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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
1 | 3 |
Living Things and Their Environment
|
Human Excretory System - Components of the excretory system
Human Excretory System - External parts of the skin |
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 - Master Integrated Science pg. 120 - Hand lenses - Observation sheets |
- Observation
- Oral questions
- Practical work
|
|
1 | 4 |
Living Things and Their Environment
|
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 parts of the skin from diagrams - Label epidermis, dermis, sweat glands and ducts - Understand the layered structure of skin |
- Study images and identify labeled parts A to F - Use charts to label parts of human skin - Draw and label parts of human skin - Share work with classmates |
What are the main structural parts of the human skin?
|
- Master Integrated Science pg. 121
- Skin structure charts - Digital devices - Master Integrated Science pg. 122 - Reference materials - Digital resources |
- Assessment rubrics
- Practical work
- Written assignments
|
|
2 | 1 |
Living Things and Their Environment
|
Human Excretory System - Understanding excretion and waste products
Human Excretory System - Parts of 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 |
- Checklist
- Anecdotal records
- Written tests
|
|
2 | 2 |
Living Things and Their Environment
|
Human Excretory System - Modeling the urinary system
|
By the end of the
lesson, the learner
should be able to:
- Create models of the urinary system - Use locally available materials creatively - Demonstrate understanding through model construction |
- Study models created by other students - Identify materials used in model construction - Collect locally available materials - Construct model of urinary system - Display and observe classmates' models, |
How can we create models to show the structure of the urinary system?
|
- Master Integrated Science pg. 125 - Locally available materials - Model construction supplies |
- Portfolio assessment
- Practical work
- Peer evaluation
|
|
2 | 3 |
Living Things and Their Environment
|
Human Excretory System - Functions of urinary system parts
Human Excretory System - External parts of the kidney |
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 |
- Assessment rubrics
- Oral questions
- Written assignments
|
|
2 | 4 |
Living Things and Their Environment
|
Human Excretory System - Kidney disorders and their causes
Human Excretory System - Prevention of kidney disorders |
By the end of the
lesson, the learner
should be able to:
- Identify common kidney disorders - Describe causes of kidney stones and kidney failure - Understand the importance of kidney health |
- Search for information on kidney disorders - Read conversation with resource person - Identify kidney disorders mentioned - Discuss causes and prevention methods |
What are common kidney disorders and what causes them?
|
- Master Integrated Science pg. 128
- Reference materials - Case study conversations - Master Integrated Science pg. 129 - Health promotion materials - Resource person |
- Checklist
- Anecdotal records
- Oral questions
|
|
3 | 1 |
Living Things and Their Environment
|
Human Excretory System - Promoting skin health
|
By the end of the
lesson, the learner
should be able to:
- Identify practices that promote healthy skin - Develop good hygiene habits - Appreciate the importance of skin care |
- Study pictures and identify healthy skin - Discuss activities to promote healthy skin - Give advice for skin hygiene scenarios - Search for information on skin health practices |
What activities promote healthy skin?
|
- Master Integrated Science pg. 130 - Health education materials - Digital devices |
- Practical work
- Assessment rubrics
- Checklist
|
|
3 | 2 |
Living Things and Their Environment
|
Human Excretory System - Promoting kidney health
Human Excretory System - Developing daily health logs |
By the end of the
lesson, the learner
should be able to:
- Identify practices that promote healthy kidneys - Understand the role of diet and exercise - Develop commitment to kidney health |
- Discuss practices to promote kidney health - Analyze effects of inadequate water intake - Understand dietary advice for kidney health - Search for kidney health information |
What lifestyle practices promote healthy kidneys?
|
- Master Integrated Science pg. 131
- Nutrition information - Health guidelines - Master Integrated Science pg. 132 - Planning templates - Family involvement |
- Oral questions
- Written assignments
- Self-assessment
|
|
3 | 3 |
Living Things and Their Environment
|
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:
- Integrate knowledge of excretory system with health practices - Share health knowledge with family - Demonstrate leadership in health promotion |
- Share learning with parents or guardians - Discuss additional health promotion strategies - Connect excretory system to nutrition concepts - Develop health education materials |
How can knowledge of the excretory system benefit families and communities?
|
- Master Integrated Science pg. 133
- Community health resources - Family discussion guides - Assessment papers - Review materials - Health case studies |
- Community feedback
- Health promotion projects
- Presentation assessment
|
|
3 | 4 |
Living Things and Their Environmentrrrr55
|
Human Excretory System - Extension and enrichment
Human Excretory System - Final integration and reflection |
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 |
- Research projects
- Presentation skills
- Community impact assessment
|
|
4 | 1 |
Force and Energy
|
Electrical Energy - Sources of electricity in the environment
|
By the end of the
lesson, the learner
should be able to:
- Identify sources of electricity in the environment - Distinguish between renewable and non-renewable sources - Appreciate the variety of electricity sources |
- Brainstorm on electrical energy uses - Identify sources of electricity at school, home, hospital, market - Study images and identify electricity sources - Discuss sources used for laboratory experiments |
What are the different sources of electricity in our environment?
|
- Master Integrated Science pg. 134 - Images of electricity sources - Digital devices |
- Observation
- Oral questions
- Practical work
|
|
4 | 2 |
Force and Energy
|
Electrical Energy - Solar, hydro-electric and geothermal power
Electrical Energy - Wind, nuclear and other power sources |
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 poa wer 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 |
- Written tests
- Assessment rubrics
- Oral questions
|
|
4 | 3 |
Force and Energy
|
Electrical Energy - Electrical cells and batteries
Electrical Energy - Flow of electric current in series circuits |
By the end of the
lesson, the learner
should be able to:
- Identify electrical cells and batteries - Understand how batteries store and release energy - Recognize positive and negative terminals |
- Examine electrical cells and identify terminals - Study battery structure and function - Practice identifying positive and negative terminals - Discuss battery safety measures |
How do electrical cells and batteries provide electricity?
|
- Master Integrated Science pg. 137
- Electrical cells - Battery samples - Master Integrated Science pg. 138 - Electrical apparatus - Circuit materials |
- Practical work
- Observation schedule
- Safety checklist
|
|
4 | 4 |
Force and Energy
|
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 parallel circuits - Set up simple parallel circuits - Compare series and parallel arrangements |
- Set up electrical circuits in parallel arrangement - Observe circuit behavior with parallel connections - Draw electrical circuits for each setup - Compare parallel with series circuits |
How does electric current flow in parallel circuits?
|
- Master Integrated Science pg. 139
- Electrical components - Circuit diagrams - Master Integrated Science pg. 140 - Circuit analysis materials - Switch demonstrations |
- Practical work
- Written tests
- Peer assessment
|
|
5 | 1 |
Force and Energy
|
Electrical Energy - Series and parallel arrangements
|
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 |
- Assessment rubrics
- Problem solving
- Circuit analysis
|
|
5 | 2 |
Force and Energy
|
Electrical Energy - Common electrical appliances
Electrical Energy - Safety measures with electrical appliances |
By the end of the
lesson, the learner
should be able to:
- Identify common electrical appliances - Categorize appliances by function - Appreciate the role of electricity in daily life |
- Write names of electrical appliances on flashcards - Exchange flashcards with classmates - Identify appliances in pictures - Find appliances used in different locations |
What electrical appliances do we use in daily life?
|
- Master Integrated Science pg. 142
- Appliance pictures - Flashcards - Master Integrated Science pg. 143 - Safety guidelines - Emergency procedures |
- Observation
- Practical work
- Oral questions
|
|
5 | 3 |
Force and Energy
|
Electrical Energy - Electrical safety in daily life
Electrical Energy - Uses of electricity in daily life |
By the end of the
lesson, the learner
should be able to:
- Apply electrical safety in real situations - Recognize dangerous electrical conditions - Take appropriate safety actions |
- Read safety precautions on electrical appliances - Discuss safety with parents or guardians - Write articles on electrical safety - Practice emergency responses |
Why is electrical safety important in daily life?
|
- Master Integrated Science pg. 144
- Safety manuals - Emergency resources - Master Integrated Science pg. 145 - Usage examples - Modern life illustrations |
- Assessment rubrics
- Safety projects
- Community feedback
|
|
5 | 4 |
Force and Energy
|
Electrical Energy - Integration and application
Electrical Energy - Review and assessment |
By the end of the
lesson, the learner
should be able to:
- Integrate knowledge of electrical energy - Apply electrical concepts to solve problems - Design simple electrical solutions |
- Complete comprehensive electrical energy questions - Design simple circuits for specific purposes - Solve electrical problems - Connect electrical knowledge to other subjects |
How can electrical energy knowledge be applied to solve real problems?
|
- Master Integrated Science pg. 145
- Problem-solving materials - Design challenges - Assessment papers - Performance reviews - Improvement plans |
- Project assessment
- Problem solving
- Design evaluation
|
|
6 | 1 |
Force and Energy
|
Electrical Energy - Extension and research
|
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 |
- Research projects
- Career exploration
- Community service assessment
|
|
6 | 2 |
Force and Energy
|
Electrical Energy - Innovation and creativity
Magnetism - Identifying and demonstrating magnetic properties |
By the end of the
lesson, the learner
should be able to:
- Design innovative electrical solutions - Think creatively about electrical applications - Demonstrate entrepreneurial thinking |
- Design solutions for electrical problems in school/community - Create models of innovative electrical devices - Present creative electrical ideas - Develop business plans for electrical innovations |
How can I use creativity and innovation to solve electrical energy challenges?
|
- Innovation materials
- Design supplies - Presentation tools - Master Integrated Science pg. 146 - Bar magnets - Iron filings and nails |
- Innovation assessment
- Creativity evaluation
- Entrepreneurship skills
|
|
6 | 3 |
Force and Energy
|
Magnetism - Demonstrating attraction and repulsion
Magnetism - Directional properties of magnets |
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 |
- Assessment rubrics
- Practical work
- Prediction skills
|
|
6 | 4 |
Force and Energy
|
Magnetism - Magnetic poles and their identification
|
By the end of the
lesson, the learner
should be able to:
- Identify magnetic poles - Label north and south poles - Understand pole characteristics |
- Place bar magnet on iron filings - Observe where iron filings cling most - Suspend magnet and identify north-pointing end - Label north and south poles correctly |
What are magnetic poles and how can they be identified?
|
- Master Integrated Science pg. 149 - Iron filings - Pole identification materials |
- Practical work
- Written tests
- Pole identification assessment
|
|
7 | 1 |
Force and Energy
|
Magnetism - Magnetic strength and measurement
Magnetism - Basic law of magnetism |
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 |
- Assessment rubrics
- Measurement skills
- Data analysis
|
|
7 | 2 |
Force and Energy
|
Magnetism - Magnetic and non-magnetic materials
Magnetism - Testing household materials |
By the end of the
lesson, the learner
should be able to:
- Classify materials as magnetic or non-magnetic - Test materials with magnets - Understand material properties |
- Collect various materials from school environment - Test each material with suspended magnet - Classify materials into magnetic and non-magnetic - Create classification table |
How can materials be classified based on their response to magnets?
|
- Master Integrated Science pg. 152
- Collection of materials - Classification tables - Master Integrated Science pg. 153 - Household materials - Home testing permissions |
- Practical work
- Classification skills
- Material testing
|
|
7 | 3 |
Force and Energy
|
Magnetism - Uses of magnets in separation
Magnetism - Magnets in technology and navigation |
By the end of the
lesson, the learner
should be able to:
- Identify magnetic separation applications - Understand industrial uses of magnets - Appreciate practical applications |
- Share experiences of magnet use in daily life - Study pictures showing magnetic applications - Discuss refrigerator door magnetism - Analyze magnetic toy demonstrations |
How are magnets used to separate mixtures and in toys?
|
- Master Integrated Science pg. 154
- Application examples - Magnetic toys - Master Integrated Science pg. 155 - Magnetic compass - Speaker demonstrations |
- Observation
- Application analysis
- Real-world connections
|
|
7 | 4 |
Force and Energy
|
Magnetism - Practical applications and problem solving
|
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 |
- Problem-solving assessment
- Design evaluation
- Creative thinking
|
|
8 | 1 |
Force and Energy
|
Magnetism - Review and integration
Magnetism - Extension and research |
By the end of the
lesson, the learner
should be able to:
- Demonstrate comprehensive understanding of magnetism - Integrate magnetic concepts - Apply knowledge in new contexts |
- Complete comprehensive magnetism questions - Classify magnetic and non-magnetic materials - Predict magnetic interactions - Solve magnetism problems |
What have I learned about magnetism and its applications?
|
- Master Integrated Science pg. 157
- Review materials - Assessment questions - Advanced magnetic resources - Research materials - Technology examples |
- Summative assessment
- Knowledge integration
- Problem solving
|
|
8 | 2 |
Force and Energy
|
Magnetism - Innovation and creativity
Force and Energy Integration - Connecting electrical energy and magnetism |
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 |
- Innovation assessment
- Creativity evaluation
- Entrepreneurship skills
|
|
8 | 3 |
Force and Energy
|
Force and Energy Integration - Comprehensive review and assessment
Force and Energy Integration - Real-world applications and careers |
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of entire Force and Energy strand - Apply concepts to complex problems - Show readiness for advanced physics concepts |
- Complete comprehensive Force and Energy assessment - Solve complex problems involving electricity and magnetism - Demonstrate practical skills in both areas - Reflect on strand learning |
What have I learned about Force and Energy and how will this help in future studies?
|
- Comprehensive assessment materials
- Complex problem scenarios - Reflection guides - Career information - Field trip resources - Community connections |
- Summative assessment
- Practical skills evaluation
- Future readiness assessment
|
|
8 | 4 |
Force and Energy
|
Force and Energy Integration - Future learning and reflection
|
By the end of the
lesson, the learner
should be able to:
- Reflect on entire Force and Energy strand learning - Set goals for advanced physics study - Demonstrate readiness for STEM pathway |
- Complete comprehensive reflection on Force and Energy learning - Set goals for Senior School physics studies - Create portfolio of best work from strand - Plan for continued STEM education |
How has learning about Force and Energy prepared me for advanced physics studies?
|
- Reflection portfolios - Goal-setting materials - STEM pathway information |
- Portfolio assessment
- Reflection quality
- Goal-setting skills
|
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