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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1-2 |
MATTER
|
Change of state - meaning
Chage of state - melting |
By the end of the
lesson, the learner
should be able to:
--State the meaning of change of stage of matter -Observe pictures of change of state of matter. -Appreciate the applications of change of state in day-to-day life. -Identify the changes of state when substances are heated or cooled, -Demonstrate melting as a change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
brainstorm the meaning of change of state of matter, The learner is guided to: carry out activities to demonstrate change of state of matter (melting) collaboratively, note: observe safety while heating substances to avoid fires and burns, where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. |
How is change
Of state of matter important in day-to-day life?
|
Test tube holders, conical flask, gas lighter, water, iodine, candle wax, zinc oxide, test tubes, bunsen burner, tripod stand, gauze wire.
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire. |
Observation oral question and answer rubrics checklist
|
|
| 2 | 3 |
MATTER
|
Chage of state - evaporation
|
By the end of the
lesson, the learner
should be able to:
-Identify the changes of state when substances are heated or cooled, -Demonstrate evaporation as a change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
carry out activities to demonstrate change of state of matter (evaporation) collaboratively, note: observe safety while heating substances to avoid fires and burns, where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 2 | 4 |
MATTER
|
Chage of state - sublimation
|
By the end of the
lesson, the learner
should be able to:
-Identify the changes of state when substances are heated or cooled -Demonstrate sublimation as a change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
carry out activities to demonstrate change of state of matter (sublimation) collaboratively, note: observe safety while heating substances to avoid fires and burns, where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 3 | 1-2 |
MATTER
|
Chage of state - condensation
Chage of state - freezing |
By the end of the
lesson, the learner
should be able to:
-Identify the changes of state when substances are heated or cooled, -Demonstrate condensation as a change of state of matter. -Appreciate the applications of change of state in day-to-day life. -Identify the changes of state when substances are heated or cooled, -Demonstrate freezing as a change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
carry out activities to demonstrate change of state of matter (condensation) collaboratively, note: observe safety while heating substances to avoid fires and burns, where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. The learner is guided to: carry out activities to demonstrate change of state of matter (freezing) collaboratively, note: observe safety while heating substances to avoid fires and burns, where possible use digital devices to access videos, observe and record what happens when matter is heated or cooled. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 3 | 3 |
MATTER
|
Application of change of state
|
By the end of the
lesson, the learner
should be able to:
-Describe the applications of the change of state of matter in everyday life, -Demonstrate the applications of change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
discuss the applications of change of state of matter in everyday life, |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 3 | 4 |
MATTER
|
Application of change of state
|
By the end of the
lesson, the learner
should be able to:
-Describe the applications of the change of state of matter in everyday life, -Demonstrate the applications of change of state of matter. -Appreciate the applications of change of state in day-to-day life. |
The learner is guided to:
discuss the applications of change of state of matter in everyday life, |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 4 | 1-2 |
MATTER
|
Making candles using waste wax
Repairing broken plastic containers |
By the end of the
lesson, the learner
should be able to:
-Identify locally available materials for making a candle wax. -Make a candle wax using locally available materials. -Appreciate the applications of change of state in day-to-day life. -Identify locally available materials for repairing broken containers. -Assemble locally available materials for repairing broken plastic containers. -Appreciate the applications of change of state in day-to-day life. |
learners to make candles using waste candle wax or beeswax, learners to repair broken plastic containers. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire. |
Observation oral question and answer rubrics checklist
|
|
| 4 | 3 |
MATTER
|
Repairing broken plastic containers
|
By the end of the
lesson, the learner
should be able to:
-Identify locally available materials for repairing broken plastic containers. -Repair broken plastic containers. -Appreciate the applications of change of state in day-to-day life. |
learners to repair broken plastic containers. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 4 | 4 |
MATTER
|
Repairing broken plastic containers
|
By the end of the
lesson, the learner
should be able to:
-Identify locally available materials for repairing broken plastic containers. -Repair broken plastic containers. -Appreciate the applications of change of state in day-to-day life. |
learners to repair broken plastic containers. |
How is change
Of state of matter important in day-to-day life?
|
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
|
Observation oral question and answer rubrics checklist
|
|
| 5 | 1-2 |
MATTER
Composition of air |
Repairing broken plastic containers
Components of the air |
By the end of the
lesson, the learner
should be able to:
-Identify locally available materials for repairing broken plastic containers. -Repair broken plastic containers. -Appreciate the applications of change of state in day-to-day life. -Identify the components of air, -Draw a pie chart showing percentage composition of components of air -Appreciate the need for clean air in day-to-day life. |
learners to repair broken plastic containers. The learner is guided to: brainstorm on air and its constituent, draw a pie chart showing percentage composition of components of air, |
How is change
Of state of matter important in day-to-day life?
How does air pollution affects the environment? |
Water, iodine, candle wax, zinc oxide, test tubes, test tube holders, conical flask, gas lighter, bunsen burner, tripod stand, gauze wire.
Clear trough, water, marker pen, ruler, candle, plasticine, cork |
Observation oral question and answer rubrics checklist
Observation written questions |
|
| 5 | 3 |
Composition of air
|
Components of the air
|
By the end of the
lesson, the learner
should be able to:
-Identify the components of air, -Draw a pie chart showing percentage composition of components of air -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
brainstorm on air and its constituent, draw a pie chart showing percentage composition of components of air, |
How does air pollution affects the environment?
|
Clear trough, water, marker pen, ruler, candle, plasticine, cork
|
Observation written questions
|
|
| 5 | 4 |
Composition of air
|
Components of the air
|
By the end of the
lesson, the learner
should be able to:
-Identify the components of air -Draw a pie chart showing percentage composition of components of air -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
brainstorm on air and its constituent, draw a pie chart showing percentage composition of components of air, |
How does air pollution affects the environment?
|
Clear trough, water, marker pen, ruler, candle, plasticine, cork
|
Observation written questions
|
|
| 6 | 1-2 |
Composition of air
|
Investigating presence of oxygen in the air
Uses of components of the air |
By the end of the
lesson, the learner
should be able to:
-Identify the components of air -Investigate the presence of oxygen in air using burning candle. -Appreciate the need for clean air in day-to-day life. -Outline uses of the different components of air, -Demonstrate the uses of different components of the air -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
carry out activity to investigate the presence of oxygen in air collaboratively (use a burning candle), The learner is guided to: discuss the uses of the different components of air, |
How does air pollution affects the environment?
|
Clear trough, water, marker pen, ruler, candle, plasticine, cork
|
Observation written questions
|
|
| 6 | 3 |
Composition of air
|
Uses of components of
The air
|
By the end of the
lesson, the learner
should be able to:
-Outline uses of the different components of air, -Demonstrate the uses of different components of the air -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
discuss the uses of the different components of air, |
How does air pollution affects the environment?
|
Clear trough, water, marker pen, ruler, candle, plasticine, cork
|
Observation written questions
|
|
| 6 | 4 |
Composition of air
|
Uses of components of
The air
|
By the end of the
lesson, the learner
should be able to:
-Outline uses of the different components of air, -Demonstrate the uses of different components of the air -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
discuss the uses of the different components of air, |
How does air pollution affects the environment?
|
Clear trough, water, marker pen, ruler, candle, plasticine, cork
|
Observation written questions
|
|
| 7 | 1-2 |
Composition of air
|
Effects of air pollution
|
By the end of the
lesson, the learner
should be able to:
-Explain the meaning of air pollution -Observe picture of various air pollutants. -Appreciate the need for clean air in day-to-day life. -Explain the effects of air pollution in the environment, -Observe the effects of air pollution using it devices. -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
-Brainstorm on the meaning of air pollution, -Explore the school and neighborhood to identify air pollutants, The learner is guided to: -Discuss the effects of air pollution to the environment, -Where possible, use digital devices to observe the effects of air pollution. Note: observe safety precautions in air polluted environments (example: practice use of dust masks, goggles, overcoats). |
How does air pollution affects the environment?
|
Dustbine gumboots, dusty classroom, digital devices
Dustbine gumboots, dusty classroom, digital devices |
Oral
Questions, assignments, project work
|
|
| 7 | 3 |
Composition of air
|
Effects of air pollution
|
By the end of the
lesson, the learner
should be able to:
-Explain the effects of air pollution in the environment, -Observe the effects of air pollution using it devices. -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
-Discuss the effects of air pollution to the environment, -Where possible, use digital devices to observe the effects of air pollution. Note: observe safety precautions in air polluted environments (example: practice use of dust masks, goggles, overcoats). |
How does air pollution affects the environment?
|
Dustbine gumboots, dusty classroom, digital devices
|
Oral
Questions, assignments, project work
|
|
| 7 | 4 |
Composition of air
|
Methods of reducing air pollution
|
By the end of the
lesson, the learner
should be able to:
-Describe methods of reducing air pollution in the environment, -Practice reducing air pollution through h various methods -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
identify and discuss methods of reducing air pollution in groups, |
How does air pollution affects the environment?
|
Dustbine gumboots, dusty classroom, digital devices
|
Oral
Questions, assignments, project work
|
|
| 8 | 1-2 |
Composition of air
|
Methods of reducing air pollution
|
By the end of the
lesson, the learner
should be able to:
-Describe methods of reducing air pollution in the environment, -Practice reducing air pollution through h various methods -Appreciate the need for clean air in day-to-day life. -Describe methods of reducing air pollution in the environment, -Practice reducing air pollution through h various method -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
identify and discuss methods of reducing air pollution in groups, |
How does air pollution affects the environment?
|
Dustbine gumboots, dusty classroom, digital devices
|
Oral
Questions, assignments, project work
|
|
| 8 | 3 |
Composition of air
|
Making posters on common air pollutants
|
By the end of the
lesson, the learner
should be able to:
-Identify common air pollutants. -Make posters on common air pollutants -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
Learners are guided to make posters on common air pollutants, dangers of air pollution and ways of controlling air pollution. |
How does air pollution affects the environment?
|
Dustbine gumboots, dusty classroom, digital devices
|
Oral
Questions, assignments, project work
|
|
| 8 | 4 |
Composition of air
|
Making posters on dangers of air pollution
|
By the end of the
lesson, the learner
should be able to:
-Identify common air pollutants. -Make posters on dangers of air pollution -Appreciate the need for clean air in day-to-day life. |
The learner is guided to:
Learners are guided to make posters on common air pollutants, dangers of air pollution and ways of controlling air pollution. |
How does air pollution affects the environment?
|
Dustbine gumboots, dusty classroom, digital devices
|
Oral
Questions, assignments, project work
|
|
| 9 | 1-2 |
Composition of air
Force and energy |
Making posters on ways of controlling air pollution
Light- movement of light through transparent objects |
By the end of the
lesson, the learner
should be able to:
-Identify common air pollutants. -Make posters on ways of controlling air pollution. -Appreciate the need for clean air in day-to-day life. -Describe transparent materials. -Demonstrate the movement of light through transparent objects. -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
Learners are guided to make posters on common air pollutants, dangers of air pollution and ways of controlling air pollution. The learner is guided to: Carry out activities to show the movement on light through different materials (transparent), Use digital or print media to search for information on the movement of light through materials |
How does air pollution affects the environment?
How does light travel? |
Dustbine gumboots, dusty classroom, digital devices
a flat mirror, geometrical set, digital device, a spoon, metallic |
Oral
Questions, assignments, project work
Oral questioning, project, questionnaires , written questions |
|
| 9 | 3 |
Force and energy
|
Movement of light through translucent objects
|
By the end of the
lesson, the learner
should be able to:
-Describe translucent materials. -Demonstrate the movement of light through translucent objects. -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
Carry out activities to show the movement on light through different materials (translucent), Use digital or print media to search for information on the movement of light through materials |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
| 9 | 4 |
Force and energy
|
Movement of
Light through opaque objects
|
By the end of the
lesson, the learner
should be able to:
-Describe opaque materials. -Demonstrate the movement of light through opaque objects. -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
Carry out activities to show the movement on light through different materials (opaque), Use digital or print media to search for information on the movement of light through materials |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
| 10 | 1-2 |
Force and energy
|
Ray diagrams of images in plane mirrors
|
By the end of the
lesson, the learner
should be able to:
-Explain how images are formed on plane mirrors. -Draw ray diagrams of images formed on plane mirrors, -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
perform an experiment to show reflection of light on plane mirrors (laws of reflection), |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
| 10 | 3 |
Force and energy
|
Ray diagrams of images in plane mirrors
|
By the end of the
lesson, the learner
should be able to:
-Explain how images are formed on plane mirrors. -Draw ray diagrams of images formed on plane mirrors, -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
perform an experiment to show reflection of light on plane mirrors (laws of reflection), |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
| 10 | 4 |
Force and energy
|
Ray diagrams of images in plane mirrors
|
By the end of the
lesson, the learner
should be able to:
-Explain how images are formed on plane mirrors. -Draw ray diagrams of images formed on plane mirrors -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
perform an experiment to show reflection of light on plane mirrors (laws of reflection), |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
| 11 | 1-2 |
Force and energy
|
Formation of shadows.
Formation of solar eclipse |
By the end of the
lesson, the learner
should be able to:
-Describe how shadows are formed. -Illustrate the formation of shadows in nature, -Appreciate the importance of movement light in everyday life. -Describe how solar eclipse is formed. -Illustrate the formation of solar eclipse. -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
carry out activities to demonstrate and illustrate the formation of shadows. The learner is guided to: carry out activities to demonstrate and illustrate the formation of (solar eclipses), |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
| 11 | 3 |
Force and energy
|
Formation of lunar eclipse
|
By the end of the
lesson, the learner
should be able to:
-Describe how lunar eclipse is formed. -Illustrate the formation of lunar eclipse. -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
carry out activities to demonstrate and illustrate the formation of lunar eclipses), |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
| 11 | 4 |
Force and energy
|
Reflection of light at plane surfaces
|
By the end of the
lesson, the learner
should be able to:
-State the law of reflection. -Illustrate the reflection of light on plane mirrors -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
perform an experiment to show reflection of light on plane mirrors (laws of reflection), |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
| 12 | 1-2 |
Force and energy
|
Reflection of light at plane surfaces
Image formation in plane mirrors |
By the end of the
lesson, the learner
should be able to:
-State the law of reflection. -Illustrate the reflection of light on plane mirrors -Appreciate the importance of movement light in everyday life. -Discuss the characteristics of images formed on plane mirrors. -Locate and illustrate images formed on plane mirrors. -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
perform an experiment to show reflection of light on plane mirrors (laws of reflection), The learner is guided to: locate and illustrate images formed on plane mirrors and discuss their characteristics, |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
| 12 | 3 |
Force and energy
|
Image formation in plane mirrors
|
By the end of the
lesson, the learner
should be able to:
-Discuss the characteristics of images formed on plane mirrors. -Locate and illustrate images formed on plane mirrors. -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
locate and illustrate images formed on plane mirrors and discuss their characteristics, |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
| 12 | 4 |
Force and energy
|
Rainbow formation
|
By the end of the
lesson, the learner
should be able to:
-Describe the formation of rainbow in nature, -Analyze the application of movement of light through different media. -Appreciate the importance of movement light in everyday life. |
The learner is guided to:
discuss the applications of movement of light through different media (mirrors, periscope, kaleidoscope, lenses, magnifying glass, hand lens, mirage, rainbow). |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
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