Scientific Investigation

Components of Integrated Science

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

Explain the meaning of Integrated science.
Search for the components of Integrated Science from learning resources like the Internet.
Discuss the components of Integrated Science.
Appreciate the components of Integrated Science.

In pairs, learners are guided to explain the meaning of Integrated science
In groups, learners to search for the components of Integrated Science from learning resources like the Internet
In groups, learners are guided to discuss the components of Integrated Science

What is Integrated Science?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Pathways Related to Integrated Science
Career Opportunities Related to Knowledge and Skills in Integrated Science

By the end of the lesson, the learner should be able to:
Define th term pathway.
Identify the pathways Related to Integrated Science.
Discuss the pathways at senior school and describe how integrated science is related to them.
Appreciate the importance of integrated science in relation to the three pathways.
Identify career opportunities related to knowledge and skills in Integrated Science.
Name the career opportunities one can gain after learning integrated science.
Discuss how different careers improve the quality of our lives.
Appreciate the career Opportunities Related to Knowledge and Skills in Integrated Science.

Learners to define th term pathway
In groups, learners are guided to identify the pathways Related to Integrated Science.
In groups, learners to discuss pathways at senior school and describe how integrated science is related to them.
In groups, learners to identify career opportunities related to knowledge and skills in Integrated Science.
In groups, learners are guided to name the career opportunities one can gain after learning integrated science.
In groups, learners are guided to discuss how different careers improve the quality of our lives

What is a pathway?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Importance of Integrated Science
Laboratory Safety; Common Hazards in the Laboratory
Identifying Common Hazard Symbols in the Laboratory

By the end of the lesson, the learner should be able to:
Identify the important roles played by different professions in the society.
Discuss the importance of the professions in
Define the term laboratory.
Identify common hazards in the laboratory.
Draw the picture on learner
Define the term hazard.
Make a list of the laboratory hazard symbols and state what they communicate.
Draw some of the hazard symbols.
Appreciate the importance of hazards symbols.

In groups, learners to identify the important roles played by different professions in the society
In groups, learners are guided to discuss the importance of the professions in the learner
Learners to define the term laboratory
In groups, learners are guided to identify common hazards in the laboratory
In groups, learners are guided to draw the picture on learner
Learners are guided to define the term hazard.
In groups, learners are guided to Make a list of the laboratory hazard symbols and state what they communicate.
Individually, learners to draw some of the hazard symbols

What is the importance of integrated science in our daily lives?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Common Laboratory Accidents; Analysing Causes of Common Laboratory Accidents
First Aid Safety Measures; Demonstrating the First Aid Safety Measures for Common Laboratory Accidents

By the end of the lesson, the learner should be able to:
Identify common causes of accidents in the laboratory.
Analyse causes of common laboratory accidents.
Follow the precautions that may be found placed on posters or charts in the laboratory.
Outline the first aid procedure for cuts.
Demonstrate the first aid for cuts.
Discuss the given procedure and role play.
Appreciate the importance of first aid procedure for cuts.

In groups, learners are guided to identify common causes of accidents in the laboratory
In groups, learners are guided to analyse causes of common laboratory accidents.
In pairs, learners are guided to outline the first aid procedure for cuts.
In pairs, learners are guided to demonstrate the first aid for cuts
In groups, learners are guided to discuss the given procedure and role play

What are the common causes of accidents in the laboratory?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Demonstrating First Aid for Burns and Scalds
Demonstrating First Aid for Ingesting Harmful Substances
Importance of Safety Measures in the Laboratory

By the end of the lesson, the learner should be able to:
Outline the first aid procedure for burns and scalds.
Demonstrate the first aid for burns and scalds.
Discuss the given procedure and role play.
Appreciate the importance of first aid procedure for burns and scalds.
Outline the first aid procedure for ingesting harmful substances
Demonstrate the first aid for ingesting harmful substances
Appreciate the importance of first aid procedure for ingesting harmful substances.
Discuss the accidents that may occur in the laboratory.
Identify the safety measures to observe when working in the laboratory.
Discuss the importance of the identified measures.
Appreciate the importance of the safety Measures in the Laboratory.

In pairs, learners are guided to outline the first aid procedure for burns and scalds.
In pairs, learners are guided to demonstrate the first aid for burns and scalds.
In groups, learners are guided to discuss the given procedure and role play
In pairs, learners are guided to outline the first aid procedure for ingesting harmful substances.
In pairs, learners are guided to demonstrate the first aid for ingesting harmful substances.
In groups, learners are guided to discuss the accidents that may occur in the laboratory
In groups, learners are guided to identify the safety measures to observe when working in the laboratory.
In groups, learners are guided to discuss the importance of the identified measures.

What is the procedure for burns and scalds?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Basic Science Skills; Identifying Basic Skills in Science
Application of Basic Science Skills in Solving Problems in Our Daily Lives

By the end of the lesson, the learner should be able to:
Identify the basic skills one need in the laboratory.
Demonstrate the basic skills in Science.
Appreciate the basic science skills.
Identify the skills involved in an experiment.
Conduct the experiment in learner

In groups, learners to identify the basic skills one need in the laboratory
In groups, learners are guided to demonstrate the basic skills in Science as shown in the learner
Learners are guided to use digital devices to identify effects of friction on objects
In groups, learners are guided to discuss the advantages and disadvantages of friction as a force

Which kind of skills does one requires in Science?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Application of Basic Skills in Science
International System of Units
Identifying and Using SI Units to Record Measurements

By the end of the lesson, the learner should be able to:
Identify the importance of the basic skills in Science.
Discuss the basic skills applied in each activity in
Define the abbreviation SI
Search for the meaning of international Systems of Units (SI units) in books or from the internet.
Discuss the SI units for measuring temperature, length, mass, time, electric current, light density and amount of substance.
Appreciate the International System of Units for Basic Quantities in Science.
Identify the object used to measure mass and temperature.
Measure different objects in class and record in International standard unit of measurement.
Appreciate the use of SI units to record measurements.

Learners are guided to identify the importance of the basic skills in Science
In groups, learners are guided to discuss the basic skills applied in each activity in the learner
Learners to define the abbreviation SI
In groups, learners are guided to search for the meaning of international Systems of Units (SI units) in books or from the internet
In groups, learners to discuss the SI units for measuring temperature, length, mass, time, electric current, light density and amount of substance.
Learners to identify the object used to measure mass and temperature.
In groups, learners are guided to measure different objects in class and record in International standard unit of measurement

What is the importance of the basic skills in Science?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying and Using Derived SI Units for Measuring Area
Identifying and Using Derived Units for Measuring Volume

By the end of the lesson, the learner should be able to:
Identify the requirements used to measure an area.
Measure the length and width of the table in metres and record.
Multiply the length and the width and record the answer.
Appreciate the using derived SI units for measuring area.
Identify the basic units to measure the length, width and height.
Measure the length, width and height of the box provided and record.
Multiply the length, width and height of the box and record.
Discuss cubic metres as a derived unit for measuring volume.
Appreciate the using derived units for measuring volume.

Learners are guided to identify the requirements used to measure an area.
In groups, learners are guided to measure the length and width of the table in metres and record
In groups, learners are guided to multiply the length and the width and record the answer.
In pairs, learners are guided to identify the basic units to measure the length, width and height.
In groups, learners are guided to measure the length, width and height of the box provided and record.
In groups, learners are guided to multiply the length, width and height of the box and record.
In groups, learners are guided to discuss cubic metres as a derived unit for measuring volume.

Which basic units do you use to measure the length and width?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying Derived Units for Measuring Density
Identifying Importance of Packaging Labels on Quantities of Products
Laboratory Apparatus and Instruments

By the end of the lesson, the learner should be able to:
Identifying derived units for measuring density.
Measure the length, width and height of th box in metres.
Determine the volume of the box in cubic metres.
Appreciate the using derived units for measuring density.
Identify Importance of Packaging Labels on Quantities of Products.
Collect the packaging labels of different products such as bread, juice, biscuits.
Study the quantities recorded on the packages and record.
Appreciate the importance of packaging labels on quantities of products.
Identify laboratory apparatus and instruments.
Draw the laboratory apparatus and instruments.
Appreciate the use of laboratory apparatus and instruments.

Learners are guided to identifying derived units for measuring density.
In groups, learners are guided to measure the length, width and height of th box in metres
In groups, learners are guided to determine the volume of the box in cubic metres.
Learners are guided to identify importance of packaging labels on quantities of products
In groups, learners are guided to collect the packaging labels of different products such as bread, juice, biscuits
In groups, learners are guided to study the quantities recorded on the packages and record
Learners are guided to identify laboratory apparatus and instruments.
In groups, learners are guided to draw the laboratory apparatus and instruments

What basic units did you use to measure the mass and the volume?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Grouping the Apparatus and Instruments
Parts and Functions of a Light Microscope

By the end of the lesson, the learner should be able to:
Classify the instruments according to the functions.
Draw any one instrument used for measuring each of the following; volume, time, length, mass and temperature.
Appreciate the use of laboratory apparatus and instruments.
Define a microscope.
Identify the parts of a light microscope.
Draw and label the parts of a light microscope.
Appreciate the parts of a light microscope.

Learners are guided to classify the instruments according to the functions
In groups, learners are guided to draw any one instrument used for measuring each of the following; volume, time, length, mass and temperature.
Learners are guided to define a microscope.
In groups, learners are guided to identify the parts of a light microscope.
In groups, learners are guided to draw and label the parts of a light microscope.

What instrument is used to measure time?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Parts and Functions of a Light Microscope
Handling and use of a Light Microscope
Using a Light Microscope

By the end of the lesson, the learner should be able to:
Identify the functions of a light microscope.
Draw and label a light microscope and not how various parts are interrelated.
Appreciate the functions of a light microscope.
Explain how to take care of the mirror and lenses of a microscope.
Discuss how to clean different parts of a microscope.
Discuss how to handle a light microscope.
Handle a light microscope with care.
Watch a video on how to use a light microscope.
Make a drawing of what they see.
Appreciate the uses of a light microscope.

In groups, learners are guided to identify the functions of a light microscope
In groups, learners are guided to draw and label a light microscope and not how various parts are interrelated.
In groups, learners are guided to explain how to take care of the mirror and lenses of a microscope
In groups, learners are guided to discuss how to clean different parts of a microscope.
In groups, learners are guided to discuss how to handle a light microscope
As a class, learners are guided to watch a video on how to use a light microscope.
Learners are guided to make a drawing of what they see.

What are the functions of a light microscope?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Using a Light Microscope
Identifying Heating Apparatus and Instruments Used in the Laboratory

By the end of the lesson, the learner should be able to:
Outline the procedure of using a light microscope.
Conduct an experiment using a light microscope.
Enjoy using a light microscope.
Identify heating apparatus and instruments used in the laboratory.
Discuss the safety measures when handling the heating instruments.
Discuss the safety measures to observe when using heating apparatus.
Appreciate the use of heating apparatus and instruments used in the laboratory.

In groups, learners to outline the procedure of using a light microscope.
In groups, learners to conduct an experiment using a light microscope
Learners are guided to identify heating apparatus and instruments used in the laboratory
In groups, learners to discuss the safety measures when handling the heating instruments.
In groups, learners to discuss the safety measures to observe when using heating apparatus.

How do use a Light Microscope?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying Parts and Functions of a Bunsen Burner
Handling and Care of Apparatus and Instruments in the Laboratory
Importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory

By the end of the lesson, the learner should be able to:
Identify parts and functions of a Bunsen burner.
Discuss uses of parts of the Bunsen burner.
Draw and label the parts of a Bunsen burner.
Appreciate the uses of parts of a Bunsen burner.
State the safety precautions when handling laboratory instruments and apparatus.
Discuss how to handle and care for different types of apparatus and instruments in the laboratory.
Appreciate the importance of the safety precautions when handling laboratory instruments and apparatus.
State the importance of the information on the packaging of the laboratory instruments and chemicals.
Discuss ways in which consumers are protected when handling apparatus and chemicals in the laboratory.
Appreciate the importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory.

In groups, learners are guided to identify parts and functions of a Bunsen burner.
In groups, learners are guided to discuss uses of parts of the Bunsen burner
Individually or in pairs, learners are guided to draw and label the parts of a Bunsen burner
In groups, learners are guided to state the safety precautions when handling laboratory instruments and apparatus.
In groups, learners are guided to discuss how to handle and care for different types of apparatus and instruments in the laboratory.
In groups, learners are guided to state the importance of the information on the packaging of the laboratory instruments and chemicals.
In groups, learners to discuss ways in which consumers are protected when handling apparatus and chemicals in the laboratory.

What are the functions of a Bunsen Burner?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Mixtures, Elements and Compounds

Mixtures; Classifying Different Types of Mixtures
Classifying Mixtures as Homogenous or Heterogeneous

By the end of the lesson, the learner should be able to:
List the materials used to classify different types of mixtures.
Outline the procedure of classifying different types of mixtures.
Classify different types of mixtures.
Enjoy conducting the experiment.
Explain the meaning of homogenous and heterogeneous.
List the materials used to classify mixtures as homogenous or heterogeneous
Classify different types of mixtures as homogenous or heterogeneous.

In groups, learners are guided to list the materials used to classify different types of mixtures.
In groups, learners are guided to outline the procedure of classifying different types of mixtures.
In groups, learners are guided to classify different types of mixtures.
Learners to explain the meaning of homogenous and heterogeneous.
In groups, learners are guided to list the materials used to classify mixtures as homogenous or heterogeneous.
In groups, learners are guided to classify different types of mixtures as homogenous or heterogeneous.

How do you classify different types of mixtures?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Mixtures, Elements and Compounds

Pure and Impure Substances; Distinguishing Between Pure and Impure Water by Boiling
Distinguish Between Pure and Impure Substances By Melting
Distinguish Between Pure and Impure Substances By Melting

By the end of the lesson, the learner should be able to:
Identify the materials used to distinguish between pure and impure water by boiling.
Outline the procedure to distinguish between pure and impure water by boiling.
Compare how pure distilled water and salt water behave when boiling.
Have fun and enjoy conducting the experiment.
Search the internet to find out at what temperature ice and candle wax melt at sea level.
Watch videos or animations on determining melting and boiling points of substances.
Enjoy watching the videos.
Identify the materials used to distinguish between pure and impure substances by melting
Outline the procedure to distinguish between pure and impure substances by melting.
Compare and discuss the behaviour of the temperature when ice and candle wax are melting.

In groups, learners are guided to identify the materials used to distinguish between pure and impure water by boiling.
In groups, learners are guided to outline the procedure to distinguish between pure and impure water by boiling.
In groups, learners are guided to compare how pure distilled water and salt water behave when boiling
As a class, learners are guided to search the internet to find out at what temperature ice and candle wax melt at sea level.
As a class, learners are guided to watch videos or animations on determining melting and boiling points of substances
In groups, learners are guided to identify materials used to distinguish between pure and impure substances by melting.
In groups, learners are guided to outline the procedure to distinguish between pure and impure substances by melting
In groups, learners are guided to compare and discuss the behaviour of the temperature when ice and candle wax are melting.

What is the procedure of distinguishing between pure and impure water by boiling?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

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.
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?

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

Assessment rubric. Checklist. Observation schedule. oral report.

Mixtures,Elements and Compounds.

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

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

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.
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.

What is sublimation? Which other substances undergoes sublimation?

Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 64-65.
Top Scholar Integrated Science pg 65-66.

Assessment rubric. Checklist. oral report. Observation schedule.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures.
Acids and Bases. (. Preparing Plant Extracts to be used as Acid-Base Indicator.
Acids and Bases. (. Using plant extracts to group household solutions into basic or acidic.

By the end of the lesson, the learner should be able to:
use digital devices to search the internet on the various uses of different methods of separating mixtures in day to day life 
define the term indicator.
outline the procedure for preparing a plant extract.
prepare a plant extract and record the observations.
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.

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.
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.
use plant extracts indicator to classify common household solutions as either basic or acidic or neutral.
record and discuss the observations from the experiment.

What are the different methods of separating mixtures are commonly used in day to day life?

Top Scholar Integrated Science pg 56-66.
Digital devices.
Top Scholar Integrated Science pg 68-69.
Requirements for the experiment.
Top Scholar Integrated Science pg 69-71.
Plant extract.

Assessment rubric. oral questions.

Mixtures,Elements and Compounds.

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:
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:
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.

What is the colour of the commercial indicators? What is the advantage of commercial indicators over the plant extracts?

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

Assessment rubric. Checklists. Oral questions. observation schedule.

Mixtures,Elements and Compounds.
Living Things and Their Environment.

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.
Reproduction in Human Beings. ( The Human Menstrual Cycle.

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
iscuss the meaning of menstruation and the menstruation cycle. describe the menstrual cycle. 

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

Assessment rubric. oral questions. observation schedule.

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?

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

Assessment rubric. Written test. oral questions.

Living Things and Their Environment.

The Human skin. (. Lifestyle to promote a healthy skin.
Human Excretory System-Skin. (. Proper use of cosmetics.

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.
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;
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.
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.

How can we maintain a healthy skin?

Top Scholar Integrated Science pg 92-94.
Pictures.
Digital devices.
Top Scholar Integrated Science pg 94-95.

Assessment rubric. Written test. Oral questions.

Living Things and Their Environment.

Human Excretory System -Skin. (. Identifying effects of cosmetics on the human body.
Human Excretory System -Skin. (. Importance and proper use of comsetics for consumer protection.
Human Excretory System - Urinary system. (. Parts of the Urinary system.

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

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.
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.
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.

What are the effects of cosmetics on the human body? What are the advantages of using locally made cosmetics? How can the locally made cosmetics be used or improved?

Top Scholar Integrated Science pg 96-97.
Realia.
Digital devices.
Top Scholar Integrated Science pg 98.
Top Scholar Integrated Science pg 98-99.
Charts.
Pictures.

Assessment rubric. Checklists. Observation schedule.

Living Things and Their Environment.

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:
 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;
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 functions of the parts of the urinary system?

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

Assessment rubric. oral questions. Written test. Checklists.

Living Things and Their Environment.
Force and Energy.

Human Excretory System - Urinary system. (. Identifying lifestyles that promote a healthy kidney and prevent kidney disorders.
Human Excretory System - Urinary System. (.Project.
Static Electricity. (. Demonstrating the Existence of Static Charges.

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
 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 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.
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.

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

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

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

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
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,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.
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.

What is earthing process? What observations are expected from the experiment?

Top Scholar Integrated Science pg 111-113.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 113-115.
Requirements for the practical.
Top Scholar Integrated Science pg 115-118.

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

Force and Energy.

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

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

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.
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 uses of static charges? Which equipment uses electrostatic charges to function?

Top Scholar Integrated Science pg 118-119.
Digital devices.
Pictures.
Top Scholar Integrated Science pg 119-120.

Assessment rubric. oral questions. Written test. Checklist.

Force and Energy.

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

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.
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.

What are the sources of electricity?

Top Scholar Integrated Science pg 122-123.
Pictures.
Digital devices.
Top Scholar Integrated Science pg 123-124.
Videos.
Top Scholar Integrated Science pg 125-126.

Written tests. Oral questions. Assessment rubric.

Force and Energy.

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

By the end of the lesson, the learner should be able to:
;
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, 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 do geothermal generators operate as source of electricity?

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

Assessment rubric. Written test. Checklist. Oral questions.

Force and Energy.

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

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.
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:
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.
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 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.
Top Scholar Pre-Technical pg 131-132.
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.

Checklists. Observation. Practical work. Oral questions.

Force and Energy.

Electrical Energy-Conductors and Non-Conductors of Electricity.
Electrical Energy -Electrical Appliances.

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.
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.

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.
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.

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.
Top Scholar Pre-Technical Studies pg 137-138.
Flashcards.

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

Force and Energy.

Electrical Energy -Safety Measures when Dealing with Electrical Appliances.
Electrical Energy - Self-Assessment Questions.
Magnetism-Magnetic and Non-Magnetic Materials.

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

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.
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.

What are some of the dangers that may occur when dealing with electrical appliances? What are the safety measures that one should observe when dealing with electrical appliances?

Top Scholar Pre-Technical Studies pg 139-140.
Pictures.
Charts.
Digital devices.
Top Scholar Pre-Technical Studies pg 140.
Assessment books.
Top Scholar Pre-Technical Studies pg 141.
Magnets.
Materials from the environment.

Assessment rubric. Written tests. Oral questions.

Force and Energy.

Magnetism.
Magnetism.

By the end of the lesson, the learner should be able to:
;
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.
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 practical activity with materials collected from environment and magnets.
record their observation and classify the materials as either magnetic or non-magnetic.
carry out a practical activity to identify the poles of a magnet.
identify and describe the poles of a magnet.

What is the difference between magnetic and non-magnetic materials?

Magnets
Materials collected from environment.
Top Scholar Pre-Technical Studies pg 142-143.
Digital devices.
Top Scholar Pre-Technical Studies pg 143-144.
Bar magnet,iron fillings and flour.

Practical work. Assessment rubric. observation. Oral questions.

Force and Energy.
Living Things and Their Environment.

Magnetism.
Magnetism-Uses of magnets in day to day life.
Human Excretory System.

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.
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.

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.
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.

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.
Active Integrated Science pg 110.
Dictionary.

Practical work. Observation. Assessment rubric. Oral questions.

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;
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.

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.

Where are the sweat pores and hair located in the skin? Which layers make up the skin?

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.

Practical work. Observation. Written tests. 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;
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.
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:
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.
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 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.
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.

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 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.
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.

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.
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.

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.
Active Integrated Science pg 115-116.
Posters.
Picture of the kidney stones.

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

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;
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.
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.
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.

In groups,pairs,learners are guided to;
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.
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.

How can we prevent kidney disorders?

Active Integrated Science pg 117-118.
Pictures.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 118.
Posters.
Active Integrated Science pg 119.

Assessment rubric. Observation. Oral questions. Project. Written tests.

Living Things and Their Environment.

Human Excretory System.
Human Excretory System: Assessment.

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

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

Why is it important to develop and maintain a daily log on activities that promote skin and kidney health?

Internet.
Exercise books.
Digital devices.
Teacher's Notes.
Active Integrated Science pg 117-119.
Assessment books.
Active Integrated Science pg 122-123.
Teacher's Assessment Questions.

Assessment rubrics. Checklists. Portfolios. Rating scale. Observation schedule.

Force and Energy.

Electrical Energy.
Electrical Energy.
Electrical Energy.

By the end of the lesson, the learner should be able to:
;
Identify the sources of electricity in the environment.
Discuss the sources of electricity in the environment.
Search the internet for information on the sources of electricity.
Appreciate the different sources of electricity.
Identify the sources of electricity in the environment.
Search the internet for information on the sources of electricity in the environment.
Appreciate the different sources of electricity in the environment.
Define the term electrical circuit.
Discuss the components of the electrical circuit.
Search the internet for video clips on how to make a simple electrical circuit in series and parallel.
Desire to make electrical circuits in series and parallel.

In groups,learners are guided to;
study the pictures in the learner's book and identify the some of the sources of electricity.
search the internet for information on how the sources of electricity in nature works (hydro-electric power,geothermal,solar and wind power) and note down their findings.
discuss the information found on the sources of electricity used in the environment.
In groups,pairs,learners are guided to;
identify the sources of electricity in the environment from pictures/photos.
use digital devices or print media to search for information on the nuclear,tidal wave, fossil fuels,biomass, natural gas, electrical cells as sources of electricity.
note down their findings in exercise books.
discuss the sources of electricity in the environment (electrical cells, biomass, natural gas,tidal wave, fossil fuels and nuclear)
use digital devices to search the internet for clips on making a simple electrical circuit.
state the meaning of an electrical circuit.
list the components used in making a simple electrical circuit.
discuss the functions of the components of the electrical circuit.

What are the sources of electricity in the environment?

Active Integrated Science pg 136-137.
Pictures.
Digital devices.
Internet.
Teacher's notes.
Teacher's notes
Active Integrated Science pg 138-139.
Video clips.

Assessment rubrics. Oral questions. Written tests. Checklists.

Force and Energy.
Force and Energy

Electrical Energy.
Electrical Energy.

By the end of the lesson, the learner should be able to:
Outline the steps for setting up a simple electrical circuit in series.
Demonstrate the flow of electric current using simple electric circuit in series.
Enjoy setting up a simple electrical circuit in series.
lesson,
Outline the steps for setting up a simple electrical circuit in parallel.
Demonstrate the flow of electric current using simple circuit in parallel.
Enjoy setting up a simple electrical circuit in parallel.

In groups,pairs,learners are guided to;
prepare the requirements for the activity.
outline the steps for setting up a simple electrical circuit in which dry cells are in series.
collaborate in setting up a simple electrical circuit in series using electrical apparatus.
In groups,learners are guided to;
prepare the requirements for the practical activity.
outline the steps for setting up a simple electrical circuit in parallel.
collaborate in setting up a simple electrical circuit in parallel.

How do you set up a simple electrical circuit in series?

Active Integrated Science pg 139.
Digital devices.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder and six connecting wires.
Active Integrated Science pg 139-140.
Picture.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder, eight connecting wires.

Practical Activity. Checklists. Assessment rubrics. Observation schedule Oral questions.

Force and Energy.

Electrical Energy.
Electrical Energy
Electrical Energy

By the end of the lesson, the learner should be able to:
Outline the steps for setting up a simple electrical circuit in which bulbs are in series.
Demonstrate flow of electric current using simple electric circuit in which bulbs are in series.
Enjoy setting up a simple electrical circuit in which bulbs are in series.
Outline the steps of setting up a simple electrical circuit in which bulbs are in parallel.
Set up a simple electrical circuit in which bulbs are in parallel.
Enjoy setting up a simple electrical circuit in which bulbs are parallel.
Differentiate between a conductor and non-conductor of electricity.
Conduct experiments to classify materials as either conductors or non-conductors of electricity.
Enjoy carrying out the experiments.

In groups, learners are guided to:
prepare the requirements for the practical activity.
collaborate in setting up a simple electrical circuit in which bulbs are in series.
record and discuss their observations.
In groups,learners are guided to;
use the requirements prepared to set up a simple electrical circuit in which bulbs are in parallel.
perform experiments to classify materials as either conductors or non-conductors of electricity.
state the difference between conductors and non-conductors of electricity.
list the conductors and non-conductors of electricity.

How do you set up a simple electrical circuit in which bulbs are in series?

Active Integrated Science pg 140.
Digital devices.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and seven connecting wires.
Active Integrated Science pg 140-141.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and eight connecting wires.
Active Integrated Science pg 141-142.
Two dry cells, torch bulb,dry cell holder,bulb holder,three connecting wires.
Objects made of different materials e.g plastic strip, silver coin, piece of wood, piece of paper,iron nail, piece of cloth, aluminium strip, copper wire, steel pin & piece of glass.

Practical activity. Assessment rubric. Observation schedule. Oral questions.

Force and Energy.

Electrical Energy.
Electrical Energy.

By the end of the lesson, the learner should be able to:
Define the term Electrical appliances.
Identify common electrical appliances used in day to day life.
Discuss the use of each of the identified electrical appliances used in our day to day life.
Appreciate the use of electricity in our day to day life.
;
Identify the safety measures to observe when handling electrical appliances.
Discuss the safety measures to observe when handling electrical appliances.
Prepare posters showing the safety measures to observe when handling electrical appliances.
Acknowledge and adhere to the safety measures when handling electrical appliances at home or school.

In pairs or groups,learners are guided to;
study pictures in learner's book and identify the electrical appliances by name and share in class.
state and discuss the uses of each of the identified electrical appliances.
search the internet for uses of some of the electrical appliances.
In groups, pairs, learners are guided to;
read through the user manuals of various electrical appliances and look for the safety measures to observe when handling them.
search online or in print materials for the safety measures to observe when handling electrical appliances.
discuss the safety measures to observe when handling electrical appliances at home or school.
collaborate in preparing posters showing the safety measures to observe when handling electrical appliances and display in class or school.

Which devices or instruments at your home or school use electricity? What do you use each of the devices or instruments for?

Active Integrated Science pg 142-143.
Pictures.
Digital devices.
Lesson notes.
Active Integrated Science pg 144-145.
Posters.
Digit devices.
Electronic devices manuals.

Checklists. Oral questions. Written tests. Observation.

Force and Energy.

Electrical Energy.
Electrical Energy. Self-Assessment.
Magnetism.

By the end of the lesson, the learner should be able to:
Explore the uses of electricity in our environment.
Appreciate the uses of electricity in day to day life.
Attempt questions on the sub-strand: Electrical Energy.
Identify the properties of a magnet.
use digital devices to search for information on the properties of magnets.
Appreciate the properties of magnets.

In groups,learners to:
collaborate in discussing how people use electricity in their locality.
write down their discussion points and share/present their points in class.
Individually or in pairs,learners to:
write and answer questions on the sub-strand: Electrical Energy.
In. groups or pairs ,learners are guided to:
brainstorm on the meaning of magnet and present in class.
use digital devices to search for information on the properties of magnets and note them down.
discuss the properties of the magnets.

How is electricity used in day to day life?

Active Integrated Science pg 145-146.
Active Integrated Science pg 147.
Digital devices.
Lesson notes.

Written tests. Checklists. Assessment rubrics. Rating scale.

Force and Energy.

Magnetism.
Magnetism.

By the end of the lesson, the learner should be able to:
;
Conduct activities to demonstrate directional,attractive and repulsive as properties of magnets.
Enjoy carrying out the activities.
Conduct a practical activity on the poles and magnetic strength properties of magnets.
Explain their observation made from the activities.
Enjoy conducting the practical activities.

In groups,learners are guided to:
prepare the necessary materials for the activities.
collaborate in carrying out the activities to demonstrate properties of a magnet (attractive and repulsive and directional)
observe and record their observations.
explain their observations and give a conclusion.
collaboratively carry out activities to demonstrate properties of a magnet (poles and magnetic strength properties)

How can you demonstrate the properties of magnets?

Bar magnets.
Strings and Stands.
Digital devices.
Active Integrated Science pg 149.
Paper and Iron filings.

Practical Activity. Observation schedule. Checklist.

Force and Energy.

Magnetism.
Magnetism.
Magnetism.

By the end of the lesson, the learner should be able to:
conduct an activity to investigate the nature of force between different poles of magnets.
Enjoy conducting the practical activity on the basic law of magnetism.
Conduct a practical activity to identify the magnetic and non-magnetic materials in the environment.
Classify materials as magnetic or non-magnetic .
Enjoy conducting the practical activity.
;
Identify the uses of magnets in day to day life.
Use digital devices to search for information on the uses of magnets in our daily lifes.
Appreciate the applications of magnets in day to day life.

In groups, learners are guided to;
collaborate in conducting a practical activity to investigate the force between like and unlike poles of magnets.
observe and record their observations.
explain their observation and give a conclusion.
In groups,learners are guided to:
collaborate in carrying out practical activities to determine the magnetic and non-magnetic materials in the environment.
classify the materials that are magnetic and non-magnetic and share their work with peers.
In groups,learners to are guided to:
brainstorm on the uses of magnets in their day to day life.
search the internet or offline for information on the uses of magnets in their daily life.
discuss the uses of magnets in our daily life and present in class.

What happens when like poles and unlike poles come close to each other? How can you investigate the force between like and unlike poles of magnets?

Active Integrated Science pg 150-151.
Bar magnets.
Rollers.
Active Integrated Science pg 148.
Pieces of cotton thread, copper wire,iron nail,a piece of glass.
Plastic,Steel pin, Piece of aluminium, piece of wood.
Active Integrated Science PG 151-155.
Lesson notes.
Digital resources.

Practical work. Checklists. Observation. Written test. Oral questions.

Force and Energy.

Magnetism.
Magnetism.
Magnetism.
Magnetism.

By the end of the lesson, the learner should be able to:
Conduct simple activities to determine the uses of magnets
Appreciate the use of magnets in our daily life.
;
Conduct simple activities to determine the uses of magnets in our daily life.
Enjoy conducting the practical activities.
lesson,
Use digital devices to search and watch clips on the applications of magnets in our daily life.
Enjoy exploring the application of magnets on the internet.
Attempt assessment questions on the sub-strand: Magnetism.

In groups,learners are guided to:
carry out a simple activity on separation of mixtures using magnet,determing direction.
observe and record their observations.
share their views on the practical activity.
In groups,learners are guided to;
collaborate in conducting simple practical activities on uses of magnets (use of magnets in speakers, magnetic screwdriver & in displaying objects)
share their findings with peers.
collaborate in using digital devices to find video clips and information on the applications of magnets (generators, electric motors,speakers, separation of mixtures and in magnetic screwdriver).
discuss their observations and share with peers.
Individually or in pairs,learners are guided to:
answer assessment questions on the sub-strand: Magnetism.

How are magnets used in day to day life?

Active Integrated Science pg 151-152.
Mixture of iron fillings and sand or flour.
Bar magnets, piece of thread, magnetic compass and wooden support.
Speakers, Magnetic screwdriver.
Bar magnet.
Sheet of paper, piece of iron sheet and electrical device with screws.
Active Integrated Science pg 153-154.
Active Integrated Science pg 151-155.
Internet.
Digital resources.
Active Integrated Science pg 156.
Teacher's Assessment Questions.

Practical work. Oral questions. Observation schedule. Checklists.