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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
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of fungi -use digital devices to observe images of common fungi -appreciate the importance of fungi to the economy |
The learner is guided to:
-state the meaning of fungi -use digital devices to observe images of common fungi |
What is fungi?
|
KLB VISIONARY INTEGRATED SCIENCE Grade 6. SPOTLIGHT SCIENCE Grade 6 |
-sample questions. -written exercise -discussion
|
|
| 1 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of fungi -use digital devices to observe images of common fungi -appreciate the importance of fungi to the economy |
-state the meaning of fungi
-use digital devices to observe images of common fungi |
List 3 common fungi?
|
KLB VISIONARY INTEGRATED SCIENCE Grade 6 SPOTLIGHT SCIENCE Grade 6
|
-Discussion. -Written exercise. -sample questions
|
|
| 1 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of fungi -use digital devices to observe images of common fungi -appreciate the importance of fungi to the economy |
-state the meaning of fungi
-use digital devices to observe images of common fungi |
List 3 common fungi?
|
KLB VISIONARY INTEGRATED SCIENCE Grade 6 SPOTLIGHT SCIENCE Grade 6
|
-Discussion. -Written exercise. -sample questions
|
|
| 1 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-identify common fungi in the environment -take a walk in the school compound and take photographs of different types of fungi -appreciate the importance of fungi to the economy |
-identify common fungi in the environment
-take a walk in the school compound and take photographs of different types of fungi |
Which fungi are found in the school compound?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
-Group discussion. -class assignment
|
|
| 2 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-mention common fungi in the environment -draw common fungi in the environment -appreciate the importance of fungi to the economy |
-discuss common fungi in the environment such as mushrooms, toadstools, puffballs,
moulds -draw common fungi in the environment such as mushrooms, toadstools, puffballs |
Moulds are likely to grow on?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6
SPOTLIGHT SCIENCE Grade 6 |
-Written exercise -discussion
|
|
| 2 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-mention common fungi in the environment -draw common fungi in the environment -appreciate the importance of fungi to the economy |
-discuss common fungi in the environment such as mushrooms, toadstools, puffballs,
moulds -draw common fungi in the environment |
Mushrooms can also be used as?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
written questions. Class assignment
|
|
| 2 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of fungi in nature -watch video clips on the importance of moulds, yeast -appreciate the importance of fungi to the economy |
-identify the importance of fungi in nature
-watch video clips on the importance of moulds, yeast |
What is the importance of fungi to the economy?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Written exercise. Sample questions
|
|
| 2 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of fungi in nature -watch video clips on the importance of moulds, yeast -appreciate the importance of fungi to the economy |
-identify the importance of fungi in nature
-watch video clips on the importance of moulds, yeast |
What is the importance of fungi to the economy?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Written exercise. Sample questions
|
|
| 3 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of fungi in nature -watch video clips on the importance of moulds, yeast -appreciate the importance of fungi to the economy |
-discuss the importance of fungi in nature
-watch video clips on the importance of moulds, yeast |
What is the use of yeast in food processing?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6
|
written questions. Observation
|
|
| 3 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Fungi
|
By the end of the
lesson, the learner
should be able to:
-outline precautions and safe disposal of wastes when handling fungi -use digital devices to search for safe handling of fungi -appreciate the importance of fungi to the economy |
-outline precautions and safe disposal of wastes when handling fungi
-use digital devices to search for safe handling of fungi |
Which precautions should you take when handling fungi?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
-written questions. Discussion. Class assignment
|
|
| 3 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
invertebrates
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of invertebrates -take photographs of invertebrates in the immediate environment -appreciate the importance of invertebrates in nature |
-in groups discuss the meaning of invertebrates
-take photographs of invertebrates in the immediate environment |
What are invertebrates?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Sample questions. Written exercise
|
|
| 3 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
invertebrates
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of invertebrates -take photographs of invertebrates in the immediate environment -appreciate the importance of invertebrates in nature |
-in groups discuss the meaning of invertebrates
-take photographs of invertebrates in the immediate environment |
What are invertebrates?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Sample questions. Written exercise
|
|
| 4 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-state the meaning of invertebrates -take photographs of invertebrates in the immediate environment -appreciate the importance of invertebrates in nature |
-in groups discuss the meaning of invertebrates
-take photographs of invertebrates in the immediate environment |
Give 2 examples of common invertebrates?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6
|
Discussion. Observation. Sample questions
|
|
| 4 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-identify animals classified as invertebrates -describe the general characteristics of invertebrates -appreciate the importance of invertebrates in nature |
-mention animals classified as invertebrates
-describe the general characteristics of invertebrates |
What are characteristic of invertebrates?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Group discussion. Observation
|
|
| 4 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-identify animals classified as invertebrates -watch video clips of invertebrates -appreciate the importance of invertebrates in nature |
-mention animals classified as invertebrates
-watch video clips of invertebrates |
Which animals are classified as invertebrates?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Written exercise. Observation
|
|
| 4 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-identify animals classified as invertebrates -watch video clips of invertebrates -appreciate the importance of invertebrates in nature |
-mention animals classified as invertebrates
-watch video clips of invertebrates |
Which animals are classified as invertebrates?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Written exercise. Observation
|
|
| 5 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-state examples of sea invertebrates -draw sea invertebrates -appreciate the importance of invertebrates in nature |
-observe pictures of sea invertebrates
-draw sea invertebrates such as octopus, and crabs |
What are sea invertebrates?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
written questions. Group discussion. Observation
|
|
| 5 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-state examples of sea invertebrates -draw sea invertebrates -appreciate the importance of invertebrates in nature |
-observe pictures of sea invertebrates
-draw sea invertebrates such as octopus, and crabs |
List 2 sea invertebrates?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6
|
Written questions. Sample questions
|
|
| 5 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-mention animals classified as invertebrates -make a portfolio of different types of invertebrates in their locality -appreciate the importance of invertebrates in the environment |
-mention animals classified as invertebrates
-make a portfolio of different types of invertebrates in their locality |
What is a portfolio?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Observation. Group discussion. Class assignment
|
|
| 5 | 4 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-mention animals classified as invertebrates -make a portfolio of different types of invertebrates in their locality -appreciate the importance of invertebrates in the environment |
-mention animals classified as invertebrates
-make a portfolio of different types of invertebrates in their locality |
Why are invertebrates different from other animals?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6
|
Written exercise. Sample questions
|
|
| 6 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of invertebrates in the environment -observe safety precautions when handling invertebrates -appreciate the importance of invertebrates in the environment |
-discuss the importance of vertebrates in the environment such as food, soil aeration,
-observe safety precautions when handling invertebrates |
What is the importance of invertebrates?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Written exercise. Discussion
|
|
| 6 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of invertebrates in the environment -observe safety precautions when handling invertebrates -appreciate the importance of invertebrates in the environment |
-discuss the importance of vertebrates in the environment such as food, soil aeration,
-observe safety precautions when handling invertebrates |
What is the importance of invertebrates?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Written exercise. Discussion
|
|
| 6 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Invertebrates
|
By the end of the
lesson, the learner
should be able to:
-identify the importance of invertebrates in the environment -observe safety precautions when handling invertebrates -appreciate the importance of invertebrates in the environment |
-discuss the importance of vertebrates in the environment such as food, soil aeration,
-observe safety precautions when handling invertebrates |
Name 5 safety precautions observed when handling invertebrates?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6 |
Sample questions. Observation. Class assignment
|
|
| 6 | 4 |
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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6
|
Written exercise. Group discussion
|
|
| 7 | 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 |
Name the parts of the human circulatory system?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Sample questions. -Group discussion
|
|
| 7 | 2 |
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 |
Name the parts of the human circulatory system?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Sample questions. -Group discussion
|
|
| 7 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
-revision questions. -Written exercise. -Group discussion
|
|
| 7 | 4 |
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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
Sample questions. Class assignment. Discussion
|
|
| 8 |
Midterm break |
||||||||
| 9 | 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 |
What is the function of the heart?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
-written questions. -Sample questions
|
|
| 9 | 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 -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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
-written questions. -Sample questions
|
|
| 9 | 3 |
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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 |
-written questions. -project work
|
|
| 9 | 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 -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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
-written questions. -Sample questions
|
|
| 10 | 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 -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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6
|
-written questions. -Sample questions. -Group discussion
|
|
| 10 | 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 ventricles?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6
|
-written questions. -Sample questions. -Group discussion
|
|
| 10 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
Human circulatory system
|
By the end of the
lesson, the learner
should be able to:
-mention major blood vessels -describe the functions of the major blood vessels -appreciate the importance of a healthy circulatory system |
-mention major blood vessels
-describe the functions of the major blood vessels |
Name the major blood vessels?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
-written questions. -Sample questions. -class assignment
|
|
| 10 | 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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6
|
Sample questions. Group discussion. Observation
|
|
| 11 | 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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
-written questions. Group discussion
|
|
| 11 | 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 -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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
-written questions. Group discussion
|
|
| 11 | 3 |
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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6
|
-written questions. Class assignment. Group discussion
|
|
| 11 | 4 |
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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
written questions. Sample questions
|
|
| 12 | 1 |
LIVING THINGS AND THEIR ENVIRONMENT
|
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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
written questions. Sample questions. Observation. Group discussion
|
|
| 12 | 2 |
LIVING THINGS AND THEIR ENVIRONMENT
|
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 |
How can we maintain a healthy circulatory system?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
-written questions. -Sample questions
|
|
| 12 | 3 |
LIVING THINGS AND THEIR ENVIRONMENT
|
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 |
How can we maintain a healthy circulatory system?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6 SPOTLIGHT SCIENCE Grade 6
|
-written questions. -Sample questions
|
|
| 12 | 4 |
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?
|
KLB VISIONARY INTEGRATED SCIENCE GRADE 6
|
-written questions. -Group discussion. -Sample questions.
|
|
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