Living Things and Their Environment.

Reproduction in Human Beings. ( The Human Menstrual Cycle.

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

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

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

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

Assessment rubric. Written test. Checklist.

Living Things and Their Environment.

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

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.
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.

What challenges are associated with the menstrual cycle? How best can we manage issues related to the menstrual cycle?
What is the male sex cell called? what is the female sex cell called?

Top Scholar Integrated Science pg 80-82.
Digital devices.
Digital devices.
Top Scholar Integrated Science pg 82-83.
Chart.
Top Scholar Integrated Science pg 83-85
Charts on fertilization.

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

Living Things and Their Environment.

Human Excretory system-Skin (. Identifying parts of Human Skin.

By the end of the lesson, the learner should be able to:
xplain the term excretion. name the organs responsible for removal of wastes. describe the human skin

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.

What is excretion? why is excretion important to the human body?

Top Scholar Integrated Science pg 87-88.
Charts.
Digital devices.
Diagrams.

Assessment rubric. Checklist. Written test. oral questions.

Living Things and Their Environment.

Human Excretory System - Skin. (. Functions of parts of the skin.

By the end of the lesson, the learner should be able to:
discuss the functions of the the different parts of the skin

In groups,pairs,learners are guided to:
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.

Why is the skin important in humans? what is the composition of the sweat excreted through the skin?

Top Scholar Integrated Science pg 89-91.
Digital devices

Assessment rubric. Written test. oral questions. Checklist.

Living Things and Their Environment.

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

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

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

How can we maintain a healthy skin?

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

Assessment rubric. Written test. Oral questions.

Living Things and Their Environment.

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

By the end of the lesson, the learner should be able to:
give examples of cosmetics. search from the internet and other relevant materials the importance of proper use of cosmetics. discuss the importance of proper use of cosmetics.

identify the effects of cosmetics on the human body.
discuss the effects of cosmetics on the human body.
use locally available materials to make a cosmetic.

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

Why is proper use of cosmetics important? What is the importance of using cosmetics to our skin?
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 94-95.
Digital devices.
Top Scholar Integrated Science pg 96-97.
Realia.
Digital devices.

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

Living Things and Their Environment.

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:
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:
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 harmful effects of the use of cosmetics on human health?

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

Oral report. Assessment rubric. Checklists. Written test.

Living Things and Their Environment.

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

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.

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.

What are the functions of the parts of the urinary system?

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

Assessment rubric. oral questions. Written test. Checklists.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Kidney Disorders.

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

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 some of the practices that may cause kidney disorders?

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

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

Living Things and Their Environment.

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

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

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

which healthy lifestyles can we adopt to promote healthy kidneys?
Which locally available materials can be used to model the urinary system?

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

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

Force and Energy.

Static Electricity. (. Demonstrating the Existence of Static Charges.
Static Electricity. (. Methods of Charging Objects.(Rubbing or Friction)

By the end of the lesson, the learner should be able to:
 identify the two forms of electricity. carry out an experiment to demonstrate the existence of static charges. rub different objects to show the presence of static charges in objects.
 identify the methods of charging objects. conduct a practical on charging objects by rubbing.

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

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

Top Scholar Integrated Science pg 105-106.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 107-108.

Assessment rubric. Checklists. observation schedule. oral questions.

Force and Energy.

Static Electricity. (. Methods of charging objects. (induction)

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

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 by induction?

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

Practical Work. Assessment rubric. Checklist. oral report.

Force and Energy.

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

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.

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.

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

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

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

Force and Energy.

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:
 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, 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 the difference between like and unlike charges?
What is the difference between attraction and repulsion force?

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

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

Force and Energy.

Static Electricity. (. Uses of 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.

In groups, pairs, learners are guided to:
mention the equipment that uses electrostatics to function.
use digital devices to find out how each of the equipment mentioned use electrostatic charges to function.
describe how the equipment uses electrostatic to function.

What are the uses of static charges? Which equipment uses electrostatic charges to function?

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

Assessment rubric. oral questions. Written test. Checklist.

Force and Energy.

Static Electricity. (.Dangers and Safety measures when dealing with static charges.
Electrical Energy-Sources of Electricity.

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

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
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.

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

Top Scholar Integrated Science pg 119-120.
Digital devices.
Top Scholar Integrated Science pg 122-123.
Pictures.

Written test. oral questions. Checklists. Assessment rubric.

Force and Energy.

Electrical Energy-Solar power.

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

In groups,pairs,learners are guided to:
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.

How is electric energy from the solar panel stored?

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

Assessment rubric. Written test. Oral questions.

Force and Energy.

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

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

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

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

Top Scholar Integrated Science pg 125-126.
Digital devices.
Videos.
Pictures.
Top Scholar Integrated Science pg 126-127.
Pictures.
Digital devices.

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

Force and Energy.

Electrical Energy-Wind power.

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

Where are wind power generators found in Kenya? How do wind power generators operate as a source of electricity?

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

Oral questions. Assessment rubric. Written test.

Force and Energy.

Electrical Energy- Simple Electrical Circuits.

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

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

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

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

Checklists. Observation. Practical work. Oral questions.

Force and Energy.

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

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

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

What is a parallel arrangement in a circuit?

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

Practical work. Observation. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy-Conductors and Non-Conductors of Electricity.
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?
What is an electrical appliance? What are the uses of the different electrical appliances?

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.
Pictures.
Top Scholar Pre-Technical Studies pg 137-138.
Digital devices.
Flashcards.

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

Force and Energy.

Electrical Energy -Safety Measures when Dealing with Electrical Appliances.

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.

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.

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.

Assessment rubric. Written tests. Oral questions.

Force and Energy.

Electrical Energy - Self-Assessment Questions.

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

Attempt all the questions on the sub-strand.

Individually,in pairs,learners to:
answer the questions on the sub-strand.

Top Scholar Pre-Technical Studies pg 140.
Assessment books.

Assessment rubric. Written test. Checklists.

Force and Energy.

Magnetism-Magnetic and Non-Magnetic Materials.
Magnetism.

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

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

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

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

Practical work. Oral questions. Observation. Assessment rubric.

Force and Energy.

Magnetism.

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

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.

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

What are magnetic poles? How do you identify the magnetic poles?
What is the difference between force of attraction and force of repulsion?

Top Scholar Pre-Technical Studies pg 143-144.
Bar magnet,iron fillings and flour.
Digital devices.
Top Scholar Pre-Technical Studies pg 145-146.
Bar magnets, strings and retort stand.
Digital devices

Practical work. Observation. oral questions.
Practical work. Observation. Assessment rubric. Oral questions.

Force and Energy.

Magnetism-Uses of magnets in day to day life.

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

List the equipment that use magnets in our day to day life.
Identify the uses of magnets in day to day life.
Discuss the uses of magnets in day to day life.
Make flashcards and charts showing the equipment that use magnets and their uses.
Appreciate the uses of magnets in day to day life activities.

In groups,learners are guided to;
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.

How are magnets used in day to day life?

Top Scholar Integrated Science pg 147-148.
Pictures.
Digital devices.
Charts.
Flashcards.

Checklists. Written tests. Oral questions. Assessment rubric.