits provide food for humans and animals
- Learners discuss how flowers produce seeds for new plants

How do flowers contribute to food production?

- Oxford Everyday Science and Technology pg. 9
- Charts
- Pictures
- Various fruits
- Oxford Everyday Science and Technology pg. 10
- Poems about flowers
- Digital devices

- Oral questions - Written assignments - Group presentations - Observation schedules

Living Things and Their Environment

Classification of Plants - Importance of flowers in nature
Classification of Plants - Assessment

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

- Compose a poem about the importance of flowers
- Recite poems about flowers
- Show creativity in expressing the value of flowers

- Learners compose poems titled "Flowers are important to us"
- Learners recite their poems to peers and family members
- Learners discuss the importance of flowers expressed in their poems

How can we express the importance of flowers creatively?

- Oxford Everyday Science and Technology pg. 10
- Sample poems
- Writing materials
- Digital devices
- Assessment worksheets
- Drawing materials

- Creative writing - Recitation - Peer assessment - Observation schedules

Living Things and Their Environment

Classification of Plants - Assessment
Vertebrates - General characteristics of vertebrates

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

- Classify plants into flowering and non-flowering
- Explain the importance of flowers to different organisms
- Value the role of flowers in the ecosystem

- Learners classify given plants into flowering or non-flowering
- Learners state the importance of flowers to insects, birds, animals, and humans
- Learners explain the importance of specific parts of a flower

How do we apply our knowledge about flowering plants?

- Oxford Everyday Science and Technology pg. 10
- Assessment worksheets
- Plant specimens
- Pictures
- Oxford Everyday Science and Technology pg. 11
- Pictures of vertebrates
- Charts
- Digital devices

- Written test - Oral presentations - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates

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

- Search for information on characteristics of vertebrates
- Identify general characteristics of vertebrates
- Appreciate the use of digital devices for learning

- Learners use digital devices or textbooks to search for information on the general characteristics of vertebrates
- Learners study pictures of different vertebrates and identify common characteristics
- Learners write notes on their findings

What common characteristics do all vertebrates share?

- Oxford Everyday Science and Technology pg. 12
- Digital devices
- Internet connection
- Textbooks
- Oxford Everyday Science and Technology pg. 13
- Protective gear
- Notebooks
- Digital cameras if available

- Oral questions - Written assignments - Digital presentations - Observation schedules

Living Things and Their Environment

Vertebrates - General characteristics of vertebrates
Vertebrates - Groups of vertebrates

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

- List the general characteristics of vertebrates
- Describe the internal structure of vertebrates
- Show respect for animal welfare

- Learners discuss vertebrate characteristics like having a backbone, skull, internal skeleton, and complex organs
- Learners learn about safety precautions when interacting with animals
- Learners present their findings about vertebrate characteristics

How are vertebrates structurally organized?

- Oxford Everyday Science and Technology pg. 14
- Charts
- Pictures
- Digital devices
- Oxford Everyday Science and Technology pg. 15

- Oral presentations - Written assignments - Checklists - Observation schedules

Living Things and Their Environment

Vertebrates - Groups of vertebrates

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

- Classify vertebrates into their main groups
- Research examples of vertebrates in each group
- Appreciate the diversity of vertebrates

- Learners use digital devices or textbooks to search for examples of mammals, birds, fish, reptiles, and amphibians
- Learners complete a table with examples for each group
- Learners present their findings to the class

What animals belong to each vertebrate group?

- Oxford Everyday Science and Technology pg. 16
- Digital devices
- Internet connection
- Textbooks

- Research skills assessment - Oral presentations - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Mammals)
Vertebrates - Major characteristics of different groups of vertebrates (Birds)

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

- Identify the characteristics of mammals
- Give examples of mammals in the local environment
- Show respect for animal diversity

- Learners observe pictures of mammals and identify them
- Learners discuss what covers the body of mammals
- Learners discuss how mammals feed their young ones

What are the defining characteristics of mammals?

- Oxford Everyday Science and Technology pg. 17
- Pictures of mammals
- Charts
- Digital devices
- Oxford Everyday Science and Technology pg. 18
- Chicken (or picture)

- Oral questions - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Fish)
Vertebrates - Major characteristics of different groups of vertebrates (Reptiles)

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

- Identify the characteristics of fish
- Describe the body parts of fish
- Show interest in aquatic life

- Learners observe a fish or a picture of a fish
- Learners identify parts of a fish like fins and gills
- Learners discuss the characteristics of fish

What adaptations do fish have for aquatic life?

- Oxford Everyday Science and Technology pg. 19
- Fish (or picture)
- Charts
- Digital devices
- Oxford Everyday Science and Technology pg. 20
- Pictures of reptiles

- Oral questions - Written assignments - Observation schedules - Checklists

Living Things and Their Environment

Vertebrates - Major characteristics of different groups of vertebrates (Amphibians)

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

- Identify the characteristics of amphibians
- Give examples of amphibians in the local environment
- Show interest in amphibian habitats

- Learners read a story about a frog
- Learners discuss the characteristics of amphibians mentioned in the story
- Learners state other characteristics of amphibians

How are amphibians adapted to live in both water and land?

- Oxford Everyday Science and Technology pg. 21
- Pictures of amphibians
- Charts
- Digital devices
- Oxford Everyday Science and Technology pg. 22
- Internet connection
- Textbooks

- Oral questions - Written assignments - Story comprehension - Observation schedules

Living Things and Their Environment

Vertebrates - Making a portfolio on classes of vertebrates
Vertebrates - Importance of vertebrates

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

- Create a portfolio of vertebrates
- Classify vertebrates according to their groups
- Show creativity in portfolio development

- Learners cut out pictures of mammals, birds, reptiles, amphibians, and fish
- Learners divide their portfolio into five sections according to vertebrate classes
- Learners stick pictures in the correct sections

How can we organize information about vertebrates?

- Oxford Everyday Science and Technology pg. 23
- Portfolio materials
- Pictures
- Glue
- Scissors
- Oxford Everyday Science and Technology pg. 24
- Charts
- Digital devices

- Portfolio assessment - Creativity - Accuracy of classification - Neatness

Living Things and Their Environment

Vertebrates - Importance of vertebrates

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

- Describe how vertebrates contribute to pollination
- Explain how vertebrates maintain ecological balance
- Show appreciation for conservation of vertebrates

- Learners take a nature walk to observe vertebrates in their natural habitat
- Learners discuss the roles vertebrates play in the environment
- Learners create a poster showing the importance of vertebrates

Why is it important to conserve vertebrates?

- Oxford Everyday Science and Technology pg. 25
- Natural environment
- Poster materials
- Digital devices

- Field observations - Poster assessment - Oral presentations - Group discussions

Living Things and Their Environment

Vertebrates - Project: Photo album of vertebrates
The Human Breathing System - Parts of the human breathing system

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

- Make a photo album for vertebrates
- Classify vertebrates in the photo album
- Show creativity in project work

- Learners prepare materials for making a photo album
- Learners follow steps to create a photo album
- Learners organize pictures of vertebrates according to their classes

How can we document vertebrate diversity?

- Oxford Everyday Science and Technology pg. 26
- Manila paper
- Scissors
- Thread/wire
- Glue
- Pictures of vertebrates
- Oxford Everyday Science and Technology pg. 28
- Charts of the human breathing system
- Digital devices

- Project assessment - Creativity - Classification accuracy - Presentation skills

Living Things and Their Environment

The Human Breathing System - Parts of the human breathing system

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

- Identify the parts of the human breathing system from a chart
- Name the major parts of the breathing system
- Show curiosity in understanding body functions

- Learners observe a chart of the human breathing system
- Learners read the names of the parts of the breathing system
- Learners identify parts labeled on the breathing system diagram

What are the main components of the breathing system?

- Oxford Everyday Science and Technology pg. 29
- Charts
- Digital devices
- Internet connection
- Drawing materials

- Oral questions - Written assignments - Labeling exercises - Observation schedules

Living Things and Their Environment

The Human Breathing System - Functions of parts of the human breathing system

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

- Discuss the function of the nose in breathing
- Explain how the nose cleans air entering the body
- Show interest in understanding body functions

- Learners discuss what they use their nose for during breathing
- Learners talk about the function of hairs found in the nose
- Learners discuss how air reaches the lungs

What role does the nose play in breathing?

- Oxford Everyday Science and Technology pg. 30
- Charts
- Digital devices
- Reference books
- Oxford Everyday Science and Technology pg. 31

- Oral questions - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Common colds)

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

- Identify conditions that affect the breathing system
- Describe the causes of common colds
- Show concern for maintaining a healthy breathing system

- Learners discuss illnesses that affect the breathing system
- Learners identify the causes of colds
- Learners describe the signs and symptoms of colds

What causes common colds?

- Oxford Everyday Science and Technology pg. 32
- Charts
- Digital devices
- Health-related materials
- Oxford Everyday Science and Technology pg. 33

- Oral questions - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Asthma)

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

- Describe the causes of asthma
- Identify the signs and symptoms of asthma
- Show empathy towards those suffering from asthma

- Learners read a speech by a health officer about asthma
- Learners discuss the causes of asthma
- Learners identify the signs and symptoms of asthma

What triggers asthma attacks?

- Oxford Everyday Science and Technology pg. 34
- Charts
- Digital devices
- Health-related materials
- Oxford Everyday Science and Technology pg. 35

- Oral questions - Written assignments - Reading comprehension - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Coughs)

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

- Identify the causes of coughs
- Describe the signs and symptoms of coughs
- Show responsibility in preventing the spread of coughs

- Learners individually think and write down causes of coughs
- Learners identify signs and symptoms of coughs
- Learners discuss how coughs can be prevented

What causes coughs and how can they be prevented?

- Oxford Everyday Science and Technology pg. 36
- Charts
- Digital devices
- Health-related materials

- Oral questions - Written assignments - Group discussions - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (COVID-19)

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

- Describe the cause of COVID-19
- Identify the signs and symptoms of COVID-19
- Value precautionary measures against COVID-19

- Learners use digital devices to search for information about COVID-19
- Learners discuss the cause of COVID-19 and how it is transmitted
- Learners identify who is more likely to be infected with COVID-19

How is COVID-19 transmitted?

- Oxford Everyday Science and Technology pg. 37
- Digital devices
- Internet connection
- Health-related materials
- Oxford Everyday Science and Technology pg. 38
- Charts
- Face masks
- Hand washing facilities

- Research skills assessment - Oral presentations - Written assignments - Observation schedules

Living Things and Their Environment

The Human Breathing System - Conditions and diseases of the breathing system (Allergy)

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

- Explain the causes of allergic reactions
- Identify the signs and symptoms of allergies
- Show empathy towards people with allergies

- Learners use digital devices to search for information about allergies
- Learners observe pictures showing symptoms of allergies
- Learners identify signs and symptoms of allergies

What substances can trigger allergic reactions?

- Oxford Everyday Science and Technology pg. 39
- Digital devices
- Internet connection
- Pictures showing allergy symptoms
- Oxford Everyday Science and Technology pg. 40
- Charts
- Health-related materials
- Guest speaker

- Research skills assessment - Oral presentations - Written assignments - Observation schedules

Living Things and Their Environment

The Human Breathing System - Project: Making models of the human breathing system

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

- Gather materials for making a model of the breathing system
- Follow steps to create a breathing system model
- Show creativity in making learning resources

- Learners gather materials for making a breathing system model
- Learners follow instructions to create the model
- Learners work in groups to make their models

How can we demonstrate the working of the breathing system?

- Oxford Everyday Science and Technology pg. 41
- Plastic bottles
- Balloons
- Rubber bands
- Scissors
- Adhesive gum
- Completed models
- Charts of the breathing system

- Project assessment - Creativity - Teamwork - Observation schedules

Living Things and Their Environment

The Human Breathing System - Importance of maintaining a healthy breathing system
The Human Breathing System - Assessment

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

- Explain the importance of the breathing system
- Describe ways of maintaining a healthy breathing system
- Value the need for a healthy breathing system

- Learners write the headline "Importance of the breathing system" on a sheet of paper
- Learners write down the importance of the breathing system
- Learners discuss what would happen if the breathing system was not healthy

Why is it important to maintain a healthy breathing system?

- Oxford Everyday Science and Technology pg. 42
- Charts
- Digital devices
- Health-related materials
- Assessment worksheets

- Written assignments - Oral presentations - Group discussions - Observation schedules

Mixtures

Mixtures - Types of mixtures

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

- Define the term mixture
- Identify examples of mixtures in the environment
- Show interest in learning about mixtures

- Learners study a picture showing maize and beans together
- Learners discuss what a mixture is
- Learners give examples of mixtures they know

What is a mixture?

- Oxford Everyday Science and Technology pg. 44
- Various mixtures (e.g., maize and beans)
- Pictures
- Digital devices

- Oral questions - Written assignments - Observation schedules - Group discussions

Mixtures

Mixtures - Types of mixtures

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

- Describe the different types of mixtures
- Find the meaning of 'homogeneous' and 'heterogeneous'
- Show curiosity in learning about types of mixtures

- Learners find the meaning of 'homogeneous' and 'heterogeneous' from a dictionary
- Learners study different mixtures and classify them as homogeneous or heterogeneous
- Learners complete a table classifying different mixtures

What is the difference between homogeneous and heterogeneous mixtures?

- Oxford Everyday Science and Technology pg. 45
- Dictionary
- Various mixtures
- Charts
- Classification charts
- Digital devices

- Dictionary skills assessment - Classification exercises - Oral questions - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Handpicking)
Mixtures - Separating heterogeneous mixtures (Winnowing)

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

- Demonstrate separating mixtures using handpicking
- Describe when handpicking is appropriate
- Show patience when separating mixtures

- Learners discuss traditional and modern methods of separating mixtures
- Learners separate a mixture of beans and maize by handpicking
- Learners discuss the method they have used

What determines the method to be used when separating mixtures?

- Oxford Everyday Science and Technology pg. 46
- Mixture of beans and maize
- Containers
- Oxford Everyday Science and Technology pg. 47
- Mixture of grains and chaff
- Winnowing tray
- Pictures

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Sieving)
Mixtures - Separating heterogeneous mixtures (Using a magnet)

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

- Demonstrate separating mixtures using sieving
- Describe when sieving is appropriate
- Value the efficiency of sieving

- Learners discuss the best way to separate a mixture of beans and wheat flour
- Learners separate the mixture using a sieve
- Learners explain how they separated the mixture

What types of mixtures can be separated by sieving?

- Oxford Everyday Science and Technology pg. 48
- Sieve
- Mixture of beans and wheat flour
- Container
- Oxford Everyday Science and Technology pg. 49
- Iron filings
- Maize flour
- Magnet
- Paper

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Filtration)
Mixtures - Separating heterogeneous mixtures (Decantation)

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

- Demonstrate separating mixtures using filtration
- Describe when filtration is appropriate
- Value the effectiveness of filtration

- Learners discuss mixtures they separate by filtration at home or school
- Learners mix water with sand and stir
- Learners filter the mixture using a cloth

What types of mixtures can be separated by filtration?

- Oxford Everyday Science and Technology pg. 50
- Clean cloth
- String
- Two containers
- Water and sand
- Oxford Everyday Science and Technology pg. 51
- Water
- Sand
- Spoon
- Stick

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Using a separating funnel)
Mixtures - Application of separating mixtures in day-to-day life

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

- Demonstrate separating immiscible liquids
- Describe how a separating funnel works
- Show patience when using laboratory equipment

- Learners discuss how to separate water and oil
- Learners mix equal amounts of water and oil
- Learners use a separating funnel to separate the mixture

How does a separating funnel separate immiscible liquids?

- Oxford Everyday Science and Technology pg. 52
- Separating funnel
- Oil
- Water
- Three containers
- Retort stand and clamp
- Oxford Everyday Science and Technology pg. 53
- Pictures
- Charts
- Digital devices

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Application of separating mixtures in day-to-day life

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

- Describe how magnets are used in recycling
- Explain how filtration is used in water treatment
- Value the economic importance of separation methods

- Learners discuss how magnets are used in recycling industries
- Learners explain how filtration is applied in water treatment
- Learners write short notes on their findings

How are separation methods used in industries?

- Oxford Everyday Science and Technology pg. 54
- Pictures
- Charts
- Digital devices

- Oral presentations - Written assignments - Group discussions - Observation schedules

Mixtures

Mixtures - Assessment

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

- Classify mixtures as homogeneous or heterogeneous
- Explain different methods of separating mixtures
- Value the knowledge of separating mixtures

- Learners classify given mixtures as homogeneous or heterogeneous
- Learners explain methods used to separate different mixtures
- Learners identify applications of using a magnet

How well do we understand mixtures and their separation?

- Oxford Everyday Science and Technology pg. 54
- Assessment worksheets
- Various mixtures
- Charts

- Written test - Oral questions - Practical tests - Observation schedules

Mixtures

Water Pollution - Water pollutants in water sources

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

- Define water pollution
- Identify water pollutants
- Show concern about water pollution

- Learners study a picture of polluted water
- Learners use a dictionary to search for the meaning of 'pollution'
- Learners discuss what water pollution is

What is water pollution?

- Oxford Everyday Science and Technology pg. 54
- Pictures of polluted water
- Dictionary
- Digital devices
- Oxford Everyday Science and Technology pg. 55
- Charts
- Pictures

- Oral questions - Written assignments - Dictionary skills - Observation schedules

Mixtures

Water Pollution - Effects of water pollution on living things

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

- Describe the effects of water pollution on plants
- Explain how polluted water affects plant growth
- Show concern for the health of plants

- Learners walk around the school compound to look for plants growing near polluted water
- Learners study a picture showing polluted water's effect on plants
- Learners discuss how polluted water affects plants

How does water pollution affect plants?

- Oxford Everyday Science and Technology pg. 56
- School compound
- Pictures
- Charts
- Digital devices
- Oxford Everyday Science and Technology pg. 57
- Videos

- Field observation - Oral questions - Written assignments - Group discussions

Mixtures

Water Pollution - Effects of water pollution on living things
Water Pollution - Methods of reducing water pollution

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

- Use digital devices to learn about effects of water pollution
- Explain the concept of waterborne diseases
- Show concern for the health of water ecosystems

- Learners use digital devices to search for a video on effects of water pollution
- Learners watch the video and discuss effects of water pollution
- Learners explain how water pollution leads to waterborne diseases

What diseases are caused by polluted water?

- Oxford Everyday Science and Technology pg. 58
- Digital devices
- Internet connection
- Videos
- Charts
- Oxford Everyday Science and Technology pg. 59
- Pictures

- Digital literacy skills - Oral presentations - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of reducing water pollution

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

- Identify sources of dirty water
- Describe proper disposal of dirty water
- Value keeping water sources clean

- Learners discuss sources of dirty water
- Learners explain how dirty water gets into water bodies
- Learners suggest ways to reduce water pollution from dirty water

How does dirty water contribute to water pollution?

- Oxford Everyday Science and Technology pg. 59
- Pictures
- Charts
- Digital devices

- Oral questions - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Methods of water treatment
Water Pollution - Methods of water treatment (Filtration)

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

- Identify safety measures when handling polluted water
- Describe characteristics of clean water
- Show responsibility when handling polluted water

- Learners study pictures of people handling polluted water
- Learners discuss which person is safe and why
- Learners practice wearing gloves and gumboots

What safety measures should be observed when handling polluted water?

- Oxford Everyday Science and Technology pg. 60
- Gloves
- Gumboots
- Pictures
- Charts
- Oxford Everyday Science and Technology pg. 61
- Clean cloth
- Containers
- Water with solid particles
- Digital devices

- Demonstration skills - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Boiling)
Water Pollution - Methods of water treatment (Chemical treatment)

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

- Demonstrate water treatment by boiling
- Explain how boiling purifies water
- Value the effectiveness of boiling water

- Learners put filtered water in a sufuria
- Learners boil the water and put it in a jug
- Learners discuss what pollutants were removed during boiling

How does boiling make water safe for drinking?

- Oxford Everyday Science and Technology pg. 61
- Sufuria
- Source of heat
- Filtered water
- Jug
- Oxford Everyday Science and Technology pg. 62
- Clean jerrycan
- Water
- Water treatment chemicals

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Solar treatment)
Water Pollution - Advocating for safe water sources

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

- Demonstrate solar water treatment
- Explain how solar energy purifies water
- Value the use of renewable energy in water treatment

- Learners pour water into clean water bottles
- Learners place the bottles in direct sunlight
- Learners discuss how the sun removes pollutants from water

How does the sun's energy make water safe for drinking?

- Oxford Everyday Science and Technology pg. 63
- Clean water bottles
- Water
- Sunny area
- Oxford Everyday Science and Technology pg. 64
- Charts
- Pictures
- Digital devices

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Project: Making functional water filters

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

- Gather materials for making a water filter
- Follow steps to create a water filter
- Show creativity in making learning resources

- Learners collect materials for making a water filter
- Learners follow steps to make the water filter
- Learners support their water filter and place a container below it

How can we create a functional water filter?

- Oxford Everyday Science and Technology pg. 65
- Used plastic bottles
- Clean fine sand
- Gravel
- Charcoal
- Cotton wool
- Oxford Everyday Science and Technology pg. 66
- Completed water filter
- Dirty water
- Collection container

- Project assessment - Creativity - Teamwork - Observation schedules

Mixtures

Water Pollution - Assessment

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

- Define water pollution
- Describe ways of reducing water pollution
- Show commitment to water conservation

- Learners define water pollution
- Learners explain ways of reducing water pollution
- Learners identify clean and dirty water from pictures

What have we learned about water pollution?

- Oxford Everyday Science and Technology pg. 67
- Assessment worksheets
- Pictures
- Charts

- Written test - Oral questions - Observation schedules - Checklists

Mixtures

Water Pollution - Assessment

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

- Explain human activities that cause water pollution
- Describe the effects of water pollution
- Show responsibility in protecting water sources

- Learners explain how people cause water pollution
- Learners describe effects of water pollution on plants, animals, and humans
- Learners suggest ways to protect water sources

How can we be advocates for clean water sources?

- Oxford Everyday Science and Technology pg. 67
- Assessment worksheets
- Pictures
- Charts

- Written test - Oral presentations - Group discussions - Observation schedules