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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Living Things
Living Things |
Plants (Classification)
Flowering and non-flowering plants |
By the end of the
lesson, the learner
should be able to:
Define plants Collect pictures of different plants in their natural environment Have fun classifying plants into flowering and non-flowering |
Learners be guided to:
Define plants Collect pictures of different plants in their natural environment |
What are plants?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 2-3 Posters KLB Visionary science and technology Pg. 4-6 |
Oral questions
Writing
Field work
|
|
| 1 | 2 |
Living Things
|
Flowering and non-flowering plants
Differentiating flowering from non-flowering plants Observing safety when handling harmful plants Importance of flowering plants |
By the end of the
lesson, the learner
should be able to:
Use internet to safely search for examples of flowering and non-flowering plants Demonstrate safety in using the internet by not sharing private information Appreciate the internet as a source of information |
Learners be guided to:
Use internet to safely search for examples of flowering and non-flowering plants Demonstrate safety in using the internet by not sharing private information |
What is the internet?
|
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. 7 KLB Visionary science and technology Pg. 8-9 KLB Visionary science and technology Pg. 10-11 KLB Visionary science and technology Pg. 12-16 |
Oral questions
Writing
Field work
|
|
| 1 | 3 |
Living things
Living Things Living Things Living Things |
Fungi
Practicing safety when handling fungi Economic importance of fungi Economic importance of yeast |
By the end of the
lesson, the learner
should be able to:
Define fungi and find out what they are using the internet Collect and identify fungi in the school and their localities in groups Appreciate sharing knowledge with others |
Learners be guided to:
Define fungi Collect and identify fungi in the school and their localities in groups |
What are fungi?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 17-18 KLB Visionary science and technology Pg. 19 KLB Visionary science and technology Pg.19-20 KLB Visionary science and technology Pg.20-22 |
Oral questions
Writing
Field work
|
|
| 1 | 4 |
Living Things
Living Things Living Things Living Things Living Things |
Which mushrooms are poisonous
Animals (vertebrates) Classifying animals into various groups of vertebrates Mammals as vertebrates Characteristics of birds |
By the end of the
lesson, the learner
should be able to:
Create an atlas of poisonous mushrooms in groups Find out the economic importance of certain moulds Appreciate fungi as part of creation |
Learners be guided to:
Create an atlas of poisonous mushrooms in groups Find out the economic importance of certain moulds |
What is penicillin?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.23-28 KLB Visionary science and technology Pg.29-31 KLB Visionary science and technology Pg.32-34 KLB Visionary science and technology Pg.35-38 KLB Visionary science and technology Pg.39-41 |
Oral questions
Writing
Field work
|
|
| 2 | 1 |
Living Things
|
Characteristics of reptiles
Characteristics of amphibians Characteristics of fish Human body (sense organs) |
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of reptiles as vertebrates using the internet Describe the characteristics of reptiles as vertebrates using statements from the jigsaw Enjoy creating an album on reptiles |
Learners be guided to:
Identify the characteristics of reptiles as vertebrates using the internet Describe the characteristics of reptiles as vertebrates using statements from the jigsaw |
What are reptiles?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.41-44 Posters KLB Visionary science and technology Pg. KLB Visionary science and technology Pg. 47-50 KLB Visionary science and technology Pg. 52-53 |
Oral questions
Writing
Field work
|
|
| 2 | 2 |
Living Things
|
The skin as a sense organ
The nose as a sense organ The tongue as a sense organ The eyes as a sense organ |
By the end of the
lesson, the learner
should be able to:
Observe the skin with the help of a magnifying glass Find the functions of the skin as a sense organ using the internet Have fun demonstrating how to care for the skin |
Learners be guided to:
Observe the skin with the help of a magnifying glass Find the functions of the skin as a sense organ using the internet |
How do you care for your skin?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 53-55 KLB Visionary science and technology Pg. 55-56 Sweet food Bitter food KLB Visionary science and technology Pg. 56-57 KLB Visionary science and technology Pg. 58-59 |
Oral questions
Writing
Field work
|
|
| 2 | 3 |
Living Things
Living Things Living Things Living Things |
The ears as a sense organ
The human skeleton The human skeleton The human skeleton The human muscle |
By the end of the
lesson, the learner
should be able to:
Identify the ears as a sense organ in pairs Find the functions of the ears as a sense organ using the internet in groups Have fun demonstrating how to care for the ears |
Learners be guided to:
Identify the ears as a sense organ in pairs Find the functions of the ears as a sense organ using the internet in groups |
What are some of the interesting facts about the ears?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 59-62 KLB Visionary science and technology Pg. KLB Visionary science and technology Pg. 65-66 KLB Visionary science and technology Pg. 67-68 KLB Visionary science and technology Pg. 69 |
Oral questions
Writing
Field work
|
|
| 2 | 4 |
Living Things
Living Things Living Things |
The human muscle
Parts of the breathing system Identifying the functions of the breathing system Diseases of the breathing system |
By the end of the
lesson, the learner
should be able to:
Identify the types of human muscles sing the internet Find out and the functions of body muscles Have fun writing a simple newsletter on ways of keeping the bones and muscles healthy |
Learners be guided to:
Identify the types of human muscles sing the internet Find out and the functions of body muscles |
How do you help someone with a muscle pull?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 70-72 KLB Visionary science and technology Pg. 73-75 KLB Visionary science and technology Pg. 76-78 KLB Visionary science and technology Pg. 79 |
Oral questions
Writing
Field work
|
|
| 3 | 1 |
Living Things
Living Things |
Causes, signs and symptoms of diseases affecting the breathing system
Causes, signs and symptoms, the spread and prevention of the common cold and influenza Causes, signs and symptoms, the spread and prevention of asthma and pneumonia Tuberculosis Human Body (Sense organs)-Tongue |
By the end of the
lesson, the learner
should be able to:
Identify and discuss the causes, signs and symptoms and prevention of illnesses that affect the breathing system Summarize the causes, signs and symptoms and prevention of the diseases that affect the breathing system Appreciate the need to wash hands to avoid spread of breathing system diseases |
Learners be guided to:
Identify and discuss the causes, signs and symptoms and prevention of illnesses that affect the breathing system Summarize the causes, signs and symptoms and prevention of the diseases that affect the breathing system |
What are the signs of breathing system diseases?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 80-81 KLB Visionary science and technology Pg. 82-83 KLB Visionary science and technology Pg. 84-85 KLB Visionary science and technology Pg.86-91 KLB Visionary science and technology Pg. 56-57 Pictures, charts |
Oral questions
Writing
Field work
|
|
| 3 | 2 |
Living Things
|
Human Body (Sense organs)-Tongue
Human Body (Sense organs)-Tongue Human Body (Sense organs)-Tongue Human Body (Sense organs)-Eyes |
By the end of the
lesson, the learner
should be able to:
With guidance taste some salt, sugar, lemon and onion and find out areas of the tongue that sense different tastes. Draw a tongue and show the parts of the tongue that sense different tastes. Appreciate the work of the tongue. |
Learners are guided to taste some salt, sugar, lemon and onion and find out areas of the tongue that sense different tastes.
Learner to draw a tongue and show the parts of the tongue that sense different tastes. |
Which parts of the tongue tastes sweet?
|
KLB Visionary science and technology Pg. 56-57
Textbook Video clips Pictures, charts KLB Visionary science and technology Pg. 58-59 |
Oral questions
Written tests
practicals
Field work
|
|
| 3 | 3 |
Living Things
|
Human Body (Sense organs)-Eyes
Human Body (Sense organs)-Eyes Human Body (Sense organs)-Ears Human Body (Sense organs)-Ears |
By the end of the
lesson, the learner
should be able to:
Find out the functions of the eyes from the internet using digital devices and discuss them. Write down the functions of the eyes. Appreciate the functions of the eyes. |
Learners are guided to find out the functions of the eyes from the internet using digital devices and discuss them.
Learner to write down the functions of the eyes. |
What are the functions of the eyes?
|
KLB Visionary science and technology Pg. 58-59
Textbook Video clips Pictures, charts KLB Visionary science and technology Pg.59-62 |
Oral questions
Written tests
practicals
Field work
|
|
| 3 | 4 |
Living Things
|
Human Body (Sense organs)-Ears
Human Body Human Body Human Body Human Body |
By the end of the
lesson, the learner
should be able to:
Discuss how to care for the ears. Role-play how to care for the ears. Appreciate taking care of your ears. |
Learners are guided to discuss how to care for the ears.
Learner to role-play how to care for the ears. |
How do you take care of your ears?
|
KLB Visionary science and technology Pg.59-62
Textbook Video clips Pictures, charts KLB Visionary science and technology Pg. 64-65 KLB Visionary science and technology Pg. 66 KLB Visionary science and technology Pg.67-68 KLB Visionary science and technology Pg. 69-70 |
Oral questions
Written tests
practicals
Field work
|
|
| 4 | 1 |
Living Things
|
Human Body
Human Body Human Body Human Body |
By the end of the
lesson, the learner
should be able to:
Identify body muscles and their functions. Write the functions of body muscles. Appreciate the functions of body muscles. |
Learners are guided to identify body muscles and their functions.
Learner to write the functions of body muscles. |
Have you ever suffered from a muscle pull?
|
KLB Visionary science and technology Pg.71- 72
Textbook Video clips Pictures, charts KLB Visionary science and technology Pg.73-75 KLB Visionary science and technology Pg.76-78 KLB Visionary science and technology Pg.79-81 |
Oral questions
Written tests
Practicals
Field work
|
|
| 4 | 2 |
Living Things
|
Human Body
Human Body Human Body Human Body |
By the end of the
lesson, the learner
should be able to:
Discuss the causes, signs and symptoms, spread and prevention of common cold and influenza. Write the causes, signs and symptoms, spread and prevention of common cold and influenza. Appreciate the prevention of common cold and influenza |
Learners are guided to discuss the causes, signs and symptoms, spread and prevention of common cold and influenza.
Learner to write the causes, signs and symptoms, spread and prevention of common cold and influenza. |
What causes influenza?
|
KLB Visionary science and technology Pg.82-84
Textbook Video clips Pictures, charts KLB Visionary science and technology Pg.84-87 KLB Visionary science and technology Pg.88-87 KLB Visionary science and technology Pg.89-90 |
Oral questions
Written tests
Practicals
Field work
|
|
| 4 | 3 |
Living Things
|
Diseases: Waterborne Diseases
Diseases: Waterborne Diseases Waterborne diseases-Cholera Waterborne diseases-Typhoid Waterborne diseases-Bilharzia |
By the end of the
lesson, the learner
should be able to:
Use digital devices to find the meaning of waterborne diseases and write it down. Discuss the causes and spread of waterborne diseases through water. Have fun finding out more about the causes of diseases and how they spread. |
Learners are guided to discuss the meaning of diseases in groups.
Learner to find the causes of diseases and how the spread using digital devices |
What are waterborne diseases?
|
KLB Visionary science and technology Pg. 92-95
Textbook Video clips Pictures, charts KLB Visionary science and technology Pg. 96-97 Pictures Posters KLB Visionary science and technology Pg. 98-99 KLB Visionary science and technology Pg. 100-101 KLB Visionary science and technology Pg. 101-103 |
Oral questions
Written tests
practicals
Field work
|
|
| 4 | 4 |
Living Things
|
Waterborne diseases-Dysentery
Waterborne diseases External body parasites External body parasites |
By the end of the
lesson, the learner
should be able to:
able to: Describe the signs, symptoms and prevention of dysentery. Carry out practices that prevent the spread of dysentery. Appreciate carrying out practices that prevent the spread of dysentery |
Learners are guided to describe the signs, symptoms and prevention of dysentery in groups using pictures, video clip or charts.
Learner to carry out practices that prevent the spread of dysentery |
How is dysentery spread?
|
KLB Visionary science and technology Pg. 103-105
Textbook Video clips Pictures KLB Visionary science and technology Pg.106 KLB Visionary science and technology Pg.107-108 KLB Visionary science and technology Pg.109 |
Oral questions
Writing
Field work
|
|
| 5 | 1 |
Living Things
|
External body parasites-Jiggers
External body parasites-Jiggers External body parasites- External body parasites-Scabies |
By the end of the
lesson, the learner
should be able to:
Identify what parts of the body jiggers attack and how they spread using pictures or video clips. Write down the signs and symptoms of jigger infestation. Appreciate using digital devices to find out the signs and symptoms of jigger infestation. |
Learners be guided to identify what parts of the body jiggers attack and how the spread in groups from pictures.
Learner to write down the signs and symptoms of jigger infestation using pictures or video clips. |
In which ways can we prevent the spread of external bod parasites?
|
KLB Visionary science and technology Pg.110-111
Textbook Video clips Pictures KLB Visionary science and technology Pg.111-112 KLB Visionary science and technology Pg.113 |
Oral questions
Writing
Field work
|
|
| 5 | 2 |
Living Things
|
External body parasites
Internal body parasites Internal body parasites Internal body parasites-Roundworms and pinworms Internal body parasites-Tapeworms and hookworms |
By the end of the
lesson, the learner
should be able to:
Discuss ways of preventing and managing external body parasites. Clean your classroom or house with guidance to prevent jigger infestation. Appreciate prevention of jigger infestation. |
Learners are guided to discuss ways of preventing and managing external body parasites.
Learner to clean your classroom or house with guidance to prevent jigger infestation. |
What are the effects of external body infestations?
|
KLB Visionary science and technology
Pg.114-115 Textbook Video clips Pictures Posters KLB Visionary science and technology Pg. 117-118 KLB Visionary science and technology Pg.119 KLB Visionary science and technology Pg. 119-121 KLB Visionary science and technology Pg. 122-123 |
Oral questions
Writing
Field work
|
|
| 5 | 3 |
Living Things
Environment Environment Environment |
Internal body parasites-
Solid waste Management Solid waste Management Solid waste Management |
By the end of the
lesson, the learner
should be able to:
Discuss was of creating awareness about internal body parasites. Create a chart showing the effects and prevention of internal body parasites and display your charts at different points at school Appreciate the prevention of internal body parasites |
Learners are guided to discuss was of creating awareness about internal body parasites.
Learner to create a chart showing the effects and prevention of internal body parasites in groups. |
How do we prevent the spread of internal body parasites?
|
KLB Visionary science and technology Pg. 124
Textbook Video clips Pictures KLB Visionary science and technology Pg. 126 KLB Visionary science and technology Pg. 126-127 KLB Visionary science and technology Pg. 128 |
Oral questions
Writing
Field work
|
|
| 5 | 4 |
MATTER
|
Change of state
Heating Solids Heating Solids Heating liquids |
By the end of the
lesson, the learner
should be able to:
Identify the properties of matter. Explain the effects of heating matter. Appreciate the importance of matter. |
In groups, learners use visual aids and digital devices to observe and identify matter (soil, air, plants, water.
Discuss the effects of heating matter in pairs |
What happens to solids when heated?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg. 105 EAEP Science and Technology grade5 pg. 105-106 EAEP Science and Technology grade5 pg. 106 EAEP Science and Technology grade5 pg. 106-107 |
Oral questions
Writing
Field work
|
|
| 6 | 1 |
MATTER
|
Heating liquids
Effects of cooling matter Effects of cooling matter Change of state of matter Application of change of state of matter |
By the end of the
lesson, the learner
should be able to:
. State what evaporation is. Give examples of liquids that change to gas when heated Appreciate the change of state of liquids when heated |
Discuss the meaning of evaporation
Learners are guided to identify liquids that change to gas when heated. |
What happens to liquids when heated?
|
Video clips
Pictures Posters EAEP Science and Technology grade5 pg. 106-107 EAEP Science and Technology grade5 pg. 107 EAEP Science and Technology grade5 pg. 107-108 EAEP Science and Technology grade5 pg. 108-109 Textbook Classmate EAEP Science and Technology grade5 pg. 110-111 |
Oral questions
Writing
Field work
|
|
| 6 | 2 |
MATTER
|
Application of change of state of matter
Application of change of state of matter Acids and Bases Acids and Bases |
By the end of the
lesson, the learner
should be able to:
Identify what water cycle means. Observe a diagram on water cycle and discuss how transpiration, precipitation, infiltration and runoff help in the water cycle Appreciate the importance of the water cycle |
The learners are guided to identify what water cycle means
In groups, learner to discuss how transpiration, precipitation, infiltration and runoff help in the water cycle |
What are the stages in water cycle?
|
Textbook
Video clips Classmate Pictures Posters EAEP Science and Technology grade5 pg.111-113 EAEP Science and Technology grade5 pg.113-114 EAEP Science and Technology grade5 pg.115 EAEP Science and Technology grade5 pg.116-117 |
Oral questions
Writing
Field work
|
|
| 6 | 3 |
MATTER
|
Acids and Bases
Acids and Bases Acids and Bases Acids and Bases |
By the end of the
lesson, the learner
should be able to:
Explain what indicators are. Discuss how to identify acids and bases using the litmus paper Have fun testing different bases and acids using litmus paper and observe safety. |
Learners are guided to Discuss how to identify acids and bases using the litmus paper
In groups learners to test different bases and acids using litmus paper and observe safety. |
How do we test whether a substance is a base or an acid?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade 5 pg.116-117 EAEP Science and Technology grade5 pg.117-118 EAEP Science and Technology grade5 pg.119-120 EAEP Science and Technology grade5 pg.120 |
Oral questions
Writing
Field work
|
|
| 6 | 4 |
MATTER
FORCE AND ENERGY FORCE AND ENERGY FORCE AND ENERGY FORCE AND ENERGY |
Acids and Bases
Gravity Gravity Gravity Sound Energy |
By the end of the
lesson, the learner
should be able to:
Identify and name bases from pictures or video clips. Discuss the uses of bases Appreciate the use of bases in our daily life. |
Learners are guided to use electronic device to Identify and name bases
In groups learners to discuss the uses of bases |
What are the uses of acids and bases?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.121 EAEP Science and Technology grade5 pg.123 EAEP Science and Technology grade5 pg.124-125 EAEP Science and Technology grade5 pg.125-126 EAEP Science and Technology grade5 pg.127 |
Oral questions
Writing
Field work
|
|
| 7 | 1 |
FORCE AND ENERGY
|
Sound Energy
Sound Energy Sound Energy Sound Energy |
By the end of the
lesson, the learner
should be able to:
Watch a video clip on how sound is produced in different ways Imitate the sounds produced by different objects Appreciate the ability to hear and imitate different sounds. |
Learners are guided to watch a video clip on how sound is produced in different ways
Learners to imitate the sounds produced by different objects |
How do you produce sound?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.127-128 EAEP Science and Technology grade5 pg.128-129 EAEP Science and Technology grade5 pg.129. |
Oral questions
Writing
Field work
|
|
| 7 | 2 |
FORCE AND ENERGY
|
Sound Energy
Sound Energy Sound Energy Heat Transfer Heat Transfer |
By the end of the
lesson, the learner
should be able to:
Take a nature walk and identify areas with loud and soft sounds. Classify areas that produce loud and soft sounds Appreciate the presence of sound in the environment. |
Learners are guided to take a nature walk and identify areas with loud and soft sounds.
Individually and in groups learners to Classify areas that produce loud and soft sounds |
What are the effects of sound pollution?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.129. EAEP Science and Technology grade5 pg.130-131 EAEP Science and Technology grade5 pg.131-133 EAEP Science and Technology grade5 pg.134-135 |
Oral questions
Writing
Field work
|
|
| 7 | 3 |
FORCE AND ENERGY
EARTH AND SPACE |
Heat Transfer
Heat Transfer Heat Transfer Moon |
By the end of the
lesson, the learner
should be able to:
Carry out a demonstration on heat transfer in gases Discuss how heat is transferred in gases Discuss the application of convection in everyday life Appreciate the importance of heat transfer in gases |
In groups, learners are guided to use digital devices to watch a video clip on heat transfer in gases.
In pairs, carry out a demonstration and discuss how heat is transferred in gases |
How is heat transferred in gases?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.136-138 EAEP Science and Technology grade5 pg.138-140 EAEP Science and Technology grade5 pg.142-143 |
Oral questions
Writing
Field work
Practical work
|
|
| 7 | 4 |
EARTH AND SPACE
Scientific Investigation Scientific Investigation Scientific Investigation |
Moon
Components of Integrated Science Pathways Related to Integrated Science Career Opportunities Related to Knowledge and Skills in Integrated Science |
By the end of the
lesson, the learner
should be able to:
Record the different phases of the moon using digital devices Create a moon calendar and record the name of the moon phase in each day, compare and discuss records with others. Appreciate own and other learners work. |
Using computing devices, learners to record the different phases of the moon
Individually/ in groups, learners Create a moon calendar and record the name of the moon phase in each day, compare and discuss records with others Sign own and others work |
What are the phases of the moon?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.144-145 KLB: Top Scholar; Integrated Science Learner |
Oral questions
Writing
Field work
Practical work
|
|
| 8 | 1 |
Scientific Investigation
|
Importance of Integrated Science
Laboratory Safety; Common Hazards in the Laboratory Identifying Common Hazard Symbols in the Laboratory Common Laboratory Accidents; Analysing Causes of Common Laboratory Accidents First Aid Safety Measures; Demonstrating the First Aid Safety Measures for Common Laboratory Accidents |
By the end of the
lesson, the learner
should be able to:
Identify the important roles played by different professions in the society. Discuss the importance of the professions in |
In groups, learners to identify the important roles played by different professions in the society
In groups, learners are guided to discuss the importance of the professions in the learner |
What is the importance of integrated science in our daily lives?
|
KLB: Top Scholar; Integrated Science Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Scientific Investigation
|
Demonstrating First Aid for Burns and Scalds
Demonstrating First Aid for Ingesting Harmful Substances Importance of Safety Measures in the Laboratory Basic Science Skills; Identifying Basic Skills in Science |
By the end of the
lesson, the learner
should be able to:
Outline the first aid procedure for burns and scalds. Demonstrate the first aid for burns and scalds. Discuss the given procedure and role play. Appreciate the importance of first aid procedure for burns and scalds. |
In pairs, learners are guided to outline the first aid procedure for burns and scalds.
In pairs, learners are guided to demonstrate the first aid for burns and scalds. In groups, learners are guided to discuss the given procedure and role play |
What is the procedure for burns and scalds?
|
KLB: Top Scholar; Integrated Science Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Scientific Investigation
|
Application of Basic Science Skills in Solving Problems in Our Daily Lives
Application of Basic Skills in Science International System of Units Identifying and Using SI Units to Record Measurements |
By the end of the
lesson, the learner
should be able to:
Identify the skills involved in an experiment. Conduct the experiment in learner |
Learners are guided to use digital devices to identify effects of friction on objects
In groups, learners are guided to discuss the advantages and disadvantages of friction as a force |
Which kind of skills does one requires when conducting an experiment?
|
KLB: Top Scholar; Integrated Science Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Scientific Investigation
|
Identifying and Using Derived SI Units for Measuring Area
Identifying and Using Derived Units for Measuring Volume Identifying Derived Units for Measuring Density Identifying Importance of Packaging Labels on Quantities of Products Laboratory Apparatus and Instruments |
By the end of the
lesson, the learner
should be able to:
Identify the requirements used to measure an area. Measure the length and width of the table in metres and record. Multiply the length and the width and record the answer. Appreciate the using derived SI units for measuring area. |
Learners are guided to identify the requirements used to measure an area.
In groups, learners are guided to measure the length and width of the table in metres and record In groups, learners are guided to multiply the length and the width and record the answer. |
Which basic units do you use to measure the length and width?
|
KLB: Top Scholar; Integrated Science Learner
|
Oral questions Oral Report Observation
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
Scientific Investigation
|
Grouping the Apparatus and Instruments
Parts and Functions of a Light Microscope Parts and Functions of a Light Microscope Handling and use of a Light Microscope |
By the end of the
lesson, the learner
should be able to:
Classify the instruments according to the functions. Draw any one instrument used for measuring each of the following; volume, time, length, mass and temperature. Appreciate the use of laboratory apparatus and instruments. |
Learners are guided to classify the instruments according to the functions
In groups, learners are guided to draw any one instrument used for measuring each of the following; volume, time, length, mass and temperature. |
What instrument is used to measure time?
|
KLB: Top Scholar; Integrated Science Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Scientific Investigation
|
Using a Light Microscope
Using a Light Microscope Identifying Heating Apparatus and Instruments Used in the Laboratory Identifying Parts and Functions of a Bunsen Burner |
By the end of the
lesson, the learner
should be able to:
Watch a video on how to use a light microscope. Make a drawing of what they see. Appreciate the uses of a light microscope. |
As a class, learners are guided to watch a video on how to use a light microscope.
Learners are guided to make a drawing of what they see. |
How should you place a microscope on the workbench?
|
KLB: Top Scholar; Integrated Science Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Scientific Investigation
Mixtures, Elements and Compounds Mixtures, Elements and Compounds Mixtures, Elements and Compounds |
Handling and Care of Apparatus and Instruments in the Laboratory
Importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory Mixtures; Classifying Different Types of Mixtures Classifying Mixtures as Homogenous or Heterogeneous Pure and Impure Substances; Distinguishing Between Pure and Impure Water by Boiling |
By the end of the
lesson, the learner
should be able to:
State the safety precautions when handling laboratory instruments and apparatus. Discuss how to handle and care for different types of apparatus and instruments in the laboratory. Appreciate the importance of the safety precautions when handling laboratory instruments and apparatus. |
In groups, learners are guided to state the safety precautions when handling laboratory instruments and apparatus.
In groups, learners are guided to discuss how to handle and care for different types of apparatus and instruments in the laboratory. |
How do you handle different types of apparatus and instruments in the laboratory?
(Glassware, metallic apparatus)
|
KLB: Top Scholar; Integrated Science Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Mixtures, Elements and Compounds
LIVING THINGS AND THEIR ENVIRONMENT LIVING THINGS AND THEIR ENVIRONMENT |
Distinguish Between Pure and Impure Substances By Melting
Distinguish Between Pure and Impure Substances By Melting Human circulatory system Human circulatory system |
By the end of the
lesson, the learner
should be able to:
Search the internet to find out at what temperature ice and candle wax melt at sea level. Watch videos or animations on determining melting and boiling points of substances. Enjoy watching the videos. |
As a class, learners are guided to search the internet to find out at what temperature ice and candle wax melt at sea level.
As a class, learners are guided to watch videos or animations on determining melting and boiling points of substances |
How do you distinguish between pure and impure substances by melting?
|
KLB: Top Scholar; Integrated Science Learner
Grade 6 science and technology curriculum design |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
Human circulatory system Human circulatory system Human circulatory system |
By the end of the
lesson, the learner
should be able to:
-identify the main parts of the human circulatory system -watch video clips on the main parts of the human circulatory system -appreciate the importance of a healthy circulatory system |
-identify the main parts of the human circulatory system
-watch video clips on the main parts of the human circulatory system |
What is the human circulatory system made up of?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 11 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
Human circulatory system Human circulatory system Human circulatory system Human circulatory system |
By the end of the
lesson, the learner
should be able to:
-identify parts of the heart -describe functions of the parts of the heart - appreciate the importance of parts of the heart |
-identify parts of the heart such as auricles, ventricles
-in groups discuss functions of the parts of the heart |
What is the function of auricles?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 11 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
Human circulatory system Human circulatory system Human circulatory system |
By the end of the
lesson, the learner
should be able to:
-identify the components of blood -watch video clips on the functions of the components of blood vessels -appreciate the importance of a healthy circulatory system |
-identify the components of blood
-watch video clips on the functions of the components of blood vessels |
Give 2 functions of the red blood cells?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 11 | 4 |
MATTER
|
Change of state - meaning
Chage of state - melting Chage of state - evaporation Chage of state - sublimation |
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. |
The learner is guided to:
brainstorm the meaning of change of state of matter, |
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,candlewax,zincoxide,testtubes,testtubeholders,conicalflask,gaslighter,bunsenburner,tripodstand,gauzewire. Water,iodine,candlewax,zincoxide,testtubes,testtubeholders,conicalflask,gaslighter,bunsenburner,tripodstand,gauzewire. 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
|
|
| 12 | 1 |
MATTER
|
Chage of state - condensation
Chage of state - freezing Application of change of state Application of change of state Making candles using waste wax |
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. |
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. |
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
|
|
| 12 | 2 |
MATTER
Composition of air |
Repairing broken plastic containers
Repairing broken plastic containers 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 containers. -Assemble locally available materials for repairing 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.
Cleartrough,water,markerpen,ruler,candle,plasticine,cork |
Observation oral question and answer rubrics checklist
|
|
| 12 | 3 |
Composition of air
|
Components of the air
Components of the air Investigating presence of oxygen in the air Uses of components of 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, -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
|
|
| 12 | 4 |
Composition of air
|
Uses of components of
The air
Effects of air pollution Effects of air pollution Effects of air pollution |
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
Dustbine gumboots, dusty classroom, digital devices Dustbine gumboots, dusty classroom, digital devices |
Observation written questions
|
|
| 13 | 1 |
Composition of air
|
Methods of reducing air pollution
Methods of reducing air pollution Methods of reducing air pollution Making posters on common air pollutants |
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
Dustbine gumboots, dusty classroom, digital devices |
Oral
Questions, assignments, project work
|
|
| 13 | 2 |
Composition of air
Force and energy Force and energy Force and energy |
Making posters on dangers of air pollution
Making posters on ways of controlling air pollution Light- movement of light through transparent objects Movement of light through translucent objects Movement of Light through opaque objects |
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
Dustbine gumboots, dusty classroom, digital devices a flat mirror, geometrical set, digital device, a spoon, metallic |
Oral
Questions, assignments, project work
|
|
| 13 | 3 |
Force and energy
|
Ray diagrams of images in plane mirrors
Ray diagrams of images in plane mirrors Ray diagrams of images in plane mirrors Formation of shadows. |
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
|
|
| 13 | 4 |
Force and energy
|
Formation of solar eclipse
Formation of lunar eclipse Reflection of light at plane surfaces Reflection of light at plane surfaces Image formation in plane mirrors Image formation in plane mirrors Rainbow formation |
By the end of the
lesson, the learner
should be able to:
-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 (solar eclipses), |
How does light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
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