Force and Energy.

Electrical Energy-Sources of Electricity.

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.

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 sources of electricity?

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

Written tests. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy-Solar power.
Electrical Energy-Hydroelectric 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.
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:
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.

How is electric energy from the solar panel stored?

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

Assessment rubric. Written test. Oral questions.

Force and Energy.

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

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.
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,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.
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.

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

Assessment rubric. Written test. Checklist. Oral questions.

Force and Energy.

Electrical Energy-Setting up Simple Electrical Circuit in Parallel.
Electrical Energy.
Electrical Energy-Conductors and Non-Conductors of Electricity.
Electrical Energy -Electrical Appliances.
Electrical Energy -Safety Measures when Dealing with Electrical Appliances.

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.
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.
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:
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.
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.
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 is a parallel arrangement in a circuit?
What is the difference between conductors and non-conductirs of electricity?

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.
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.
Top Scholar Pre-Technical Studies pg 139-140.
Charts.

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

Force and Energy.

Electrical Energy - Self-Assessment Questions.
Magnetism-Magnetic and Non-Magnetic Materials.

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

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

Top Scholar Pre-Technical Studies pg 140.
Assessment books.
Top Scholar Pre-Technical Studies pg 141.
Magnets.
Materials from the environment.

Assessment rubric. Written test. Checklists.

Force and Energy.

Magnetism.
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.
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 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.
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 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.
Top Scholar Pre-Technical Studies pg 145-146.
Bar magnets, strings and retort stand.
Digital devices

Practical work. Assessment rubric. observation. Oral questions.

Force and Energy.
Living Things and Their Environment.

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

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.
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;
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.

How are magnets used in day to day life?

Top Scholar Integrated Science pg 147-148.
Pictures.
Digital devices.
Charts.
Flashcards.
Active Integrated Science pg 110.
Dictionary.

Checklists. Written tests. Oral questions. 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;
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.
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.
lesson, be able to;
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.
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.

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.
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.
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.

Where are the sweat pores and hair located in the skin? Which layers make up the skin?
Which parts form the urinary system?

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.
Active Integrated Science pg 112-113.
School Field.
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.
Active Integrated Science pg 115.
Internet.
Teacher's Notes.

Practical work. Observation. Written tests. Oral questions.
Oral questions. Written tests. Self and peer assessment. Assessment rubric. Checklists.

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 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.
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.

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

What are the common kidney disorders? What are the causes of kidney disorders?

Active Integrated Science pg 115-116.
Internet.
Digital devices.
Posters.
Teacher's Notes.
Picture of the kidney stones.
Active Integrated Science pg 117-118.
Pictures.

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

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;
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.
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.

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.
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.

What lifestyle should we adopt to keep the skin healthy?

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

Assessment rubrics. Written tests. Oral questions. Checklists. Rating scale.

Living Things and Their Environment.
Force and Energy.

Human Excretory System: Assessment.
Electrical Energy.

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

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

Assessment books.
Active Integrated Science pg 122-123.
Teacher's Assessment Questions.
Active Integrated Science pg 136-137.
Pictures.
Digital devices.
Internet.
Teacher's notes.

Written tests. Assessment rubric.

Force and Energy.
Force and Energy
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 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.
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.
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.

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)
In groups,learners are guided to;
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.
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.
In groups, learners are guided to:
collaborate in setting up a simple electrical circuit in which bulbs are in series.
record and discuss their observations.

What are the sources of electricity in the environment?
What is the difference between the series and parallel arrangement of cells?

Active Integrated Science pg 136-137.
Teacher's notes
Digital devices.
Internet.
Active Integrated Science pg 138-139.
Video clips.
Active Integrated Science pg 139.
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.
Digital devices.
Active Integrated Science pg 140.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and seven connecting wires.

Assessment rubrics. Oral questions. Checklists. Written tests.
Practical Activity. Portfolio. Checklists. Observation. Assessment rubrics.

Force and Energy.

Electrical Energy
Electrical Energy
Electrical Energy.

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

In groups,learners are guided to;
prepare the requirements for the practical activity.
use the requirements prepared to set up a simple electrical circuit in which bulbs are in parallel.
record and discuss their observations.
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.
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.

What is the difference between the arrangement of the bulbs in series and parallel?

Active Integrated Science pg 140-141.
Digital devices.
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.
Active Integrated Science pg 142-143.
Pictures.
Lesson notes.

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

Force and Energy.

Electrical Energy.
Electrical Energy.

By the end of the lesson, the learner should be able to:
;
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.
Explore the uses of electricity in our environment.
Appreciate the uses of electricity in day to day life.

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.
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.

Which safety measures should you observe when handling electrical appliances at home?

Active Integrated Science pg 144-145.
Posters.
Digit devices.
Electronic devices manuals.
Active Integrated Science pg 145-146.

Oral questions. Written tests. Checklists.

Force and Energy.

Electrical Energy. Self-Assessment.
Magnetism.
Magnetism.

By the end of the lesson, the learner should be able to:
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.
;
Conduct activities to demonstrate directional,attractive and repulsive as properties of magnets.
Enjoy carrying out the activities.

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.
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.

Active Integrated Science pg 147.
Digital devices.
Lesson notes.
Bar magnets.
Strings and Stands.

Written tests. Assessment rubric.

Force and Energy.

Magnetism.
Magnetism.
Magnetism.
Magnetism.
Magnetism.

By the end of the lesson, the learner should be able to:
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.
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.
Conduct simple activities to determine the uses of magnets
Appreciate the use of magnets in our daily life.

In groups,learners are guided to:
collaboratively carry out activities to demonstrate properties of a magnet (poles and magnetic strength properties)
observe and record their observations.
explain their observations and give a conclusion.
In groups, learners are guided to;
collaborate in conducting a practical activity to investigate the force between like and unlike poles of magnets.
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.
observe and record their observations.
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.
carry out a simple activity on separation of mixtures using magnet,determing direction.
share their views on the practical activity.

How can you investigate the poles of magnet and magnetic strength?
Which materials are magnetic and non-magnetic in the environment?

Active Integrated Science pg 149.
Digital devices.
Bar magnets.
Paper and Iron filings.
Active Integrated Science pg 150-151.
Rollers.
Active Integrated Science pg 148.
Bar magnets.
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.
Active Integrated Science pg 151-152.
Mixture of iron fillings and sand or flour.
Bar magnets, piece of thread, magnetic compass and wooden support.

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

Force and Energy.

Magnetism.
Magnetism.

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

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)
observe and record their observations.
share their findings with peers.
In groups,learners are guided to:
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.

How are magnets used in our daily life?

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.

Practical work. Checklists. Oral questions.

Force and Energy.
Entrepreneurship.
Entrepreneurship.

Magnetism.
Introduction to Entrepreneurship.
Introduction to Entrepreneurship.

By the end of the lesson, the learner should be able to:
Attempt assessment questions on the sub-strand: Magnetism.
State the meaning of entrepreneur and entrepreneurship.
Identify the importance of entrepreneurship to an individual.
Search the internet for information on the importance of entrepreneurship to individuals.
Appreciate the role of entrepreneurship to individuals.
Identify the importance of entrepreneurship to the community.
Search online or offline for information on the importance of entrepreneurship to the community.
Appreciate the role of entrepreneurship to the community.

Individually or in pairs,learners are guided to:
answer assessment questions on the sub-strand: Magnetism.
In groups or pairs, learners are guided to:
brainstorm and present the meaning of the terms entrepreneur and entrepreneurship.
use digital devices to search the internet for information on the importance of entrepreneurship to individuals.
identify and discuss the importance of entrepreneurship to individuals.
In groups or pairs,learners are guided to:
brainstorm and present the importance of entrepreneurship to the community.
use digital devices or print materials to search for information on the importance of entrepreneurship to the community.
discuss and present the importance of entrepreneurship to the community.

Active Integrated Science pg 156.
Teacher's Assessment Questions.
MTP Business Studies Grade 8 pg 45-47.
Lesson notes.
Digital devices.
Internet.
Dictionary.
MTP Business Studies pg 46-47.
Digital devices & internet.

Written tests. Checklists. Rating scale. Assessment rubric.

Entrepreneurship.

Introduction to Entrepreneurship.
Introduction to Entrepreneurship.

By the end of the lesson, the learner should be able to:
Identify the qualities of an entrepreneur in business.
Describe the qualities of an entrepreneur in business.
Prepare flashcards or posters showing the qualities of an entrepreneur in business.
Acknowledge the qualities of an entrepreneur in business.
Define the term Business idea.
Identify the sources of business ideas for a business venture.
Use digital devices to search for information on the sources of Business ideas.
Recognize the sources of business ideas for a business venture.

In groups or pairs,learners are guided to:
brainstorm and present the qualities of an entrepreneur in any business.
read the story in learner's book and identify the qualities of an entrepreneur.
search the internet for additional information on the qualities of a good entrepreneur in business and discuss their findings.
prepare flashcards or posters showing the qualities of a good entrepreneur in business.
brainstorm and present the meaning of business idea.
use digital and print resources to search for information on the sources of business ideas.
identify and discuss the sources of business ideas for a business venture.

What qualities should an entrepreneur possess in a business?

MTP Business Studies Grade 8 pg 47-48.
Digital devices.
Flashcards or posters.
Lesson notes.
Internet.
MTP Business Studies Grade 8 pg 49-50.

Oral questions. Observation. Written tests. Checklists.

Entrepreneurship.

Introduction to Entrepreneurship.
Introduction to Entrepreneurship.
Introduction to Entrepreneurship.
Introduction to Entrepreneurship.
Money.
Money.

By the end of the lesson, the learner should be able to:
Identify ways of generating business ideas in a community.
Discuss the ways of generating business ideas in a community.
Acknowledge the ways of generating business ideas in a community.
State the meaning of business opportunity, evaluating and viability as used in entrepreneurship.
Identify the factors that an entrepreneur should consider when determining a business viability.
Search the internet or books for information on factors considered when evaluating the viability of a business opportunity.
Acknowledge the factors considered by entrepreneurs when determining a business viability.
Compile a list of business ideas in the community.
Determine the viability of the listed business ideas as business opportunity.
Practice entrepreneurship for self and community development.
Identify the factors that enhance business success in the community.
Discuss the factors that lead to the success of a business.
Search for information on internet for factors that may lead to the success of a business.
Acknowledge the factors that enhance business success in the community.
State the meaning of money.
Identify the characteristics of money as a medium of exchange.
Use digital devices to search for information on the characteristics of money as a medium of exchange.
Acknowledge the characteristics of money as a medium of exchange.
Identify the uses of money in day to day life.
Discuss the uses of money in day to day life.
Search the internet for information on the uses of money.
Appreciate the uses of money in day to day life.

In groups or pairs, learners are guided to:
brainstorm and present the ways in which an individual can generate business ideas in the community.
search the internet or print materials for ways in which individuals can generate business ideas in the community.
discuss the different ways of generating business ideas in the community and present in class.
In groups or pairs,learners are guided to;
explain the meaning of the terms: viability, business opportunity and evaluating.
search the internet or books for the factors to consider in determining business viability.
identify and discuss the factors entrepreneurs considers in determining business viability in the community.
In groups,learners are guided to;
compile a list of business ideas in the locality.
collaborate in determining the suitability of the business ideas as business opportunities.
present the most viable business ideas in class.
In groups or pairs, learners are guided to:
read and analyse a case study about the factors that enhance business success in the community.
identify and discuss the factors that may lead to the success of a business.
use digital devices to search for additional information on the factors that enhance business success in the community.
In groups or pairs,learners are guided to;
brainstorm and present the meaning of money.
identify the features of money as a medium of exchange.
search the internet for information on the characteristics of money as a medium of exchange.
discuss the characteristics of money as a medium of exchange and present in class.
In groups or pairs,learners are guided to:
share experiences on uses of money for buying goods and services.
use digital devices or relevant textbooks to search for uses of money.
identify and discuss the uses of money.

How can one generate business ideas for the community?
What factors should entrepreneurs in the community consider to enhance success in their businesses?

Lesson notes.
MTP Business Studies Grade 8 pg 50.
Digital devices.
MTP Business Studies Grade 8 pg 51-52
MTP Business Studies Grade 8 pg 51-53.
MTP Business Studies Grade 8 pg 53-54.
Lesson notes.
Digital resources.
Digital devices.
MTP Business Studies Grade 7 pg 8-10.
Pictures.

Observation. Oral questions. Checklists. Written tests.
Observation. Checklist. Oral questions. Written tests. Assessment rubrics.

Entrepreneurship.

Money.
Money.

By the end of the lesson, the learner should be able to:
Identify the security features of the Kenyan currency.
Describe the security features of the Kenyan currency.
Use digital devices to search for clips on the security features of Kenyan money.
Acknowledge the security features of Kenyan currency.
Use the Kenyan currency to observe and identify the key security features.
Enjoy observing and identifying the key security features of Kenyan money.

In groups or pairs,learners are guided to:
brainstorm on the meaning of key security features of money.
use digital devices to search and watch video clips on the key security features of the Kenyan currency.
identify the security features of the Kenyan currency.
discuss the key security features of Kenyan money.
In groups or Individually,learners are:
given one of the five denomination of Kenyan notes by the teacher.
collaborate in observing and identifying the key security features of the Kenyan currency by feeling, looking and tilting.
fill a table on the observation made.
create a posters on the security features visible on the Kenyan notes.

What are the key security features of Kenyan currency?

Lesson notes.
MTP Business Studies Grade 7 pg 11-13.
Video clips.
Digital devices.
Kenyan currency (50,100,200,500 & 1000)

Written tests. oral questions. Assessment rubrics.

Entrepreneurship.

Money.
Money.
Money.

By the end of the lesson, the learner should be able to:
Identify the symbols and themes on the Kenyan currency.
Use digital devices to search and watch clips on the themes and symbols on the Kenyan currency.
Use the Kenyan currency to observe the symbols and themes on them.
Enjoy observing and identifying the symbols and themes on the Kenyan currency.
Describe the themes and symbols on the Kenyan currency.
Prepare posters on the themes and symbols on Kenyan currency.
Appreciate the themes on the Kenyan currency.
Attempt assessment questions on the sub-strand: Money.

In groups,learners are guided to:
use digital devices to search and watch clips or information on the the themes and symbols on Kenyan currency.
use the Kenyan currency to observe and identify the symbols and themes on the Kenyan currency.
In groups,pairs,learners are guided to:
state the themes on the Kenyan currency.
discuss briefly the themes on the Kenyan currency.
create posters on themes on the Kenyan currency and display in class and school environment.
In pairs or individually,learners are guided to:
answer assessment questions on the sub-strand ;money.

What are the themes and symbols on the Kenyan currency?

MTP Business Studies Grade 7 pg 14.
Video clips.
Digital devices.
Kenyan currency (50,100,200,500 & 1000)
MTP Business Studies Grade 7 pg 15-16.
Posters & charts.
Marker pens
Teacher's Assessment Questions.

checklists. Oral questions. Written tests. Assessment rubric.

Entrepreneurship.

Financial Goals.
Financial Goals.

By the end of the lesson, the learner should be able to:
Define the terms; Financial Management and Goal setting.
Identify the importance of setting goals in financial management.
Search the internet for information on the importance of setting goals in financial management.
Acknowledge the need of setting goals in financial management.
Differentiate between short term and long term financial goals.
Classify different financial goals as either short term or long term.
Acknowledge the need to set both short and long term financial goals.

In groups or pairs,learners are guided to;
brainstorm on the meaning of goals,financial management and goal setting.
outline the importance of setting goals in financial management.
use digital or print resources to search for information on importance of setting goals in financial management.
discuss the importance of setting goals in financial management.
In groups, learners are guided to:
brainstorm and present the meaning of short term and long term financial goals.
study the financial goals in learner's book or those presented to them.
collaborate in identifying and classifying them as either short term or long term financial goals.

Why is it important for an individual to set financial goals?

Lesson notes.
MTP Business Studies Grade 8 pg 1-4.
internet and digital devices.
MTP Business Studies Grade 8 pg 1-4.

Assessment rubric. written test. oral questions.

Entrepreneurship.

Financial Goals.
Financial Goals.
Financial Goals.
Financial Goals.
Financial Goals.
Financial Goals.
Financial Goals.

By the end of the lesson, the learner should be able to:
Define the term Financial discipline.
Identify the importance of financial discipline in setting of financial goals.
Search the internet for additional information on the importance of financial discipline.
Acknowledge the need for financial discipline to individuals.
Create educative messages on the importance of financial discipline on digital devices or posters.
Enjoy creating and sharing educative messages on the importance of financial discipline.
Identify the factors to consider when setting up financial goals.
Discuss the factors to consider when setting up financial goals.
Use digital devices to search for information on factors considered when setting financial goals.
Acknowledge the factors considered when setting financial goals.
lesson,
Identify the learning resources that one can use to search for information on setting financial goals.
Discuss how one can use the learning resources to search for information on setting financial goals.
Appreciate the different learning resources used to search for information on setting financial goals.
Select a learning resource to search for information on setting up financial goals.
Use the selected learning resource to search for information on setting up financial goals.
Enjoy using the learning resources to search for information on setting up financial goals.
Outline the steps for formulating financial goals for individual development.
Use digital devices to search for information on steps to follow in formulating financial goals.
Acknowledge the steps to follow when formulating financial goals.
Formulate financial goals for individual development.
Enjoy formulating financial goals for individual development.

In groups or pairs,learners are guided to; brainstorm and present the meaning of financial discipline
search from digital or print resources for information on the importance of financial discipline.
identify and discuss the importance of financial discipline.
In groups, learners are guided to:
collaborate in creating educative messages on the importance of financial discipline on digital devices and posters.
share the created educative messages on the importance of financial discipline online or display posters in school.
In groups,pairs,learners are guided to:
brainstorm and present on the factors to consider when setting financial goals .
search the internet or print materials for information on factors considered when setting financial goals.
discuss the factors to consider when setting financial goals.
prepare flashcards showing the factors to consider when setting financial goals.
In groups or pairs,learners are guided to:
study the pictures in learner's book and identify the resources that one can use to search for information on setting up financial goals.
list other resources that can be used to search for information on setting financial goals.
discuss how the learning resources can be used to search for information on setting financial goals.
In groups or individually,learners are guided to:
select a learning resource to search for information on setting up financial goals.
use the learning resource to search for relevant information on setting up of financial goals.
In groups,pairs,learners are guided to;
brainstorm and present on some of the steps to follow in formulating financial goals.
search the internet for information on steps to follow when formulating financial goals for individual development.
discuss the steps to follow in formulating financial goals for individual development.
In pairs or individually,learners are guided to;
observe keenly as the teacher demonstrates how to set a SMART financial goal.
creatively set or formulate financial goals for self development on digital devices or books.
share their financial goals with peers.

Why is it important for individuals to have financial discipline?
How can you use the resources to search for information on setting financial goals?

MTP Business Studies Grade 8 pg 4.
Digital devices.
Lesson notes.
MTP Business Studies Grade 8 pg 4-5.
Flashcards.
MTP Business Studies Grade 8 pg 6.
lesson notes.
Digital resources.
Pictures.
Learning resources (magazines, newspaper, laptops, tablets)
Digital devices.
Video clips.
Internet.
MTP Business Studies Grade 8 pg 6-7.
Sample financial goals.

Assessment rubric. Oral questions. Written tests. Checklists.
Oral questions. Oral discussion. Written tests. Checklists.