Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Identify the modes of nutrition in animals
-Search the internet for information on parasitic and saprophytic as modes of nutrition in animals.
-Acknowledge the different modes of nutrition in animals.

-Identify the different modes of nutrition in animals.
-Use print or digital resources to Search for information on parasitic and saprophytic as modes of nutrition in animals.
-Discuss parasitic saprophytic as modes of nutrition in animals and give examples.

How do animals feed?
-How do different animals feed?

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integrated science studies learner
Curriculum design  and lesson notes-Digital devices. 

-Written questions. -Oral questions. -Checklists. -Oral discussion. -Assessment rubrics.
-Checklists. -Observation. -discussion. -Oral questions. -Assessment rubrics.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-
-Define the structure and functions of different types of teeth.
-Explain dentition in animals (homodont and heterodonts)
-Describe the structure and functions of different types teeth.
-Draw the structure of different types of teeth. -Acknowledge the function of different types of teeth.

In groups or pairs, learners are guided to: -
-Define the structure and functions of different types of teeth.
-Explain dentition in animals (homodont and heterodonts)
-describe the structure and functions of different types teeth.
-Draw the structure based on different dentition of teeth.

-How do different animals feed?

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integrated science learner                            -curriculum design.        -lesson notes 

-Checklists. -Observation. -discussion. -Oral questions. -Assessment rubrics.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Identify the teeth structure for carnivorous.
-Discuss the functions of different teeth of a carnivorous.
-Observe the dentition structure of a carnivorous and draw in their books.                  -Appreciate  the importance of dentition in carnivorous. 

-Describe the dentition in carnivorous.
-Identify the teeth structure of a carnivorous.
-Name the different types of teeth in carnivorous.
-Discuss the functions of the different types of teeth in carnivorous.
-Draw the dentition structure of carnivorous.

Why are the carnivorous teeth widely spaced?

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integrated science studies learner.                -curriculum design.        -lesson notes

-Checklists. -discussion. -Observation. -Oral questions. -Assessment rubrics.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Identify the teeth structure for herbivorous.
-Discuss the function of the teeth structure in herbivorous.
-Draw the dentition structure of herbivorous.                     -Appreciate the importance  of dentition of herbivorous.

-Describe the dentition in herbivorous.
-Identify the teeth structure of a herbivorous.
-Discuss the functions of the teeth structure in herbivorous.
-Draw the dentition structure of herbivorous.

How do different animals feed?

Sportlight
integrated science studies learner.                -curriculum design.        -lesson notes. 

-Checklists. -Oral questions. -discussion. -Assessment rubrics.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Identify the dentition structure of omnivorous.
-Name examples of omnivorous.
-Draw the teeth structure in omnivorous and give their functions. 
Appreciate the importance of dentition in omnivorous. 

-Describe the dentition in omnivorous.
-Identify the dentition in omnivorous.
-Name examples of omnivorous.
-Discuss the functions of the different teeth structure of omnivorous.
-Draw the teeth structure in omnivorous and highlights their functions.

-How do different animals feed?
Why do different teeth have different functions?

Sportlight
integrated science studies learner.                -curriculum design.         -lesson notes 

-Checklists. -Oral questions. -discussion. -Assessment rubrics.
-Checklists. -Oral questions. -Observation. -Written questions.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Name different types of teeth (incisors, canines, premolars and molars)
-Discuss the structure and functions of different types of teeth.
-Draw the different types of teeth in their books and charts.            -Appreciate the importance of different types of teeth. 

-Name different types of teeth (incisors, canines, premolars and molars)
-Discuss the structure and functions of different types of teeth and Present their finding in class.
-Enjoy drawing the different types of teeth in their books and on charts.

Why do different teeth have different functions?

Sportlight
integrated science studies learner.                -curriculum design.        -lesson notes 

-Checklists. -Oral questions. -Observation. -Written questions.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to;
-Define the shape of the incisors teeth.
-Discuss the function of the incisors and canines teeth.
-Search the internet for more information on the functions of incisors teeth and draw its structure.                    
Appreciate the importance of incisors in our day today life

-Define the shape of the incisors teeth.
-Discuss the function of the incisors and canines teeth.
-Search the internet for more information on the functions of incisors and canines teeth.
-Draw incisors teeth in their books and charts.

What are the functions of incisors?

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integrated science studies learner.                -curriculum design.        -lesson notes.                    -Digital devices 

-Checklists. -Observation. -Assessment rubrics. -Written questions. -Oral questions.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Describe the structure of pre-molars.
-Define the shape of the pre-molars and morals.
-Discuss the function of the pre-molars teeth and molars and Present in class.
-Search the internet for more information on the functions of pre-molars.
-Draw the pre-molars teeth.

-Describe the structure of pre-molars.
-Define the shape of the pre-molars and molars
-Discuss the function of the pre-molars and Present in class.
-Search the internet for more information on the functions of pre-molars teeth.
-Enjoy drawing the pre-molars teeth.

What are the roles of pre-molars?

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integrated science studies learner.                Lesson notes.                     -curriculum design.       -Digital devices 

-Checklists. -Assessment rubrics. -Observation. -Written questions. -Oral questions.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Define the terminologies used in digestion process in human beings.                 -Draw parts of digestive system in human beings
appreciate the importance of digestion in human beings. 

-Define the terminologies used in digestion   process  in human beings.
Draw part of digestives system.
-Describing the process of digestion in human beings. 

How is ingestion important in digestion process?
Where does absorption take place in the digestive process?

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integrated science studies learner.               Lesson notes.                   -curriculum  design. 

-Checklists. -Assessment rubrics. -Observation. -Oral questions. -Written exercise.
-Checklists. -Assessment rubrics. -Written exercise. -Oral questions. -Observation.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-what happens in the mouth during the process of digestion in the human beings 
-search for more information on the components of saliva and their functions
-Appreciate the importance  of digestion in the mouth.

-discuss on what happens in the mouth during the process of digestion.
-Check the internet for more information on the components of saliva and their functions during digestion in the mouth.                          Appreciate the importance of digestion in the mouth.

What happens in the mouth during the process of digestion.

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integrated science studies learner.                 -curriculum design.        -lesson notes 

-Checklists. -Assessment rubrics. -Written exercise. -Oral questions. -Observation.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Identify the food products that are digested in the stomach 
-search for information on the digestive enzymes present in the stomach and what they digest
-Acknowledge the importance of digestion in the stomach.

Identify the foo products that are digested in the stomach.
-search more information on the enzymes that are responsible for digestion in the stomach.
-Acknowledge the importance of digestion in the stomach

What happens on the stomach during digestion.

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integrated science studies learner.               Lesson note's.                  Curriculum design 

-Checklists. -Assessment rubrics. -Written exercises. -Oral questions. -Observation.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Identify the end products of digestion.     -search in the internet information  on the end products of different food after digestion.       -Appreciate the importance of end products of digestion in human being 

Identify end products of digestion.      search for more information on the end products of the digestion.              

What are the end products of digestion

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integrated science studies learner.                Digital devices.                 Lesson notes 

-Checklists. -Assessment rubrics. -Observation. -Oral questions. -Written questions.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
Define absorption in digestive process.            -Discuss the importance of absorption in human beings.                                - List the requirements for absorption to take place in human digestive process.            -Appreciate the importance of absorption in human beings. 

Define absorption in digestive process.  -list the requirements for absorption to take place in human digestive process.      - check the internet for more information on absorption in digestive process in human beings 

What is the importance  of absorption in human digestive process 

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integrated science studies learner grade 9.                                         Curriculum design.         Digital devices.                Lesson notes 

-Checklists. -Assessment rubrics. -Written questions. -Oral questions. -Observation.
-Checklists. -Assessment rubrics. -Written questions. -Observation. -Oral questions.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
- Define assimilation in the human digestive process.                              -discuss the roles of assimilation in the human digestive process.                              -Acknowledge the importance of assimilation in the human digestive process. 

Defineassimilationindigestiveprocess -Discuss the role of assimilation in the human digestive process.                -Acknowledge the importance of assimilation  in the human digestive process.

What is the importance of assimilation human beings?

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integrated science studies learner.                 -Digital device.                -lesson notes.         

-Checklists. -Assessment rubrics. -Written questions. -Observation. -Oral questions.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Define egestion in the human digestive process.
-State the difference between egestion and ingestion in human digestive process.
-Discuss the egestion process in human digestive process.
-Search the internet for more information on egestion in human digestive process.
-Acknowledge that animals have varied modes of nutrition.

-Define egestion in the human digestive process.
-State the difference between egestion and ingestion in human digestive process.
-Discuss the egestion process in human digestive process.
-Search the internet for more information on egestion as an important process in the human digestive process.
-Acknowledge that animals have varied modes of nutrition.

How does egestion help in the digestive process in animals?

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integrated science studies learner.                 -digital devices.               -lesson notes

-Checklists. -Observation. -Oral questions. -Written questions. -Assessment rubrics.

Living things and their environment.

Nutrition in animals assessement.

By the end of the lesson, the learner should be able to:
-Attempt the assessment questions on the sub-strand; nutrition in animals.

-Attempt the assessment questions on the sub-strand; nutrition in animals.
-Revise the assessment and correct themselves.

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integrated science studies learner.               

-Checklists. -Written questions. -Assessment rubrics.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Define the term flower.
-Name various parts of a flower.
-Outline the functions of parts of a flower.
-Collaborate in discussing the functions of parts of a flower.
-Draw the parts of a flower in their books and charts.
-Acknowledge the importance of different parts of a flower.
.

-Define the term flower.
-Name various parts of a flower.
-Outline the functions of parts of a flower.
-Collaborate in discussing the functions of parts of a flower and Present their findings in class.
-Draw the parts of a flower in their exercise books and charts.
-Appreciate the importance of different parts of a flower.

-What is a flower? 

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integrated science studies learner.                -lesson notes.                    -Curriculum design 

-Checklists. -Written questions. -Assessment rubrics. -Oral questions.
-Written questions. -Observation. -Assessment rubrics. -Oral questions.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Define the term pollination.
-Name the types of pollination.
-Discuss the different types of pollination in plants.
-Acknowledge the importance of pollination in plants.

-Define the term pollination.
-Name the types of pollination.
-Discuss the different types of pollination in plants 
-Acknowledge the importance of pollination in plants.
.

How does pollination in plants take place?

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integrated science studies learner.                Lesson notes.                    -Curriculum design. 

-Written questions. -Observation. -Assessment rubrics. -Oral questions.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Outline factors that promote self-pollination.
-Collaboratively Discuss the factors that promote self-pollination.
-Acknowledge factors that promote self-pollination.

-Outline factors that promote self-pollination.
-Collaboratively Discuss the factors that promote the process of pollination 
-Acknowledge factors that promote self-pollination.

What factors promote self-pollination?

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integrated science studies learner.                -lesson notes.                    -Curriculum design 

-Assessment rubrics. -Written questions. -Oral questions. -Checklists. -peer assessment.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Outline the factors that hinder self-pollination.
-Collaboratively, Discuss the factors that hinder self-pollination.
-Acknowledge the factors that hinder self-pollination. 

-Outline the factors that hinder self-pollination.
-Collaboratively, Discuss the factors that hinder self-pollination.
-Acknowledge the factors that hinder self-pollination.

What are the factors hindering self-pollination?

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integrated science studies learner.                Lesson notes

-Assessment rubrics. -Oral questions. -Written questions. -Learner

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Outline adaptation of flowers to wind pollination.
-Discuss the characteristics of wind pollinated flowers.
-Use the internet or non-print resources to Search for information on wind pollinated flowers.
-Acknowledge wind as an agent of pollination in flowers.
-Draw wind pollinated flowers in their books and charts.
-Outline adaptation of flowers to wind, insects and self-pollination.
-Collaboratively Study samples of flowers and Discuss their adaptation to agents of pollination.
-Draw different flowers according to their adaptation to agents of pollination.
-Watch animation or take an excursion in the school compound or neighborhood to Observe pollination agents in action.

-Outline adaptation of flowers to wind pollination.
-Discuss the characteristics of wind pollinated flowers.
-Use the internet or non-print resources to Search for information on wind pollinated flowers.
-Acknowledge wind as an agent of pollination in flowers.
-Draw wind pollinated flowers in their books and charts.
-Outline adaptation of flowers to wind, insects and self-pollination.
-Collaboratively Study samples of flowers and Discuss their adaptation to agents of pollination.
-Draw different flowers according to their adaptation to agents of pollination.
-Watch animation or take an excursion in the school compound or neighborhood to Observe pollination agents in action.

How are flowers adapted to wind pollination?
How are flowers adapted to pollination?

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integrated science studies learner.                Digital devices.                 Lesson notes 

-Assessment rubrics. -Oral questions. -Written questions. -Observation. -physical activity. -Checklists.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Outline adaptation of flowers to wind, insects and self-pollination.
-Collaboratively Study samples of flowers and Discuss their adaptation to agents of pollination.
-Draw different flowers according to their adaptation to agents of pollination.
-Watch animation or take an excursion in the school compound or neighborhood to Observe pollination agents in action.

-Outline adaptation of flowers to wind, insects and self-pollination.
-Collaboratively Study samples of flowers and Discuss their adaptation to agents of pollination.
-Draw different flowers according to their adaptation to agents of pollination.
-Watch animation or take an excursion in the school compound or neighborhood to Observe pollination agents in action.

How are flowers adapted to pollination?

Sportlight
integrated science studies learner.                -Digital devices.                -lesson notes

-Assessment rubrics. -Oral questions. -Written questions. -Observation. -physical activity. -Checklists.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Outline the effects of agrochemical on pollination agents and their effects on reproduction in plants.
-Collaboratively Discuss the effects of agrochemical on pollinating agents and their effects on reproduction in plants.
-Search the internet or non-print media the effects of agrochemical on agents of pollination in plants.

-Outline the effects of agrochemical on pollination agents and their effects on reproduction in plants.
-Collaboratively Discuss the effects of agrochemical on pollinating agents and their effects on reproduction in plants.
-Search the internet or non-print resources for information on the effects of agrochemical on agents of pollination and their effect on reproduction in plants.

What are effects of agrochemical on the pollination?

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integrated science studies learner.                Lesson notes

-Assessment rubrics. -Oral questions. -Checklists. -Written questions. -Observation. -Practical activity.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Explain the meaning of fertilization in flowering plants.
-Collaboratively Study illustrations/animations on fertilization and share with peers.
-Use print and non-print media to Search for information on fertilization in flowers.
-Acknowledge the importance of fertilization in flowers.

-Explain the meaning of fertilization in flowering plants.
-Collaboratively Study illustrations or animations on fertilization and share with peers in class.
-Collaborate using print and non-print media to Search for information on fertilization in flowering plants.
-Acknowledge the importance of fertilization in flowering plants.

What is fertilization? How does fertilization take place in flowers?

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integrated science studies learner.                Lesson notes.                     Curriculum design 

-Assessment rubrics. -Observation. -discussion. -Practical activity. -Written questions. -Oral questions. -Checklists.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Outline the seed and fruits formation in flowering plants.
-Collaboratively Discuss the formation of seed and fruits in flowering plants.
-Draw seeds and fruits formation in their books and charts.
-Acknowledge the seed and fruits formation in flowering plants.

-Outline the seed and fruits formation in flowering plants.
-Collaboratively Discuss with peer on the formation of seed and fruits in flowering plants and Present in class.
-Use print and non-print media to Search for information on seed and fruits formation and share with peers in class.
-Draw diagrams in their books and charts showing the seeds and fruits formation in flowering plants.
-Acknowledge the seed and fruits formation in flowering plants.

How are seeds and fruits formed in flowering plants? 

Sportlight
integrated science studies learner.                Lesson notes.                    -Curriculum design 

-Assessment rubrics. -Observation. -discussion. -Written questions. -Checklists. -Oral questions. -Practical activities.
-Assessment rubrics. -Observation. -peer assessment. -Oral questions. -Written questions. -Checklists.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Categorize fruits and seeds based on their mode of dispersal
-Observe different seeds and fruits from their locality and Discuss and Categorize them based on their mode of dispersal.
-Draw different seeds and fruits and Show their mode of dispersal.
-Acknowledge the importance of seed and fruit dispersal in plants.

-Categorize fruits and seeds based on their mode of dispersal
-Observe different seeds and fruits from their locality and Discuss and Categorize them based on their mode of seed and fruit dispersal 
-Draw different seeds and fruits and Show their mode of dispersal.
-Acknowledge the importance of seed and fruit dispersal in plants.

What are the modes of seed and fruit dispersal

Sportlight
integrated science studies learner.               Lesson notes.                   Curriculum design 

-Assessment rubrics. -Observation. -peer assessment. -Oral questions. -Written questions. -Checklists.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Outline the role of flower in nature.
-Search the internet on the information on the role of flowers in nature.
-Acknowledge the role of flowers in nature.

-Outline the role of flower in nature.
-Search the internet on the information on the role of flowers in nature.
-Acknowledge the role of flowers in nature.

What are the roles played by flower in nature?

Sportlight
integrated science studies learner.                -lesson  notes.                    -Curriculum design 

-Assessment rubrics. -Observation. -Oral questions. -peer assessment. -Checklists.

Living things and their environment.

Nutrition in animals and reproduction in plants assessment.

By the end of the lesson, the learner should be able to:
-Attempt the assessment exercise on the strand; living things and their environment appropriately.
-Revise the assessment exercise and do correction.

-Attempt the assessment exercise on the strand; living things and their environment appropriately.
-Revise the assessment exercise and do correction.

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integrated science studies learner

-Assessment rubrics. -Written questions. -Checklists.

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Explain the term biotic.
-Outline the biotic factors of the environment.
-Collaboratively Discuss the biotic factors of the environment and Present their findings in class.
-Search the internet for information on biotic factors of the environment.
-Name the biotic part of the environment (predation, symbiosis, competition and saprophytic)
-Acknowledge the biotic factors of the environment.

-Explain the term biotic as used in the environment.
-Outline the biotic factors of the environment.
-Collaboratively Discuss the biotic factors of the environment and Present their findings in class.
-Search the internet for information on biotic factors of the environment.
-Name the biotic part of the environment (predation, symbiosis, competition and saprophytic)
-Acknowledge the biotic factors of the environment.

What is the role of biotic/living things in the environment?
What is abiotic factor of the environment?

Sportlight
integrated science studies learner.                -lesson notes.                    -Curriculum design 

-Assessment rubrics. -Checklists. -Observation. -Practical activity. -Written questions.
-Assessment rubrics. -Observation. -Written questions. -Practical activity. -Checklists. -peer assessment.

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Explain abiotic/non-living factors of the environment.
-Collaboratively Discuss the abiotic factors of the environment and Present their findings.
-Search the internet for information on abiotic factors of the environment.
-Outline the abiotic part of the environment (temperature, water, light, wind, atmospheric pressure, PH and salinity)
-Appreciate the abiotic factors of the environment.

-Explain abiotic/non-living factors of the environment.
-Collaboratively Discuss the abiotic factors of the environment and Present their findings.
-Search the internet for information on abiotic factors of the environment.
-Outline the abiotic part of the environment (temperature, water, light, wind, atmospheric pressure, PH and salinity)
-Appreciate the abiotic factors of the environment.

What is abiotic factor of the environment?

Sportlight
integrated science studies learner.                -lesson note.                    -Curriculum design.

-Assessment rubrics. -Observation. -Written questions. -Practical activity. -Checklists. -peer assessment.

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Outline the effects of biotic factors of the environment in nature.
-Collaboratively Discuss the effects of biotic factors of the environment in nature and Present their findings in class.
-Acknowledge the effects of biotic factors of the environment in nature.

-Outline the effects of biotic factors of the environment in nature.
-Collaboratively Discuss the effects of biotic factors of the environment in nature and Present their findings in class.
-Acknowledge the effects of biotic factors of the environment in nature.

How does biotic factors of the environment affect nature?

Sportlight
integrated science studies learner.                 -lesson notes.                   -Curriculum design 

-Assessment rubrics. -Checklists. -Oral questions. -Practical activity. -Observation. -Written questions.

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Outline the effects of abiotic/non-living factors of the environment in nature.
-Collaboratively Discuss the effects of abiotic factors of the environment in nature and Present their findings in class.
-Acknowledge the effects of abiotic factors of the environment in nature.

-Outline the effects of abiotic/non-living factors of the environment in nature.
-Collaboratively Discuss the effects of abiotic factors of the environment in nature and Present their findings in class.
-Acknowledge the effects of abiotic factors of the environment in nature.

How does abiotic factors of the environment affect nature?

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integrated science studies learner.                Lesson notes 

-Assessment rubrics. -Written questions. -Oral questions. -Observation. -Checklists.

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Outline the energy flow in the ecosystem.
-Explain the interdependence between biotic and abiotic factors of the environment.
-Search the internet for information on interdependence between biotic and abiotic factors of the environment.
-Acknowledge the interdependence between biotic and abiotic factors of the environment.

-Outline the energy flow in the ecosystem.
-Explain the interdependence between biotic and abiotic factors of the environment.
-Search the internet for information on interdependence between biotic and abiotic factors of the environment 
-Acknowledge the interdependence between biotic and abiotic factors of the environment.
-Explain the term food chain as used in living organisms.

What is the interdependence between biotic and abiotic factors?

Sportlight
integrated science studies learner.                -lesson notes.                    -digital devices 

-Assessment rubrics. -Written questions. -Oral questions. -Observation. -Checklists.
-Assessment rubrics. -Checklists. -Observation. -Practical activity. -Oral questions. -Written questions.

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Explain the term food chain.
-Collaboratively Carry out activity to Identify living things and organisms and What they feed on.
-Construct food chains showing How living organism

-Explain the term food chain as used in living organisms.
-Search the meaning of food chain on the internet and dictionary.
-Collaboratively Carry out activity to Identify living organisms and What they feed on.
-Construct food chains showing How living organism

What does a food chain show?

Sportlight
integrated science studies learner.                -lesson notes.                    -Curriculum design 

-Assessment rubrics. -Checklists. -Observation. -Practical activity. -Oral questions. -Written questions.

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Explain the term food web.
-Collaboratively Carry out activities to Identify living organisms and What they feed on.
-Construct a food web using the findings on What living organisms feed on.
-Search the internet for more information on food web.
-Draw food webs in their books and on charts.
-Acknowledge the food web in the living organism in their environment.

-Use dictionary Explain the meaning of a food web.
-Collaboratively Carry out activities to Identify living organisms and What they feed on.
-Construct a food web using the findings on What living organisms feed on.
-Search the internet for more information on food web.
-Draw food webs in their books and on charts.
-Acknowledge the food web in the living organism in their environment.

How important is a food web?

Sportlight
integrated science studies learner.                Lesson notes.                    Curriculum design 

-Assessment rubrics. -Observation. -Oral questions. -peer assessment. -Written questions. -Checklists.

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Explain the meaning of decomposers on ecosystem and their importance in recycling nutrients with peers.
-Search the internet for information on decomposers, their roles and importance in the ecosystem.
-Appreciate the roles and importance of decomposers in the ecosystem.

-Explain the meaning of decomposers in an ecosystem and Outline their importance in recycling nutrients with peers 
-Search the internet for information on decomposers, their roles and importance in the ecosystem.
-Appreciate the roles and importance of decomposers in the ecosystem.

What are the roles of decomposers in the ecosystem?

Sportlight
integrated science studies learner.                -lesson notes.                    -Curriculum  design.       -digital device 

-Checklists. -Assessment rubrics. -Oral questions. -Written questions. -Observation. -peer assessment.

Living things and their environment.

The inter-dependence of life.
The inter-dependence of life assessment.

By the end of the lesson, the learner should be able to:
-Outline the human activities and their effects in the environment.
-Collaboratively Discuss the effects of human activities in the environment.
-Search the internet for information on the effects of human activities in the environment.
-Acknowledge the effects of human activities in the environment.

-Outline the effect of human activities in the environment.
-Collaboratively Discuss the effects of human activities in the environment.
-Search the internet for information on the effects of human activities in the environment.
-Acknowledge the effects of human activities in the environment.
-Attempt the assessment exercise on the sub-strand; the inter-dependence of life.

How does human activities affect the environment?

Sportlight
integrated science studies learner.               Digital devices.                -Lesson notes.

-Checklists. -Assessment rubrics. -Oral questions. -Observation. -peer assessment. -Written questions.
-Assessment rubrics. -Checklists. -Written exercise. -peer assessment.

Living things and their environment.

The inter-dependence of life assessment.

By the end of the lesson, the learner should be able to:
-Attempt the assessment exercise on the sub-strand; the inter-dependence of life.
-Revise the assessment exercise.

-Attempt the assessment exercise on the sub-strand; the inter-dependence of life.
-Revise the assessment exercise.

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Written exercise. -peer assessment.

Living things and their environment.

The inter-dependence of life assessment.

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

Living things and their environment.

The inter-dependence of life assessment.

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