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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
2 | 4 |
Living Things and Their Environment
|
Human Excretory System - Components of the excretory system
|
By the end of the
lesson, the learner
should be able to:
- Identify components of the excretory system - Recognize the skin as an excretory organ - Appreciate the importance of waste removal |
- Brainstorm on waste removal in humans - Identify excretory organs (skin, lungs, kidneys) - Discuss the role of excretory system - Compare different excretory organs |
What organs make up the human excretory system?
|
- Master Integrated Science pg. 119 - Charts of excretory system - Digital resources |
- Observation
- Oral questions
- Practical work
|
|
3 | 1 |
Living Things and Their Environment
|
Human Excretory System - External parts of the skin
Human Excretory System - Structure of the skin Human Excretory System - Functions of skin parts |
By the end of the
lesson, the learner
should be able to:
- Identify external parts of the skin using hand lens - Observe hair and sweat pores - Show interest in studying body structures |
- Use hand lens to observe external parts of skin - Identify visible parts of skin on arm - Sketch external parts of skin as seen through hand lens - Compare drawings with classmates |
What parts of the skin can be seen with a hand lens?
|
- Master Integrated Science pg. 120
- Hand lenses - Observation sheets - Master Integrated Science pg. 121 - Skin structure charts - Digital devices - Master Integrated Science pg. 122 - Reference materials - Digital resources |
- Practical work
- Observation schedule
- Checklist
|
|
3 | 2 |
Living Things and Their Environment
|
Human Excretory System - Understanding excretion and waste products
Human Excretory System - Parts of the urinary system Human Excretory System - Modeling the urinary system |
By the end of the
lesson, the learner
should be able to:
- Define excretion - Identify waste products excreted by different organs - Understand the importance of waste removal |
- Complete puzzle on skin parts and functions - Study story of sweating process - Identify waste products from skin, lungs and kidneys - Discuss harmful effects of waste accumulation |
Why is excretion important for the human body?
|
- Master Integrated Science pg. 123
- Puzzle materials - Story completion sheets - Master Integrated Science pg. 124 - Urinary system charts - Digital devices - Master Integrated Science pg. 125 - Locally available materials - Model construction supplies |
- Checklist
- Anecdotal records
- Written tests
|
|
3 | 3 |
Living Things and Their Environment
|
Human Excretory System - Functions of urinary system parts
Human Excretory System - External parts of the kidney Human Excretory System - Kidney disorders and their causes |
By the end of the
lesson, the learner
should be able to:
- Describe functions of kidneys, ureters, bladder and urethra - Explain the process of urine formation - Appreciate the complexity of kidney function |
- Answer questions about functions of urinary system parts - Use textbooks to search for function information - Take turns reading questions and answering - Share findings with classmates |
How do the parts of the urinary system work together?
|
- Master Integrated Science pg. 126
- Function reference materials - Question cards - Master Integrated Science pg. 127 - Kidney structure charts - Digital resources - Master Integrated Science pg. 128 - Reference materials - Case study conversations |
- Assessment rubrics
- Oral questions
- Written assignments
|
|
3 | 4 |
Living Things and Their Environment
|
Human Excretory System - Prevention of kidney disorders
Human Excretory System - Promoting skin health Human Excretory System - Promoting kidney health |
By the end of the
lesson, the learner
should be able to:
- Describe ways to prevent kidney disorders - Develop healthy lifestyle habits - Take responsibility for kidney health |
- Discuss prevention methods for kidney disorders - Listen to resource person on kidney health - Write short notes on prevention strategies - Present findings to classmates |
How can kidney disorders be prevented?
|
- Master Integrated Science pg. 129
- Health promotion materials - Resource person - Master Integrated Science pg. 130 - Health education materials - Digital devices - Master Integrated Science pg. 131 - Nutrition information - Health guidelines |
- Written tests
- Assessment rubrics
- Observation
|
|
4 | 1 |
Living Things and Their Environment
|
Human Excretory System - Developing daily health logs
Human Excretory System - Integration and health promotion Human Excretory System - Review and assessment |
By the end of the
lesson, the learner
should be able to:
- Create daily logs for skin and kidney health - Plan health-promoting activities - Take responsibility for personal health |
- Study sample daily log for health activities - Create personal plan using provided guide - Show plan to family members - Follow and monitor daily health activities |
How can we plan and track activities that promote skin and kidney health?
|
- Master Integrated Science pg. 132
- Planning templates - Family involvement - Master Integrated Science pg. 133 - Community health resources - Family discussion guides - Assessment papers - Review materials - Health case studies |
- Portfolio assessment
- Self-monitoring
- Family feedback
|
|
4 | 2 |
Living Things and Their Environment
Force and Energy |
Human Excretory System - Extension and enrichment
Human Excretory System - Final integration and reflection Electrical Energy - Sources of electricity in the environment |
By the end of the
lesson, the learner
should be able to:
- Explore advanced concepts in excretory system function - Research current health issues - Demonstrate expertise in health education |
- Research current topics in kidney and skin health - Prepare health education presentations - Create health promotion campaigns - Mentor younger students on health topics |
How can I use my knowledge to promote health in my community?
|
- Advanced health resources
- Research materials - Presentation tools - Reflection journals - Integration activities - Goal-setting materials - Master Integrated Science pg. 134 - Images of electricity sources - Digital devices |
- Research projects
- Presentation skills
- Community impact assessment
|
|
4 | 3 |
Force and Energy
|
Electrical Energy - Solar, hydro-electric and geothermal power
Electrical Energy - Wind, nuclear and other power sources Electrical Energy - Electrical cells and batteries |
By the end of the
lesson, the learner
should be able to:
- Describe how solar power is generated - Explain hydro-electric power generation - Understand geothermal energy production |
- Search for information on solar, hydro-electric and geothermal power - Study figures showing power generation systems - Discuss advantages of renewable energy sources - Compare different power generation methods |
How do renewable energy sources generate electricity?
|
- Master Integrated Science pg. 135
- Digital resources - Power generation diagrams - Master Integrated Science pg. 136 - Energy conversion charts - Reference materials - Master Integrated Science pg. 137 - Electrical cells - Battery samples |
- Written tests
- Assessment rubrics
- Oral questions
|
|
4 | 4 |
Force and Energy
|
Electrical Energy - Flow of electric current in series circuits
Electrical Energy - Flow of electric current in parallel circuits Electrical Energy - Understanding electrical circuits |
By the end of the
lesson, the learner
should be able to:
- Demonstrate flow of electric current in series circuits - Set up simple series circuits - Understand circuit continuity |
- Set up simple electrical circuits in series - Use dry cells, connecting wires, switches and bulbs - Observe what happens in each circuit setup - Draw sketches of circuit arrangements |
How does electric current flow in series circuits?
|
- Master Integrated Science pg. 138
- Electrical apparatus - Circuit materials - Master Integrated Science pg. 139 - Electrical components - Circuit diagrams - Master Integrated Science pg. 140 - Circuit analysis materials - Switch demonstrations |
- Assessment rubrics
- Practical work
- Observation
|
|
5 | 1 |
Force and Energy
|
Electrical Energy - Series and parallel arrangements
Electrical Energy - Common electrical appliances Electrical Energy - Safety measures with electrical appliances Electrical Energy - Electrical safety in daily life |
By the end of the
lesson, the learner
should be able to:
- Compare series and parallel arrangements - Predict circuit behavior - Understand current flow patterns |
- Classify circuits as series or parallel - Analyze effects of removing bulbs from circuits - Compare brightness of bulbs in different arrangements - Draw various circuit configurations |
How do series and parallel arrangements affect circuit performance?
|
- Master Integrated Science pg. 141
- Circuit comparison charts - Analysis worksheets - Master Integrated Science pg. 142 - Appliance pictures - Flashcards - Master Integrated Science pg. 143 - Safety guidelines - Emergency procedures - Master Integrated Science pg. 144 - Safety manuals - Emergency resources |
- Assessment rubrics
- Problem solving
- Circuit analysis
|
|
5 | 2 |
Force and Energy
|
Electrical Energy - Uses of electricity in daily life
Electrical Energy - Integration and application Electrical Energy - Review and assessment |
By the end of the
lesson, the learner
should be able to:
- Identify multiple uses of electricity - Appreciate electricity's importance - Connect electricity to modern living |
- State uses of electricity in homes, schools, hospitals, factories - Identify electricity uses in pictures - Name other uses in daily life - Discuss importance of electrical systems |
How does electricity support modern life?
|
- Master Integrated Science pg. 145
- Usage examples - Modern life illustrations - Problem-solving materials - Design challenges - Assessment papers - Performance reviews - Improvement plans |
- Practical work
- Oral questions
- Written assignments
|
|
5 | 3 |
Force and Energy
|
Electrical Energy - Extension and research
Electrical Energy - Innovation and creativity Magnetism - Identifying and demonstrating magnetic properties |
By the end of the
lesson, the learner
should be able to:
- Research advanced electrical concepts - Explore careers in electrical engineering - Demonstrate leadership in electrical safety |
- Research current developments in electrical energy - Explore careers in electrical fields - Create electrical safety campaigns - Mentor younger students on electrical concepts |
How can electrical energy knowledge contribute to future careers and community safety?
|
- Advanced electrical resources
- Career information - Research tools - Innovation materials - Design supplies - Presentation tools - Master Integrated Science pg. 146 - Bar magnets - Iron filings and nails |
- Research projects
- Career exploration
- Community service assessment
|
|
5 | 4 |
Force and Energy
|
Magnetism - Demonstrating attraction and repulsion
Magnetism - Directional properties of magnets Magnetism - Magnetic poles and their identification |
By the end of the
lesson, the learner
should be able to:
- Demonstrate magnetic attraction and repulsion - Understand interaction between magnets - Predict magnetic behavior |
- Place two bar magnets on flat surface - Bring magnet ends close to each other - Observe and record attraction or repulsion - Reverse magnet ends and observe changes |
How do magnets interact with each other?
|
- Master Integrated Science pg. 147
- Two bar magnets - Observation sheets - Master Integrated Science pg. 148 - Thread and retort stand - Compass for reference - Master Integrated Science pg. 149 - Iron filings - Pole identification materials |
- Assessment rubrics
- Practical work
- Prediction skills
|
|
6 | 1 |
Force and Energy
|
Magnetism - Magnetic strength and measurement
Magnetism - Basic law of magnetism Magnetism - Magnetic and non-magnetic materials |
By the end of the
lesson, the learner
should be able to:
- Demonstrate magnetic strength - Compare strength of different magnets - Understand factors affecting magnetic strength |
- Use spring balance to measure magnetic strength - Attach magnets to steel surfaces and measure detachment force - Compare readings for different magnets - Identify strongest magnets |
How can magnetic strength be measured and compared?
|
- Master Integrated Science pg. 150
- Spring balance - Various magnets - Master Integrated Science pg. 151 - Multiple bar magnets - Law formulation materials - Master Integrated Science pg. 152 - Collection of materials - Classification tables |
- Assessment rubrics
- Measurement skills
- Data analysis
|
|
6 | 2 |
Force and Energy
|
Magnetism - Testing household materials
Magnetism - Uses of magnets in separation Magnetism - Magnets in technology and navigation |
By the end of the
lesson, the learner
should be able to:
- Apply magnetic testing to household items - Extend classification skills - Connect learning to home environment |
- Test household items with parent/guardian permission - Use magnet to classify household materials - Record observations in table format - Share findings with classmates |
What household materials are magnetic or non-magnetic?
|
- Master Integrated Science pg. 153
- Household materials - Home testing permissions - Master Integrated Science pg. 154 - Application examples - Magnetic toys - Master Integrated Science pg. 155 - Magnetic compass - Speaker demonstrations |
- Home-school connection
- Extended classification
- Family involvement
|
|
6 | 3 |
Force and Energy
|
Magnetism - Practical applications and problem solving
Magnetism - Review and integration Magnetism - Extension and research |
By the end of the
lesson, the learner
should be able to:
- Apply magnetic knowledge to solve problems - Design magnetic solutions - Demonstrate creative thinking |
- Listen to resource person on magnet applications - Create posters on daily life uses of magnets - Solve practical problems using magnets - Design magnetic devices for specific purposes |
How can magnetic knowledge be used to solve real-world problems?
|
- Master Integrated Science pg. 156
- Problem-solving scenarios - Design materials - Master Integrated Science pg. 157 - Review materials - Assessment questions - Advanced magnetic resources - Research materials - Technology examples |
- Problem-solving assessment
- Design evaluation
- Creative thinking
|
|
6 | 4 |
Force and Energy
|
Magnetism - Innovation and creativity
Force and Energy Integration - Connecting electrical energy and magnetism Force and Energy Integration - Comprehensive review and assessment Force and Energy Integration - Real-world applications and careers Force and Energy Integration - Future learning and reflection |
By the end of the
lesson, the learner
should be able to:
- Design innovative magnetic solutions - Think creatively about magnetic applications - Demonstrate entrepreneurial thinking |
- Design magnetic devices for community problems - Create innovative magnetic toys or tools - Develop business plans for magnetic innovations - Present creative magnetic solutions |
How can I use magnetism to create innovative solutions?
|
- Innovation materials
- Design supplies - Presentation tools - Integration materials - Electromagnetic examples - Concept mapping tools - Comprehensive assessment materials - Complex problem scenarios - Reflection guides - Career information - Field trip resources - Community connections - Reflection portfolios - Goal-setting materials - STEM pathway information |
- Innovation assessment
- Creativity evaluation
- Entrepreneurship skills
|
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