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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 AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-define the term human circulatory system -draw parts of the human circulatory system -appreciate the importance of a healthy circulatory system |
-define the term human circulatory system
-draw parts of the human circulatory system |
What is human circulatory system?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 1 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
Human circulatory system |
By the end of the
lesson, the learner
should be able to:
-define the term human circulatory system -draw parts of the human circulatory system -appreciate the importance of a healthy circulatory system |
-define the term human circulatory system
-draw parts of the human circulatory system |
Name the parts of the human circulatory system?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 1 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-state functions of the main parts of the human circulatory sysytem -use locally available materials to model the human circulatory system -appreciate the importance of a healthy circulatory system |
-state functions of the main parts of the human circulatory sysytem
-use locally available materials to model the human circulatory system |
Match the parts of the human circulatory system with their functions?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 1 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-identify parts of the heart -draw and label parts of the heart -appreciate the importance of parts of the heart |
-observe pictures and identify parts of the heart
- draw and label parts of the heart |
What is the function of the heart?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 2 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-identify parts of the heart -draw and label parts of the heart -appreciate the importance of parts of the heart |
-observe pictures and identify parts of the heart
- draw and label parts of the heart |
Name the parts of the heart?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 2 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
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
|
|
| 2 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
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 ventricles?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 2 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-mention major blood vessels -watch video clips of the functions of the major blood vessels -appreciate the importance of a healthy circulatory system |
-discuss major blood vessels such as arteries, veins and capillaries
-watch video clips of the functions of the major blood vessels |
Give 3 functions of the major blood vessels?
|
Grade 6 science and technology curriculum design
|
|
|
| 3 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-identify the components of blood -explain the functions of the components of blood vessels -appreciate the importance of a healthy circulatory system |
-observe pictures of the components of blood (red blood cells, white blood cells and platelets)
|
Name the components of blood?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 3 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
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
|
|
| 3 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-outline common healthy conditions of the human circulatory system -watch video clips on symptoms and prevention of common health conditions of the human circulatory system -appreciate the importance of a healthy circulatory system |
-outline common healthy conditions of the human circulatory system
-watch video clips on symptoms and prevention of common health conditions of the human circulatory system |
Name the healthy conditions of the human circulatory system?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 3 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
Human circulatory system |
By the end of the
lesson, the learner
should be able to:
-identify the importance of a healthy circulatory system -develop a routine plan for maintaining a healthy circulatory system - appreciate the importance of a healthy circulatory system |
-identify the importance of a healthy circulatory system
-develop a routine plan for maintaining a healthy circulatory system |
What is the importance of a healthy circulatory system?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 4 | 1 |
MATTER
|
Change of state
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of change of state of matter -watch video clips of changes of the state of matter -appreciate applications of change of state of matter |
-brainstorm the meaning of change of state of matter
-watch video clips of changes of the state of matter |
What is change of state of matter?
|
Grade 6 science and technology curriculum design
|
-oral questions
-written questions
|
|
| 4 | 2 |
MATTER
|
Change of state - meaning
|
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.
|
Observation oral question and answer rubrics checklist
|
|
| 4 | 3 |
MATTER
|
Chage of state - melting
|
By the end of the
lesson, the learner
should be able to:
-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:
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?
|
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
|
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
|
|
| 5 | 1 |
MATTER
|
Chage of state - sublimation
Chage of state - condensation |
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
|
|
| 5 | 2 |
MATTER
|
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 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 (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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 6 | 1 |
MATTER
|
Making candles using waste wax
|
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. |
learners to make candles using waste candle wax or beeswax, |
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
|
|
| 6 | 2 |
MATTER
|
Repairing broken plastic containers
Repairing broken plastic containers |
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.
|
Observation oral question and answer rubrics checklist
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
Composition of air
|
Components of the air
Investigating presence of oxygen in 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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 8 | 1 |
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
|
|
| 8 | 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. |
The learner is guided to:
-Brainstorm on the meaning of air pollution, -Explore the school and neighborhood to identify air pollutants, |
How does air pollution affects the environment?
|
Dustbine gumboots, dusty classroom, digital devices
|
Oral
Questions, assignments, project work
|
|
| 8 | 3 |
Composition of air
|
Effects of air pollution
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
Dustbine gumboots, dusty classroom, digital devices |
Oral
Questions, assignments, project work
|
|
| 8 | 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
|
|
| 9 |
Midterm two break |
||||||||
| 10 | 1 |
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
|
|
| 10 | 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 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
|
|
| 10 | 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
|
|
| 10 | 4 |
Composition of air
|
Making posters on dangers of air pollution
Making posters on ways of controlling 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
Dustbine gumboots, dusty classroom, digital devices |
Oral
Questions, assignments, project work
|
|
| 11 | 1 |
Force and energy
|
Light- movement of light through transparent objects
|
By the end of the
lesson, the learner
should be able to:
-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:
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 light travel?
|
a flat mirror, geometrical set, digital device, a spoon, metallic
|
Oral questioning, project, questionnaires , written questions
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 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
|
|
| 12 | 1 |
Force and energy
|
Ray diagrams of images in plane mirrors
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
|
|
| 12 | 2 |
Force and energy
|
Formation of shadows.
|
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. |
The learner is guided to:
carry out activities to demonstrate and illustrate the formation of shadows. |
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
|
Formation of solar eclipse
|
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
|
|
| 12 | 4 |
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
|
|
| 13 | 1 |
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
|
|
| 13 | 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. |
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 | 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
|
|
| 13 | 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
|
|
| 14 |
End term two Assessment |
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