Living Things and Their Environment

Human circulatory system - Prevention of circulatory conditions

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

- Describe ways to prevent circulatory conditions
- Explain the importance of healthy lifestyle choices
- Show commitment to healthy habits

In groups, learners are guided to:
- Discuss ways to prevent circulatory conditions
- Explore the role of diet in circulatory health
- Discuss the importance of regular exercise
- Create posters on preventing circulatory conditions

What lifestyle choices promote circulatory health?

- SUPERMINDS Science & Technology pg. 37
- Digital devices
- Reference materials
- Poster materials

- Poster assessment - Oral presentations - Group discussions

Living Things and Their Environment

Human circulatory system - Maintaining a healthy circulatory system

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

- Search for information on maintaining a healthy circulatory system
- Discuss practices for good circulatory health
- Value healthy living practices

In groups, learners are guided to:
- Use digital devices to search for information on maintaining a healthy circulatory system
- Discuss practices for heart health
- Explore practices for healthy blood vessels
- Discuss the importance of hydration for blood health

How can we maintain a healthy circulatory system?

- SUPERMINDS Science & Technology pg. 38
- Digital devices
- Reference materials
- Charts on healthy practices

- Oral presentations - Written work - Group discussions

Living Things and Their Environment

Human circulatory system - Developing a routine plan

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

- Develop a routine plan for maintaining a healthy circulatory system
- Explain the importance of each element in the plan
- Show commitment to following the plan

In groups, learners are guided to:
- Create a table showing activities for circulatory health
- Indicate frequency of activities (always, sometimes, never)
- Develop a personalized routine plan
- Share and discuss plans with classmates

How can I develop and follow a personal plan for circulatory health?

- SUPERMINDS Science & Technology pg. 39
- Notebook
- Writing materials
- Reference materials

- Plan assessment - Oral presentations - Peer review

Living Things and Their Environment

Human circulatory system - Assessment activities

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

- Identify parts of the circulatory system
- Describe functions of circulatory system components
- Demonstrate understanding of circulatory health

In groups, learners are guided to:
- Complete assessment activities on the circulatory system
- Identify parts of the heart in diagrams
- Match blood vessels with their functions
- Answer questions about blood components

What have we learned about the human circulatory system?

- SUPERMINDS Science & Technology pg. 39
- Assessment worksheets
- Diagrams of the circulatory system
- Writing materials

- Written assessment - Diagram labeling - Oral questions

Living Things and Their Environment
Matter

Human circulatory system - Assessment and reflection
Change of state - Changes of state of matter

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

- Answer questions about the circulatory system
- Solve puzzles related to circulatory system concepts
- Reflect on their learning about the circulatory system

In groups, learners are guided to:
- Complete word search puzzles on circulatory system terms
- Answer riddles about blood components
- Write reflections on what they have learned
- Discuss areas for further learning

How well do I understand the human circulatory system?

- SUPERMINDS Science & Technology pg. 40
- Word search puzzles
- Reflection worksheets
- Writing materials
- SUPERMINDS Science & Technology pg. 43
- Digital devices
- Pictures showing different states of matter

- Written assessment - Self-assessment - Reflective writing

Matter

Change of state - Changes of state of matter
Change of state - Demonstrating change of state of matter

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

- Identify changes of state when substances are heated
- Describe the process of melting
- Show curiosity about changes of state

In groups, learners are guided to:
- Observe a candle in its solid state
- Light the candle and observe what happens
- Discuss the change from solid to liquid state
- Record observations in notebooks
- Define melting as change from solid to liquid

What happens when solid substances are heated?

- SUPERMINDS Science & Technology pg. 45
- Candles
- Matchsticks
- Aluminum foil
- Safety equipment
- Water
- Sufuria
- Heat source

- Observation - Practical skills - Oral questions

Matter

Change of state - Demonstrating change of state of matter

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

- Demonstrate the process of sublimation
- Observe direct change from solid to gas
- Apply safety measures when conducting experiments

In groups, learners are guided to:
- Observe mothballs in solid state
- Heat mothballs in a beaker with a lid
- Observe what happens to the mothballs
- Discuss the direct change from solid to gas
- Define sublimation

What is sublimation and which substances show this property?

- SUPERMINDS Science & Technology pg. 47
- Mothballs
- Beaker with lid
- Heat source
- Safety equipment
- SUPERMINDS Science & Technology pg. 48
- Pan with lid
- Water
- SUPERMINDS Science & Technology pg. 49
- Candles
- Cooking fat
- Spoon

- Practical demonstration - Observation - Written records

Matter

Change of state - Demonstrating change of state of matter
Change of state - Application of change of state of matter

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

- Demonstrate the process of deposition
- Observe change from gas to solid
- Show interest in scientific phenomena

In groups, learners are guided to:
- Set up an experiment with mothballs, a plastic cup, and ice cubes
- Observe what happens to the vapor from mothballs when it contacts cold surface
- Discuss the direct change from gas to solid
- Define deposition

How can a gas change directly to a solid?

- SUPERMINDS Science & Technology pg. 49
- Mothballs
- Clear plastic cup
- Ice cubes
- Safety equipment
- SUPERMINDS Science & Technology pg. 51
- Pictures showing applications of state change
- Digital devices
- Reference materials

- Practical demonstration - Observation - Written records

Matter

Change of state - Application of change of state of matter

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

- Search for information on applications of change of state
- Identify examples of state change in the environment
- Value the practical applications of scientific knowledge

In groups, learners are guided to:
- Use digital devices to search for applications of change of state
- Take a walk around the school environment
- Identify examples of heating and cooling applications
- Discuss findings with classmates

What are some applications of change of state in our school environment?

- SUPERMINDS Science & Technology pg. 53
- Digital devices
- Reference materials
- Writing materials

- Oral presentations - Written work - Observation

Matter

Change of state - Application of change of state of matter

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

- Make candles using waste candle wax
- Apply knowledge of melting and freezing
- Show creativity in reusing materials

In groups, learners are guided to:
- Collect waste candle wax
- Melt the wax safely using appropriate equipment
- Insert a wick in a small narrow bottle
- Pour melted wax into the bottle
- Allow wax to cool and harden
- Trim the wick

How can we apply our knowledge of state change to make useful items?

- SUPERMINDS Science & Technology pg. 54
- Waste candle wax
- Wicks/string
- Small narrow bottles
- Melting container
- Safety equipment

- Project assessment - Practical skills - Observation

Matter

Change of state - Application of change of state of matter

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

- Repair broken plastic containers
- Apply knowledge of melting and freezing
- Practice safety when working with heat

In groups, learners are guided to:
- Prepare a broken plastic container for repair
- Place a metal plate on a heated source
- Use the hot plate to fuse broken edges together
- Allow the plastic to cool completely
- Follow safety precautions throughout the process

How can we use the principle of melting to repair plastic items?

- SUPERMINDS Science & Technology pg. 55
- Broken plastic containers
- Metal plate
- Heat source
- Safety equipment (gloves, masks, goggles)

- Project assessment - Practical skills - Observation

Matter

Change of state - Home application project

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

- Identify applications of heating and cooling at home
- Explain how state changes are used in household activities
- Value the application of scientific knowledge in daily life

In groups, learners are guided to:
- Find out how heating and cooling are used in various activities at home
- Record findings in notebooks
- Discuss how heating and cooling are important in these activities
- Prepare a class presentation on findings

How do we use heating and cooling processes at home?

- SUPERMINDS Science & Technology pg. 56
- Notebooks
- Writing materials
- Digital devices (if available)

- Oral presentations - Written work - Group discussions

Matter

Change of state - Uses of changes of state of matter

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

- Discuss the uses of changes of state in our lives
- Explain how life would be affected without changes of state
- Appreciate the importance of state changes in daily life

In groups, learners are guided to:
- Discuss the uses of changes of state in our lives
- Brainstorm on how people would be affected if changes of state were not possible
- Create a mind map showing applications of state changes
- Present findings to classmates

Why are changes of state important in our daily lives?

- SUPERMINDS Science & Technology pg. 56
- Chart paper
- Writing materials
- Digital devices (if available)

- Mind map assessment - Oral presentations - Group discussions

Matter

Change of state - Assessment
Change of state - Self-assessment

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

- Identify different changes of state
- Match change processes with state transitions
- Apply knowledge of state changes to answer questions

In groups, learners are guided to:
- Review the different changes of state learned
- Complete assessment activities on changes of state
- Match change processes with state transitions
- Discuss answers with classmates

What are the different ways matter can change from one state to another?

- SUPERMINDS Science & Technology pg. 56
- Assessment worksheets
- Writing materials
- Reference materials
- Self-assessment worksheets

- Written assessment - Matching exercises - Oral questions

Matter

Composition of air - Composition of air in the atmosphere

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

- Identify the components of air
- Recognize the importance of air for living things
- Show interest in learning about air

In groups, learners are guided to:
- Discuss the importance of air for living things
- Study a chart showing the components of air
- Identify the different components represented by different colors
- Discuss the relative proportions of different gases in air

What are the components of air?

- SUPERMINDS Science & Technology pg. 57
- Chart showing components of air
- Digital devices
- Reference materials

- Observation - Oral questions - Written assignments

Matter

Composition of air - Composition of air in the atmosphere

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

- Identify the percentages of different components in air
- Draw a pie chart showing composition of air
- Appreciate the importance of different air components

In groups, learners are guided to:
- Examine the size of different colored sections in the chart
- Determine which components take the largest and smallest percentages
- Learn the exact percentages of nitrogen, oxygen, carbon dioxide, and other gases
- Draw a pie chart showing the composition of air

What percentage of each component is present in air?

- SUPERMINDS Science & Technology pg. 58
- Chart paper
- Colored pencils
- Reference materials

- Chart assessment - Oral questions - Written work

Matter

Composition of air - The presence of oxygen in the air

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

- Demonstrate the presence of oxygen in air
- Conduct an experiment to show that oxygen supports burning
- Show curiosity in investigating air components

In groups, learners are guided to:
- Set up an experiment with a candle, water, and a glass jar
- Light the candle and cover it with the jar
- Observe what happens to the candle and water level
- Discuss why the candle goes out and water rises in the jar
- Conclude that oxygen in air supports burning

How can we demonstrate the presence of oxygen in air?

- SUPERMINDS Science & Technology pg. 58
- Candle
- Glass jar
- Water
- Beaker
- Matchbox

- Practical demonstration - Observation - Oral questions

Matter

Composition of air - Uses of the different components of air

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

- Outline uses of oxygen in nature
- Explain how living things use oxygen
- Appreciate the importance of oxygen for life

In groups, learners are guided to:
- Use digital devices to search for uses of different components of air
- Discuss and write down uses of oxygen in nature
- Explore how humans and animals use oxygen for respiration
- Discuss how oxygen supports burning

What are the uses of oxygen in nature?

- SUPERMINDS Science & Technology pg. 60
- Digital devices
- Reference materials
- Pictures showing uses of oxygen

- Oral presentations - Written work - Group discussions

Matter

Composition of air - Uses of the different components of air

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

- Outline uses of carbon (IV) oxide in nature
- Explain the importance of carbon (IV) oxide for plants
- Show interest in learning about air components

In groups, learners are guided to:
- Discuss and write down uses of carbon (IV) oxide in nature
- Explore how plants use carbon dioxide in photosynthesis
- Discuss how carbon dioxide is used in fire extinguishers
- Investigate other uses of carbon dioxide in beverages

What are the uses of carbon (IV) oxide in nature?

- SUPERMINDS Science & Technology pg. 60
- Digital devices
- Reference materials
- Pictures showing uses of carbon dioxide

- Oral presentations - Written work - Group discussions

Matter

Composition of air - Uses of the different components of air

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

- Outline uses of nitrogen and other gases in nature
- Describe applications of these gases
- Value the importance of different air components

In groups, learners are guided to:
- Discuss and write down uses of nitrogen in nature
- Explore how nitrogen is used in food preservation
- Discuss the use of nitrogen in fertilizers
- Investigate uses of other gases such as argon in light bulbs

What are the uses of nitrogen and other gases in nature?

- SUPERMINDS Science & Technology pg. 61
- Digital devices
- Reference materials
- Pictures showing uses of nitrogen and other gases

- Oral presentations - Written work - Group discussions

Matter

Composition of air - Air pollution

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

- Define air pollution
- Identify causes of air pollution
- Show concern for air quality

In groups, learners are guided to:
- Study pictures showing air pollution events
- Discuss causes of air pollution shown in the pictures
- Use digital devices to search for the meaning of air pollution
- Brainstorm on the meaning of air pollution

What is air pollution and what causes it?

- SUPERMINDS Science & Technology pg. 61
- Pictures showing air pollution
- Digital devices
- Reference materials

- Observation - Oral questions - Written work

Matter

Composition of air - Air pollutants

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

- Identify common air pollutants
- Describe sources of air pollutants
- Show concern for preventing air pollution

In groups, learners are guided to:
- Study pictures showing sources of air pollution
- Identify and name air pollutants
- Discuss how human activities cause air pollution
- Discuss natural sources of air pollution

What are the common air pollutants in our environment?

- SUPERMINDS Science & Technology pg. 62
- Pictures showing air pollutants
- Digital devices
- Reference materials

- Observation - Oral questions - Group discussions

Matter

Composition of air - Effects of air pollution on the environment

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

- Explain effects of air pollution on human health
- Describe how air pollution affects plants
- Show concern for the effects of air pollution

In groups, learners are guided to:
- Discuss how someone would feel when breathing in smoke or dust
- Study pictures showing effects of air pollution on plants
- Discuss the effects of air pollution on health and environment
- Share personal experiences related to air pollution

How does air pollution affect the environment?

- SUPERMINDS Science & Technology pg. 64
- Pictures showing effects of air pollution
- Digital devices
- Reference materials

- Oral presentations - Written work - Group discussions

Matter

Composition of air - Effects of air pollution on the environment

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

- Search for information on effects of air pollution
- Read and discuss articles on air pollution
- Value clean air in the environment

In groups, learners are guided to:
- Use digital devices to search for articles on air pollution effects
- Read and discuss the effects mentioned in the articles
- Learn new vocabulary related to air pollution
- Create a mind map showing effects of air pollution

What are the short-term and long-term effects of air pollution?

- SUPERMINDS Science & Technology pg. 65
- Digital devices
- Reference materials
- Dictionary
- Chart paper

- Reading comprehension - Vocabulary assessment - Mind map creation

Matter

Composition of air - Effects of air pollution on the environment

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

- Observe effects of air pollution in the local environment
- Record observations of air pollution effects
- Show concern for air quality in the community

In groups, learners are guided to:
- Take a walk around the school environment with teacher guidance
- Observe signs of air pollution
- Record effects such as breathing problems, eye irritation, poor visibility, and plant damage
- Discuss observations with classmates

What effects of air pollution can we observe in our environment?

- SUPERMINDS Science & Technology pg. 65
- Notebook
- Writing materials
- Digital cameras (if available)

- Field observations - Written records - Group discussions

Matter

Composition of air - Methods of reducing air pollution

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

- Identify methods of reducing air pollution
- Search for information on pollution reduction
- Value clean air in the environment

In groups, learners are guided to:
- Use digital devices to search for methods of reducing air pollution
- Discuss and write down methods of reducing air pollution
- Explore personal actions that can reduce air pollution
- Share findings with classmates

How can we reduce air pollution in our environment?

- SUPERMINDS Science & Technology pg. 66
- Digital devices
- Reference materials
- Notebook
- Writing materials

- Oral presentations - Written work - Group discussions

Matter

Composition of air - Methods of reducing air pollution

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

- Explain proper waste disposal as a method of reducing air pollution
- Discuss the Dandora dumpsite case
- Show responsibility for proper waste disposal

In groups, learners are guided to:
- Study picture of the Dandora dumpsite in Nairobi
- Discuss the air quality and smell at the dump site
- Share experiences related to the dumpsite
- Discuss proper waste disposal methods

Why is proper waste disposal important for air quality?

- SUPERMINDS Science & Technology pg. 68
- Picture of Dandora dumpsite
- Digital devices
- Reference materials

- Oral presentations - Written work - Group discussions

Matter

Composition of air - Methods of reducing air pollution

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

- Describe proper ventilation as a method of reducing air pollution
- Explain the importance of ventilation in buildings
- Value proper ventilation for health

In groups, learners are guided to:
- Discuss the meaning and importance of proper ventilation
- Study pictures showing ventilation systems
- Discuss how ventilation reduces indoor air pollution
- Identify ventilation features in the classroom and school

How does proper ventilation help reduce air pollution?

- SUPERMINDS Science & Technology pg. 69
- Pictures of ventilation systems
- Digital devices
- Reference materials

- Oral presentations - Written work - Observation

Matter

Composition of air - Methods of reducing air pollution

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

- Explain how VIP latrines help reduce air pollution
- Identify components of a VIP latrine
- Value proper sanitation for health

In groups, learners are guided to:
- Study picture of a Ventilated Improved Pit (VIP) latrine
- Identify and discuss the ventilation pipe and wire mesh
- Explain how VIP latrines reduce odors and improve air quality
- Discuss hygienic practices after using toilets

How do VIP latrines help reduce air pollution?

- SUPERMINDS Science & Technology pg. 70
- Picture of VIP latrine
- Digital devices
- Reference materials
- SUPERMINDS Science & Technology pg. 71
- Picture of tree planting

- Oral presentations - Written work - Observation

Matter

Composition of air - Safety precautions when working in an air polluted environment

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

- Identify safety equipment for air-polluted environments
- Demonstrate proper use of safety equipment
- Value safety in polluted environments

In groups, learners are guided to:
- Identify safety equipment for air-polluted environments (masks, goggles)
- Demonstrate proper use of safety equipment
- Discuss situations requiring safety equipment
- Explain the importance of safety precautions

What safety precautions should we take in air polluted environments?

- SUPERMINDS Science & Technology pg. 71
- Safety equipment (goggles, masks, gloves)
- Pictures of safety equipment
- Digital devices

- Demonstration - Observation - Oral questions

Matter

Composition of air - Community engagement

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

- Plan a community awareness campaign on air pollution
- Create posters on air pollution reduction
- Show responsibility for community air quality

In groups, learners are guided to:
- Discuss ways to engage the community in reducing air pollution
- Plan a school campaign on air pollution awareness
- Create posters about reducing air pollution
- Discuss proper waste disposal in the community

How can we engage the community in reducing air pollution?

- SUPERMINDS Science & Technology pg. 72
- Manila papers
- Colored markers
- Writing materials
- Digital devices

- Poster assessment - Campaign plan - Group participation

Matter

Composition of air - Assessment and reflection

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

- Recite a poem about air quality
- Reflect on the importance of clean air
- Show commitment to maintaining clean air

In groups, learners are guided to:
- Recite a poem about air and its importance
- Discuss the message in the poem
- Reflect on personal responsibility for air quality
- Complete self-assessment on composition of air

Why should we care about maintaining clean air?

- SUPERMINDS Science & Technology pg. 73
- Poem about air
- Self-assessment worksheets
- Writing materials

- Recitation assessment - Reflective writing - Self-assessment

Force and Energy

Light - Movement of light
Light - Movement of light through materials

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

- Explain how light travels
- Demonstrate how light travels in a straight line
- Appreciate the importance of light in seeing objects

In groups, learners are guided to:
- Brainstorm on sources of light
- Carry out activities to demonstrate that light travels in a straight line using cardboards with holes
- Discuss how light travels from sources such as a lamp, the sun and car headlamps

How does light travel?

SUPERMINDS Science and Technology pg. 75
- Torch
- Cardboards
- String
- Nail
- Candle
SUPERMINDS Science and Technology pg. 77
- Clear glass
- Digital devices

- Observation - Oral questions - Written work

Force and Energy

Light - Movement of light through materials

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

- Demonstrate the movement of light through translucent materials
- Identify various translucent materials in the environment
- Show curiosity in exploring translucent materials

In groups, learners are guided to:
- Carry out activities to demonstrate the movement of light through translucent materials like wax paper
- Record and share observations with peers
- Use digital devices to find other examples of translucent materials

What makes materials translucent?

SUPERMINDS Science and Technology pg. 78
- Torch
- Wax paper
- Digital devices
SUPERMINDS Science and Technology pg. 79
- Block of wood
- Metal sheet
- Textbook

- Observation - Practical activity - Oral questions

Force and Energy

Light - Reflection of light on plane mirrors

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

- Explain the meaning of reflection
- Demonstrate reflection of light on plane mirrors
- Appreciate the importance of reflection in daily life

In groups, learners are guided to:
- Look at their image in a mirror and describe what they see
- Carry out activities to demonstrate reflection of light using mirrors
- Discuss how mirrors reflect light

What happens when light hits a mirror?

SUPERMINDS Science and Technology pg. 81
- Mirror
- Torch
SUPERMINDS Science and Technology pg. 82
- Ball
- Plane mirror
- Torch/Sun
- Wall

- Observation - Oral questions - Practical activity

Force and Energy

Light - Formation of shadows
Light - Formation of rainbows

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

- Explain the formation of shadows
- Demonstrate the formation of shadows
- Value the role of shadows in understanding light properties

In groups, learners are guided to:
- Demonstrate the formation of shadows using a torch and opaque objects
- Discuss what a shadow is and how it forms
- Create various shadow shapes using their fingers in the path of light

How are shadows formed?

SUPERMINDS Science and Technology pg. 85
- Torch
- Opaque objects
SUPERMINDS Science and Technology pg. 86
- Various objects
- Screen/wall
SUPERMINDS Science and Technology pg. 88
- Digital devices
- Pictures of rainbows

- Observation - Practical activity - Oral questions

Force and Energy

Light - Formation of eclipses

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

- Describe the formation of eclipses
- Differentiate between solar and lunar eclipses
- Show interest in astronomical phenomena

In groups, learners are guided to:
- Study pictures of eclipses
- Share experiences of seeing eclipses
- Use digital devices to search for information on eclipse formation
- Discuss the differences between solar and lunar eclipses

How are eclipses formed?

SUPERMINDS Science and Technology pg. 90
- Digital devices
- Pictures of eclipses

- Observation - Oral questions - Written assignments

Force and Energy

Light - Image formation on plane mirrors

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

- Describe how images form on plane mirrors
- Identify characteristics of images formed on plane mirrors
- Appreciate the practical applications of image formation

In groups, learners are guided to:
- Place a lighted candle in front of a plane mirror and observe the image formed
- Discuss the characteristics of the image
- Record and share observations

How do mirrors form images?

SUPERMINDS Science and Technology pg. 93
- Plane mirror
- Candle
- Matchbox

- Observation - Practical activity - Oral questions

Force and Energy

Light - Image formation on plane mirrors

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

- Investigate the characteristics of images formed on plane mirrors
- Explain the relationship between object distance and image distance in plane mirrors
- Show curiosity in exploring image formation

In groups, learners are guided to:
- Conduct experiments to demonstrate that images in plane mirrors appear as far behind the mirror as the object is in front
- Measure and compare object and image distances
- Record and discuss findings

What is the relationship between object distance and image distance in a mirror?

SUPERMINDS Science and Technology pg. 95
- Plane mirror
- Ruler
- Various objects

- Observation - Practical activity - Written work

Force and Energy

Light - Ray diagrams of images plane mirrors

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

- Draw ray diagrams of images formed on plane mirrors
- Explain how ray diagrams help understand image formation
- Show interest in using diagrams to represent scientific concepts

In groups, learners are guided to:
- Use digital devices to search for information on ray diagrams
- Draw ray diagrams showing image formation in plane mirrors
- Discuss the steps in constructing ray diagrams

How do ray diagrams help us understand image formation?

SUPERMINDS Science and Technology pg. 98
- Digital devices
- Drawing materials

- Observation - Drawing activity - Written work

Force and Energy

Light - Ray diagrams of images plane mirrors

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

- Use ray diagrams to explain characteristics of images in plane mirrors
- Predict image positions using ray diagrams
- Appreciate the use of diagrams in scientific explanations

In groups, learners are guided to:
- Draw ray diagrams to show lateral inversion in plane mirrors
- Use ray diagrams to explain why images appear behind mirrors
- Discuss characteristics of images using ray diagrams

How can we use ray diagrams to explain image characteristics?

SUPERMINDS Science and Technology pg. 99
- Drawing materials
- Plane mirrors

- Observation - Drawing activity - Oral questions

Force and Energy

Light - Applications of movement of light

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

- Identify applications of movement of light through different media
- Explain how light principles are used in everyday devices
- Appreciate the importance of light applications in daily life

In groups, learners are guided to:
- Study and discuss pictures showing applications of light principles (mirrors, periscopes, magnifying glasses, etc.)
- Identify the types of media that light moves through in these applications
- Discuss how these applications make use of light properties

How is the movement of light applied in everyday life?

SUPERMINDS Science and Technology pg. 101
- Digital devices
- Pictures of optical devices

- Observation - Oral questions - Written assignments

Force and Energy

Light - Applications of movement of light

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

- Make a functional periscope using locally available materials
- Explain how a periscope works
- Show creativity in making optical devices

In groups, learners are guided to:
- Follow procedure to make a functional periscope using milk cartons, mirrors, and other materials
- Test the periscope and discuss how it works
- Explain the principles of light reflection used in periscopes

How does a periscope work?

SUPERMINDS Science and Technology pg. 105
- Empty milk cartons
- Rectangular mirrors
- Cardboard cutter
- Tape
- Ruler
- Scissors

- Observation - Project work - Oral presentation