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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Living things
|
Plants-Parts of a plant:
Identifying different plants found in the locality
|
By the end of the lesson, the learner should be able to:
Identify different plants found in the local area. Recognize different plants found around the school through excursion. Appreciate herbaceous plants. |
Learners are guided to identify different plants found in the local area.
Learners are guided in an excursion to identify different plants found in the local area. In groups, learners are guided to use digital devices such as camera, smartphones and tablets to take photos of different plants found in the local area. Learners are guided to collect herbaceous plants by uprooting them. |
What type of plants are found in your local area?
|
Realia
Charts Photographs Pictures Digital devices Computing devices Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Living things
|
Identifying different plants of plants in the environment
|
By the end of the lesson, the learner should be able to:
Identify different parts of plants in the environment. Recognize different parts of plants in the environment. Appreciate different types parts of plants in the environment. |
Learners are guided to identify different parts of plants in the environment (flower, roots, fruits, leaf and steam)
Learners are guided in an excursion to identify different parts of plants in the environment. |
Which parts of plants do you know?
|
Realia
Charts Photographs Pictures Digital devices Computing devices Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Living things
|
Drawing and labelling different parts of a plants
|
By the end of the lesson, the learner should be able to:
Mention different parts of plants. Draw and label the different parts of a plant. Have fun and enjoy drawing different parts of plants. |
Learners are guided to mention different parts of plants.
Learners are guided to draw and label the different parts of a plant. |
How to draw and label the different parts of a plant?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Living things
|
Functions of different parts of a plant
|
By the end of the lesson, the learner should be able to:
Define photosynthesis. Investigate the functions of different parts of a plant. Appreciate the functions of different parts of a plant. |
Learners are guided to define photosynthesis.
Learners are guided to investigate the functions of different parts of a plant. In groups, learners are guided to use a digital device connected to the internet to find out about functions of different parts of a plant |
What are the functions of different parts of a plant?
|
Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 5 |
Living things
|
Using visual aids to identify the functions of different parts of a plant
|
By the end of the lesson, the learner should be able to:
Use visual aids to identify the functions of the different parts of plants. Draw some plants which store food in their roots such as carrots, arrowroots, cassava and sweet potatoes. Appreciate the use of visual aids to identify the functions of the different parts of plants. |
In groups, learners are guided to use visual aids to identify the functions of the different parts of plants.
Learners are guided to draw some plants which store food in their roots such as carrots, arrowroots, cassava and sweet potatoes |
What are functions of roots?
|
Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Living things
|
Appreciating different plants in the community
|
By the end of the lesson, the learner should be able to:
Mention ways of taking care of plants. Compose a song on different plants found in his/her community. Appreciate different plants in the community. |
In groups, learners are guided to mention ways of taking care of plants.
In groups, learners are guided to compose a song on different plants found in his/her community. |
How do you take care of plants?
|
Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Living things
|
Appreciating different plants in the community
|
By the end of the lesson, the learner should be able to:
Mention ways of taking care of plants. Compose a song on different plants found in his/her community. Appreciate different plants in the community. |
In groups, learners are guided to mention ways of taking care of plants.
In groups, learners are guided to compose a song on different plants found in his/her community. |
How do you take care of plants?
|
Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Living things
|
Making mountings of different parts of a plant
|
By the end of the lesson, the learner should be able to:
List the materials needed to make mountings of different parts of a plant. Make mountings of different parts of a plant. Have fun and enjoy making mountings of different parts of a plant. |
Learners are guided to list the materials needed to make mountings of different parts of a plant.
In groups, learners are guided to make mountings of different parts of a plant. In groups, learners are guided to display the mounted parts of the plants in the Science corner. |
How to make mountings of different parts of a plant?
|
Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Living things
|
Plants-Types of roots
|
By the end of the lesson, the learner should be able to:
Identify different types of roots. Observe the different types of roots while recording. Appreciate different types of roots. |
Learners are guided to identify different types of roots.
Learners are guided to observe the different types of roots while recording. |
Which are the different types of roots?
|
Realia
Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Living things
|
Using visual aids to find out about the different types of roots
|
By the end of the lesson, the learner should be able to:
Name the different types of roots of the plants in the wall charts and pictures. Recognize different types of roots using visual aids and digital devices. Appreciate the use of visual aids and digital devices to find out about the different types of roots. |
Learners are guided to name the different types of roots of the plants in the wall charts and pictures.
In groups, learners are guided to recognize different types of roots using visual aids and digital devices. |
Which plants have the same type of roots?
|
Realia
Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Living things
|
Field excursion to collect different types of plants
|
By the end of the lesson, the learner should be able to:
Mentions ways to observe safety when collecting plants. Recognize different types of plants in an excursion. Appreciate the importance of observing safety when collecting plants. |
In groups, learners are guided to mentions ways to observe safety when collecting plants.
In groups, learners are guided in an excursion to identify types of plants. |
How to observe safety when collecting different types of plants?
|
Realia
Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Living things
|
Observing the different types of roots of the collected plants
|
By the end of the lesson, the learner should be able to:
Give examples of plants which have taproot and fibrous roots. Draw and label different types of roots. Have fun and enjoy drawing and labelling different types of roots. |
In groups, learners are guided to discuss different types of roots of the collected plants.
Learners are guided to draw and label different types of roots. |
How to draw and label different types of roots?
|
Realia
Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Living things
|
Grouping plants in the locality based on the types of roots
|
By the end of the lesson, the learner should be able to:
State the differences between taproot and fibrous roots. Group plants according to the type of roots. Appreciate the characteristics of taproots and fibrous roots. |
Learners are guided to state the differences between taproot and fibrous roots.
In groups, learners are guided to group plants according to the type of roots. |
What are the differences of taproot and fibrous root?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Living things
|
Appreciating that plants have different types of roots for different functions
|
By the end of the lesson, the learner should be able to:
Identify the type of roots in each plant. Sing a song about plants having different types of roots for different functions. Appreciate that plants have different types of roots for different functions. |
Learners are guided to identify the type of roots in each plant.
In groups, learners are guided to sing a song about plants having different types of roots for different functions. Learners are guided to participate in taking care of plants. |
What are the functions of roots mentioned in the song?
|
Realia
Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Living things
|
Making mountings of different types of roots
|
By the end of the lesson, the learner should be able to:
List the materials needed to make mountings of different types of roots. Make mountings of different types of roots. Have fun and enjoy making mountings of different types of roots. |
Learners are guided to list the materials needed to make mountings of different types of roots.
In groups, learners are guided to make mountings of different types of roots. In groups, learners are guided to display the mounted types of roots in the Science corner. |
How to make mountings of different types of roots?
|
Manila paper
Glue Scissors Realia Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Living things
|
Animals-Invertebrates; Identifying invertebrates
|
By the end of the lesson, the learner should be able to:
State the meaning of invertebrates. Draw some invertebrates found in his/her local area. Have fun and enjoy drawing invertebrates. |
Learners are guided to state the meaning of invertebrates.
Learners are guided to draw some invertebrates found in his/her local area. Learners are guided to identify invertebrates. |
What are invertebrates?
|
Realia
Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Living things
|
Animals-Invertebrates; Identifying invertebrates
|
By the end of the lesson, the learner should be able to:
State the meaning of invertebrates. Draw some invertebrates found in his/her local area. Have fun and enjoy drawing invertebrates. |
Learners are guided to state the meaning of invertebrates.
Learners are guided to draw some invertebrates found in his/her local area. Learners are guided to identify invertebrates. |
What are invertebrates?
|
Realia
Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Living things
|
Discussing safety precautions when handling invertebrates
|
By the end of the lesson, the learner should be able to:
Mention safety precautions when handling invertebrates. Demonstrate precautions when handling invertebrates. Appreciate the importance of observing safety when handling invertebrates. |
Learners are guided to mention safety precautions when handling invertebrates.
In groups, learners are guided to discuss safety precautions when handling invertebrates. Learners are guided to demonstrate precautions when handling invertebrates. |
How to observe safety when handling invertebrates?
|
Realia
Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Living things
|
Exploring the school and the neighbourhood to observe and identify different invertebrates
|
By the end of the lesson, the learner should be able to:
State the importance of invertebrates. Explore the school compound to observe different types of invertebrates. Appreciate the importance of invertebrate to the community. |
Learners are guided to state the importance of invertebrates.
In groups, learners are guided to explore the school compound to observe different types of invertebrates. In groups, learners are guided to use a camera or smartphone to take photographs of the invertebrates. |
What are the importance of invertebrates to the environment?
|
Protective clothing
Gloves Goggles Gumboots Realia Charts Photographs Pictures Digital devices Computing devices StoryMoja; Know More: Science and Technology Learner |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Living things
|
Using digital devices to access, observe and identify different invertebrates
|
By the end of the lesson, the learner should be able to:
State the difference between vertebrates and invertebrates. Use digital devices to access, observe and identify different invertebrates. Appreciate the differences between vertebrates and invertebrates. |
Learners are guided to state the difference between vertebrates and invertebrates.
In groups, learners are guided to use digital devices to access, observe and identify different invertebrates |
How to identify different invertebrates?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Living things
|
Characteristics of each group of invertebrates
|
By the end of the lesson, the learner should be able to:
Identify the four groups of invertebrates. Discuss and record the characteristics of insects, spiders, ticks, millipedes, centipedes, snails and slugs. Appreciate the characteristics of each group of invertebrates. |
Learners are guided to identify the four groups of invertebrates.
In groups, learners are guided to discuss and record the characteristics of insects, spiders, ticks, millipedes, centipedes, snails and slugs Learners are guided to name the invertebrate in the pictures and photographs. |
What are the four groups of invertebrates?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Living things
|
Characteristics of insects
|
By the end of the lesson, the learner should be able to:
Name insects found in his/her local area. Observe and record the similarities on the bodies of the insects. Appreciate the characteristics of insects. |
In pairs, learners are guided to name insects found in his/her local area.
In groups, learners are guided to observe and record the similarities on the bodies of the insects. In groups, learners are guided to use digital devices to watch a video on characteristics of insects. |
What are the characteristics of insects?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Living things
|
Characteristics of spiders and ticks
|
By the end of the lesson, the learner should be able to:
Identify the characteristics of spiders and ticks. Recognize the similarities between spiders and ticks. Appreciate the characteristics of ticks and spiders |
Learners are guided to identify the characteristics of spiders and ticks.
In groups, learners are guided to observe and record the similarities on the bodies of spiders and insects. In groups, learners are guided to use digital devices to watch videos on characteristics of spiders and ticks. |
What are the characteristics of ticks and spiders?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Living things
|
Characteristics of millipedes and centipedes
|
By the end of the lesson, the learner should be able to:
Identify the characteristics of millipedes and centipedes. Draw and label parts of a millipede and centipede. Appreciate the characteristics of millipedes and centipedes. |
Learners are guided to identify the characteristics of millipedes and centipedes.
In groups, learners are guided to compare the difference between centipedes and millipedes In groups, learners are guided to observe and record the similarities on the bodies of millipedes and centipedes. In groups, learners are guided to use digital devices to watch videos on characteristics of millipedes and centipedes. |
What are the characteristics of millipedes and centipedes?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Living things
|
Characteristics of snails and slugs
|
By the end of the lesson, the learner should be able to:
Identify the characteristics of snails and slugs. Recognize the similarities between snails and slugs. Appreciate the characteristics of snails and slugs. |
Learners are guided to identify the characteristics of snails and slugs.
In groups, learners are guided to observe and record the similarities on the bodies of snails and slugs. In groups, learners are guided to use digital devices to watch videos on characteristics of snails and slugs. |
What are the characteristics of snails and slugs?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Living things
|
Categories of invertebrates
|
By the end of the lesson, the learner should be able to:
Name the groups of invertebrates and list the names of the invertebrates that belong to each group. Categorize invertebrates into different groups. Appreciate the importance of categorizing invertebrates. |
In groups, learners are guided to name the groups of invertebrates and list the names of the invertebrates that belong to each group.
In groups, learners are guided to categorize invertebrates into different groups. |
What do we consider when categorizing invertebrates?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Living things
|
Categories of invertebrates
|
By the end of the lesson, the learner should be able to:
Name the groups of invertebrates and list the names of the invertebrates that belong to each group. Categorize invertebrates into different groups. Appreciate the importance of categorizing invertebrates. |
In groups, learners are guided to name the groups of invertebrates and list the names of the invertebrates that belong to each group.
In groups, learners are guided to categorize invertebrates into different groups. |
What do we consider when categorizing invertebrates?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Living things
|
Appreciating invertebrates and their importance to human beings
|
By the end of the lesson, the learner should be able to:
State the importance of invertebrates to human beings. Recite a poem about invertebrates. Appreciate invertebrates and their importance to human beings. |
In groups, learners are guided to state the importance of invertebrates to human beings.
In groups, learners are guided to compose and recite a poem about invertebrates. |
What are the importance of invertebrates to human beings?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Living things
|
Making a photo album of invertebrates found in the local area
|
By the end of the lesson, the learner should be able to:
List the materials needed to make a photo album of invertebrates found in the local area. Make a photo album of invertebrates found in the local area. Appreciate invertebrates found in the local area. |
Learners are guided to list the materials needed to make a photo album of invertebrates found in the local area.
In groups, learners are guided to make a photo album of invertebrates found in the local area. |
How to make a photo album of invertebrates?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Living things
|
Human circulatory system; Parts of the human circulatory system
|
By the end of the lesson, the learner should be able to:
Identify the main parts of the human circulatory system. Draw a well labelled diagram of the human circulatory system. Appreciate the parts of the human circulatory system. |
Learners are guided to define the meaning of circulatory system.
Learners are guided to identify the main parts of the human circulatory system. Learners are guided to draw a well labelled diagram of the human circulatory system. |
What are the main parts of the human circulatory system?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Living things
|
Observing and discussing parts of the heart
|
By the end of the lesson, the learner should be able to:
Identify different parts of the heart and blood vessels. Draw and label the internal parts of the heart. Appreciate the parts of the heart. |
Learners are guided to identify different parts of the heart and blood vessels.
Learners are guided to draw and label the internal parts of the heart. |
How many chambers does the heart have?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Living things
|
Discussing the functions of different parts of the heart
|
By the end of the lesson, the learner should be able to:
Identify the functions of different parts of the heart. Observe a video on parts of the heart and pumping of the heart. Appreciate the functions of different parts of the heart. |
Learners are guided to identify the functions of different parts of the heart.
In groups, learners are guided to observe a video on parts of the heart and pumping of the heart. Learners are guided to practice feeling the heartbeat. |
What are the functions of different parts of the heart.
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Living things
|
Types of blood vessels and their functions in the circulatory system
|
By the end of the lesson, the learner should be able to:
Identify the three types of blood vessels. Discuss the functions of the blood vessels. Appreciate the functions of blood vessels. |
Learners are guided to identify the three types of blood vessels.
In groups, learners are guided to discuss the functions of the blood vessels. |
What are the functions of blood vessels in the circulatory system?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Living things
|
Observing veins at the wrist and back of the hand
|
By the end of the lesson, the learner should be able to:
State the differences between arteries and veins. Observe veins at the wrist and back of the hand. Appreciate the importance of veins. |
Learners are guided to state the differences between arteries and veins.
Learners are guided to observe veins at the wrist and back of the hand. |
Why do arteries have thicker walls than veins?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Living things
|
Components of blood and their functions in the circulatory system
|
By the end of the lesson, the learner should be able to:
Brainstorm on the functions of the components of blood. Download and observe a video on the component of blood and their functions. Appreciate the functions of the components of blood. |
In groups, learners are guided to brainstorm on the functions of the components of blood.
In groups, learners are guided to download and observe a video on the component of blood and their functions. Learners are guided to identify the four components of blood. |
What are the four components of blood?
What are the functions of components of blood?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Living things
|
Making a model of components of blood
|
By the end of the lesson, the learner should be able to:
List the items and materials needed to make a model of components of blood. Make a model of components of blood. Have fun and enjoy making a model of components of blood. |
Learners are guided to list the items and materials needed to make a model of components of blood.
In groups, learners are guided to make a model of components of blood. |
How to make a model of components of blood?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Living things
|
Making a model of components of blood
|
By the end of the lesson, the learner should be able to:
List the items and materials needed to make a model of components of blood. Make a model of components of blood. Have fun and enjoy making a model of components of blood. |
Learners are guided to list the items and materials needed to make a model of components of blood.
In groups, learners are guided to make a model of components of blood. |
How to make a model of components of blood?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Living things
|
Blood groups in the ABO system
|
By the end of the lesson, the learner should be able to:
Brainstorm on the ABO human blood groups. Discuss the importance of blood groups Appreciate the importance of ABO human blood groups. |
In groups, learners are guided to brainstorm on the ABO human blood groups.
In groups, learners are guided to discuss the importance of blood groups. |
What is the ABO blood group system?
How many blood groups are there in the ABO system?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Living things
|
Role of blood groups in blood transfusion
|
By the end of the lesson, the learner should be able to:
State the difference between universal donor and universal recipient. Discuss the importance of blood transfusion. Appreciate the importance of blood transfusion. |
Learners are guided to define the meaning of blood transfusion.
Learners are guided to state the difference between universal donor and universal recipient. In groups, learners are guided to discuss the importance of blood transfusion. |
What is blood transfusion?
What would happen if there was no blood transfusion in the world?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Living things
|
Discussing the role of blood groups in blood transfusion
|
By the end of the lesson, the learner should be able to:
Explain the role of blood groups in blood transfusion. Make posters to sensitize members of his/her community on blood transfusion and the role blood groups play in blood transfusion. Appreciate the role of blood groups in blood transfusion. |
In groups, learners are guided to explain the role of blood groups in blood transfusion.
In groups, learners are guided to make posters to sensitize members of his/her community on blood transfusion and the role blood groups play in blood transfusion. |
What is the role of blood groups in blood transfusion?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Living things
|
Reproductive system; Identifying major parts of the human reproductive system
|
By the end of the lesson, the learner should be able to:
Discuss the meaning of reproduction. Name the reproductive systems shown in pictures A and B on Learner |
Learners are guided to discuss the meaning of reproduction.
Learners to Name the reproductive systems shown in pictures A and B on Learner |
What is reproduction?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Living things
|
Identifying major parts of the human reproductive system
|
By the end of the lesson, the learner should be able to:
Observe pictures and wall charts showing human and male and female reproductive systems. Discuss major parts of the human male and female reproductive system. Draw and label the human male and female reproductive systems. Appreciate parts of the human male and female reproductive system. |
In groups learners to observe pictures and wall charts showing human and male and female reproductive systems.
In groups, learners are guided to discuss major parts of the human male and female reproductive system. Individually, learners are guided to draw and label the human male and female reproductive systems |
What would happen if mammals did not have mammary glands?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Living things
|
Functions of major parts of the male and female reproductive systems
|
By the end of the lesson, the learner should be able to:
List the major parts of the male and female human reproductive systems shown on the wall charts and pictures. Discuss the functions of the major parts of the male and female human reproductive systems. Appreciate the functions of the major parts of the male and female human reproductive systems. |
In groups, learners to list the major parts of the male and female human reproductive systems shown on the wall charts and pictures.
In groups, learners are guided to discuss the functions of the major parts of the male and female human reproductive systems. |
What are functions of the major parts of the male and female human reproductive systems?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Living things
|
Physical changes that take place during adolescent
|
By the end of the lesson, the learner should be able to:
Explain the meaning of adolescent. Discuss the differences between the girls and the boys in picture A and B on |
Learners to explain the meaning of adolescent.
In groups, learners are guided to discuss the differences between the girls and the boys in picture A and B on the learner |
What is adolescence?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Living things
|
Physical changes that take place during adolescent
|
By the end of the lesson, the learner should be able to:
Watch a video about physical changes during adolescence. Identify the physical changes in both boys and girls during adolescence. Appreciate the physical changes in both boys and girls during adolescence. |
In groups, learners to watch a video about physical changes during adolescence.
Learners are guided to identify the physical changes in both boys and girls during adolescence |
What happens to boys and girls during adolescence?
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StoryMoja; Know More: Science and Technology Learner
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Oral questions Oral Report Observation
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| 10 | 1 |
Living things
|
Physical changes that take place during adolescent
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By the end of the lesson, the learner should be able to:
Listen to a guest speaker or a recorded device that talks about the physical changes that take place during adolescent. Discuss the physical changes that take place during adolescent. Enjoy talking about the physical changes that take place during adolescent. |
Learners are guided to listen to a guest speaker or a recorded device that talks about the physical changes that take place during adolescent.
In groups, learners are guided to discuss the physical changes that take place during adolescent |
What are some of physical changes that takes place in boys and girls during adolescence?
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StoryMoja; Know More: Science and Technology Learner
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Oral questions Oral Report Observation
|
|
| 10 | 2 |
Living things
|
Physical changes that take place during adolescent
|
By the end of the lesson, the learner should be able to:
Listen to a guest speaker or a recorded device that talks about the physical changes that take place during adolescent. Discuss the physical changes that take place during adolescent. Enjoy talking about the physical changes that take place during adolescent. |
Learners are guided to listen to a guest speaker or a recorded device that talks about the physical changes that take place during adolescent.
In groups, learners are guided to discuss the physical changes that take place during adolescent |
What are some of physical changes that takes place in boys and girls during adolescence?
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StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Living things
|
Implications of the physical changes in adolescence
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By the end of the lesson, the learner should be able to:
Identify the implications of the physical changes in adolescence. Recognize the social and health implications of physical changes in adolescence. Develop interest in learning about the implications of physical changes in adolescence. |
Learners are guided to identify the implications of the physical changes in adolescence.
Individually, learners to recognize the social and health implications of physical changes in adolescence |
What are the implications of the physical changes in adolescence?
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StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
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| 10 | 4 |
Living things
|
Appreciating that physical changes in boys and girls during adolescence have social and reproductive health implication.
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By the end of the lesson, the learner should be able to:
Identify the importance of physical changes in boys and girls during adolescence. Share experiences on physical changes in boys and girls during adolescence have social and reproductive health implication. Appreciating that physical changes in boys and girls during adolescence have social and reproductive health implication. |
Learners are guided to identify the importance of physical changes in boys and girls during adolescence.
In groups, learners are guided to share experiences on physical changes in boys and girls during adolescence have social and reproductive health implication |
What are social and health implication of adolescence?
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StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Environment
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Water conservation; Meaning of water conservation
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By the end of the lesson, the learner should be able to:
Explain the meaning of water conservation. Use digital devices to find out about the meaning of water conservation. Develop interest in learning about the water conservation. |
Learners are guided to explain the meaning of water conservation.
In groups, learners are guided to use digital devices to find out about the meaning of water conservation |
What is water conservation?
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StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Environment
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Importance of conserving water at home
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By the end of the lesson, the learner should be able to:
State the importance of conserving water at home. Discuss the importance of conserving water at home. Appreciate the importance of conserving water at home. |
Learners are guided to state the importance of conserving water at home.
In groups, learners are guided to discuss the importance of conserving water at home |
What is the importance of conserving water at home?
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StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Environment
|
Ways of conserving water at home
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By the end of the lesson, the learner should be able to:
Observe the pictures on page 67 and explain what they observe. Discuss the different ways of conserving water. Appreciate different ways of conserving water at home. |
Learners are guided to observe the pictures on page 67 and explain what they observe.
In groups, learners to discuss the different ways of conserving water |
What are some of the ways of conserving water at home?
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StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Environment
|
Explore how water is conserved in the local area.
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By the end of the lesson, the learner should be able to:
Walk around the school compound and use a camera or smartphone to take pictures of ways of conserving water. Discuss and record ways used to conserve water in your local area. Appreciate how water is conserved in the local area. |
In groups, learners to walk around the school compound and use a camera or smartphone to take pictures of ways of conserving water.
In groups, learners are guided to discuss and record ways used to conserve water in your local area. |
How is water conserved in your local area?
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StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Environment
|
Discussing ways of conserving water
|
By the end of the lesson, the learner should be able to:
Observe the photographs taken during excursions. Discuss different ways of conserving water. Watch a video and identify ways of conserving water. Appreciate the ways of conserving water. |
In groups, learners to observe the photographs taken during excursions.
In groups, learners to discuss different ways of conserving water. Learners to watch a video and identify ways of conserving water. |
What are some of the ways of conserving water on a farm?
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StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Environment
|
Economical uses of water in school and at home
|
By the end of the lesson, the learner should be able to:
Look at the pictures on learner |
In groups, learners to look at the pictures on learner
|
How do you use water economically at home and school?
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StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Environment
|
Economical uses of water in school and at home
|
By the end of the lesson, the learner should be able to:
Identify economical uses of water at school and at home. Demonstrate the economical uses of water at school and home. Appreciate economical uses of water at school and home. |
Learners are guided to identify economical uses of water at school and at home.
In pairs, learners to demonstrate the economical uses of water at school and home. |
What are economical uses of water in school and at home?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Environment
|
Economical uses of water in school and at home
|
By the end of the lesson, the learner should be able to:
Identify economical uses of water at school and at home. Demonstrate the economical uses of water at school and home. Appreciate economical uses of water at school and home. |
Learners are guided to identify economical uses of water at school and at home.
In pairs, learners to demonstrate the economical uses of water at school and home. |
What are economical uses of water in school and at home?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Environment
|
Economical uses of water in school and at home
|
By the end of the lesson, the learner should be able to:
Mention different ways of conserving water. Make posters and flyers on ways of conserving water. Compose a song about water conservation. Have fun participating in community activities to conserve water. |
Learners to mention different ways of conserving water.
In groups, learners are guided to make posters and flyers on ways of conserving water. In groups, learners to compose a song about water conservation |
How do you show interest in conserving water?
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StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Environment
|
Filtering water using a simple water sieve
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By the end of the lesson, the learner should be able to:
Identify the materials needed to make a water sieve. Outline the steps needed to make a water sieve Filter water using a simple water sieve. Have fun and enjoy filtering water using simple water sieve. |
Learners to identify the materials needed to make a water sieve.
In groups, learners are guided to outline the steps needed to make a water filter. In groups, learners to filter water using a simple water sieve. |
How do you construct a water sieve?
How do you filter water using a simple water sieve?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Environment
|
Making a water filter
|
By the end of the lesson, the learner should be able to:
Identify the materials needed to make a water filter. Outline the steps needed to make a water filter. Practice filtering dirt water using a water filter. Have fun and enjoy filtering water using a water filter. |
Learners to identify the materials needed to make a water filter.
In groups, learners are guided to outline the steps needed to make a water filter. In groups, learners are guided to practice filtering dirt water using a water filter. |
How do you make a water filter?
|
StoryMoja; Know More: Science and Technology Learner
|
Oral questions Oral Report Observation
|
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| 13 |
EVALUATION |
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Your Name Comes Here