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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Coding
|
Meaning of coding
|
By the end of the
lesson, the learner
should be able to:
Define the meaning of coding. Draw and name common signs of coding in his/her locality. Appreciate the use of coding. |
Learners are guided to define the meaning of coding in digital technology from the dictionary or the internet.
Learners are guided to draw and name common signs of coding (Traffic signs) |
What is coding?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
| 1 | 2 |
Coding
|
Meaning of coding
|
By the end of the
lesson, the learner
should be able to:
Define the meaning of coding. Draw and name common signs of coding in his/her locality. Appreciate the use of coding. |
Learners are guided to define the meaning of coding in digital technology from the dictionary or the internet.
Learners are guided to draw and name common signs of coding (Traffic signs) |
What is coding?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
| 1 | 3 |
Coding
|
Coded patterns
|
By the end of the
lesson, the learner
should be able to:
Identify coded patterns. Name locally available coded patterns. Appreciate the use of coded patterns. |
Learner are guided to identify coded patterns such as traffic signs, icons on digital devices, tennis ball, arrangement of leaves, patterns of making nests.
|
How to identify coded patterns?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
| 1 | 4 |
Coding
|
Coded patterns
|
By the end of the
lesson, the learner
should be able to:
Identify coded patterns. Name locally available coded patterns. Appreciate the use of coded patterns. |
Learner are guided to identify coded patterns such as traffic signs, icons on digital devices, tennis ball, arrangement of leaves, patterns of making nests.
|
How to identify coded patterns?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
| 2 | 1 |
Coding
|
Simple puzzle games
|
By the end of the
lesson, the learner
should be able to:
Explain the rules of a simple puzzle game of his/her choice. Demonstrate playing simple puzzle game of his/her choice. Have fun playing puzzle game. |
In groups, learners are guided to explain the rules of a simple puzzle game and demonstrate playing the puzzle game.
|
How to play puzzle games?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
| 2 | 2 |
Coding
|
Simple puzzle games
|
By the end of the
lesson, the learner
should be able to:
Explain the rules of a simple puzzle game of his/her choice. Demonstrate playing simple puzzle game of his/her choice. Have fun playing puzzle game. |
In groups, learners are guided to explain the rules of a simple puzzle game and demonstrate playing the puzzle game.
|
How to play puzzle games?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
| 2 | 3 |
State of matter
|
Understanding matter.
The three states of matter
|
By the end of the
lesson, the learner
should be able to:
Identify the three states of matter in our environment. Explain the shape of the three states of matter in our environment. Appreciate the three states of matter. |
Learners are guided to identify and explain the three states of matter.
In groups, learners are guided to discuss the shape, volume and mass of soil, air and water. |
What are the three states of matter?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
| 2 | 4 |
State of matter
|
Understanding matter.
The three states of matter
|
By the end of the
lesson, the learner
should be able to:
Identify the three states of matter in our environment. Explain the shape of the three states of matter in our environment. Appreciate the three states of matter. |
Learners are guided to identify and explain the three states of matter.
In groups, learners are guided to discuss the shape, volume and mass of soil, air and water. |
What are the three states of matter?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
| 3 | 1 |
States of matter
|
Characteristics of the three states of matter.
Gases
|
By the end of the
lesson, the learner
should be able to:
Outline the characteristics of gases. Explain the characteristics of gases. Appreciate the characteristics of gases. |
Learners are guided to outline the characteristics of gases as one of the state of matter.
In groups, learners are guided to investigate the characteristics of gases using a balloons |
What are the characteristics of gases?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
| 3 | 2 |
States of matter
|
Characteristics of the three states of matter.
Gases
|
By the end of the
lesson, the learner
should be able to:
Outline the characteristics of gases. Explain the characteristics of gases. Appreciate the characteristics of gases. |
Learners are guided to outline the characteristics of gases as one of the state of matter.
In groups, learners are guided to investigate the characteristics of gases using a balloons |
What are the characteristics of gases?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
| 3 | 3 |
States of matter
|
Characteristics of the three states of matter.
Liquid
|
By the end of the
lesson, the learner
should be able to:
Outline the characteristics of liquids. Explain the characteristics of liquids. Appreciate the characteristics of liquids. |
Learners are guided to outline the characteristics of liquids as one of the state of matter.
In groups, learners are guided to investigate the characteristics of liquids. |
What are the characteristics of liquids?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 3 | 4 |
States of matter
|
Characteristics of the three states of matter.
Liquid
|
By the end of the
lesson, the learner
should be able to:
Outline the characteristics of liquids. Explain the characteristics of liquids. Appreciate the characteristics of liquids. |
Learners are guided to outline the characteristics of liquids as one of the state of matter.
In groups, learners are guided to investigate the characteristics of liquids. |
What are the characteristics of liquids?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 4 | 1 |
States of matter
|
Characteristics of the three states of matter.
Solids
|
By the end of the
lesson, the learner
should be able to:
Outline the characteristics of solids. Explain the characteristics of solids. Appreciate the characteristics of solids. |
Learners are guided to outline the characteristics of solids as one of the state of matter.
In groups, learners are guided to investigate the characteristics of solids. |
What are the characteristics of liquids?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 4 | 2 |
States of matter
|
Characteristics of the three states of matter.
Solids
|
By the end of the
lesson, the learner
should be able to:
Outline the characteristics of solids. Explain the characteristics of solids. Appreciate the characteristics of solids. |
Learners are guided to outline the characteristics of solids as one of the state of matter.
In groups, learners are guided to investigate the characteristics of solids. |
What are the characteristics of liquids?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 4 | 3 |
States of matter
|
Three states of matter in our environment
|
By the end of the
lesson, the learner
should be able to:
Mention the uses of solids, liquids, gases. Categorize substance in his/her environment into three states of matter. Appreciate the uses of solids, liquids, gases. |
Learners are guided to identify the uses of solids, liquids and gases.
In groups, learners are guided to categorize substances into three states of matter; solids, liquids and gases. |
What are the uses of solids, liquids and gases?
|
Moran Science and technology, Learner
|
Oral questions
Oral reports Observation
|
|
| 4 | 4 |
States of matter
|
Three states of matter in our environment
|
By the end of the
lesson, the learner
should be able to:
Mention the uses of solids, liquids, gases. Categorize substance in his/her environment into three states of matter. Appreciate the uses of solids, liquids, gases. |
Learners are guided to identify the uses of solids, liquids and gases.
In groups, learners are guided to categorize substances into three states of matter; solids, liquids and gases. |
What are the uses of solids, liquids and gases?
|
Moran Science and technology, Learner
|
Oral questions
Oral reports Observation
|
|
| 5 | 1 |
States of matter
|
Observing safety when working with different materials.
|
By the end of the
lesson, the learner
should be able to:
Identify precautions when handling different substance. Observe safety precautions when handling different substance Appreciate the items used when handling different substance. |
Learners are guided as they identify and observe safety precautions when handling different substance
|
How to observe safety precautions when handling different substance?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 5 | 2 |
States of matter
|
Observing safety when working with different materials.
|
By the end of the
lesson, the learner
should be able to:
Identify precautions when handling different substance. Observe safety precautions when handling different substance Appreciate the items used when handling different substance. |
Learners are guided as they identify and observe safety precautions when handling different substance
|
How to observe safety precautions when handling different substance?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 5 | 3 |
Properties of matter
|
Floating and sinking.
Floating and sinking using different materials
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of floating and sinking. Demonstrate sinking and floating using different materials. Appreciate floating and sinking. |
Learners are guided to explain the meaning of floating and sinking.
In groups, learners are guided to demonstrate sinking and floating using different materials. |
What is floating and sinking?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 5 | 4 |
Properties of matter
|
Floating and sinking.
Floating and sinking using different materials
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of floating and sinking. Demonstrate sinking and floating using different materials. Appreciate floating and sinking. |
Learners are guided to explain the meaning of floating and sinking.
In groups, learners are guided to demonstrate sinking and floating using different materials. |
What is floating and sinking?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 6 | 1 |
Properties of matter
|
Objects that can float and those that can sink.
|
By the end of the
lesson, the learner
should be able to:
Identify objects that float and those that can sink in water. Name different materials that sink and float according to the internet. Appreciate objects that can float and those that can sink. |
Learners are guided to identify objects that can float and those that can sink.
|
How to identify objects that can float and those that can sink?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 6 | 2 |
Properties of matter
|
Objects that can float and those that can sink.
|
By the end of the
lesson, the learner
should be able to:
Identify objects that float and those that can sink in water. Name different materials that sink and float according to the internet. Appreciate objects that can float and those that can sink. |
Learners are guided to identify objects that can float and those that can sink.
|
How to identify objects that can float and those that can sink?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 6 | 3 |
Properties of matter
|
Factors affecting floating and sinking in water.
Shape of material
|
By the end of the
lesson, the learner
should be able to:
Identify how shape of a material affects floating and sinking. Explain how shape of a material affects floating and sinking. Have fun in conducting an experiment to identify how shape of a material affects floating and sinking. |
Learners are guided to identify how shape of a material affects floating and sinking.
In groups, learners are guided how to conduct an experiment to identify how shape of a material affects floating and sinking. |
What factors affect floating and sinking?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 6 | 4 |
Properties of matter
|
Factors affecting floating and sinking in water.
Shape of material
|
By the end of the
lesson, the learner
should be able to:
Identify how shape of a material affects floating and sinking. Explain how shape of a material affects floating and sinking. Have fun in conducting an experiment to identify how shape of a material affects floating and sinking. |
Learners are guided to identify how shape of a material affects floating and sinking.
In groups, learners are guided how to conduct an experiment to identify how shape of a material affects floating and sinking. |
What factors affect floating and sinking?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 7 | 1 |
Properties of matter
|
Factors affecting floating and sinking in water.
Type of material
|
By the end of the
lesson, the learner
should be able to:
Identify how type of material affects floating and sinking. Explain how type of material affects floating and sinking. Have fun in conducting an experiment to identify how type of material affects floating and sinking. |
Learners are guided to identify how type of material affects floating and sinking.
In groups, learners are guided how to conduct an experiment to identify how type of material affects floating and sinking. |
What factors affect floating and sinking?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 7 | 2 |
Properties of matter
|
Making floaters using locally available materials
|
By the end of the
lesson, the learner
should be able to:
Identify ways to make floaters to sink. Identify ways to make sinkers to float. Have fun when making a floater to sink and sinkers to float |
In groups, learners are guided how to make floaters to sink and sinkers to float.
|
How to make floaters to sink and sinkers to float?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 7 | 3 |
Properties of matter
|
Making floaters using locally available materials
|
By the end of the
lesson, the learner
should be able to:
Identify ways to make floaters to sink. Identify ways to make sinkers to float. Have fun when making a floater to sink and sinkers to float |
In groups, learners are guided how to make floaters to sink and sinkers to float.
|
How to make floaters to sink and sinkers to float?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 7 | 4 |
Properties of matter
|
Making a floater from locally available materials
|
By the end of the
lesson, the learner
should be able to:
Identify ways to make floaters to sink. Make a floater from locally available materials. Have fun when making a floater from locally available materials. |
In groups, learners are guided on how to make floaters using locally available materials.
|
How to make floaters using locally available materials?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 8 | 1 |
Properties of matter
|
Floaters as life savers
|
By the end of the
lesson, the learner
should be able to:
Identify and draw floaters that are used as life savers. Share their experiences of using floaters to swim. Appreciate the uses of floaters as life savers. |
In groups, learners listen to stories and share experiences of using floaters when swimming or witness someone using a floater to swim.
|
What are floaters used in swimming?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 8 | 2 |
Properties of matter
|
Floaters as life savers
|
By the end of the
lesson, the learner
should be able to:
Identify and draw floaters that are used as life savers. Share their experiences of using floaters to swim. Appreciate the uses of floaters as life savers. |
In groups, learners listen to stories and share experiences of using floaters when swimming or witness someone using a floater to swim.
|
What are floaters used in swimming?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 8 | 3 |
Properties of matter
|
Floaters as life savers
|
By the end of the
lesson, the learner
should be able to:
Identify and draw floaters that are used as life savers. Share their experiences of using floaters to swim. Appreciate the uses of floaters as life savers. |
In groups, learners listen to stories and share experiences of using floaters when swimming or witness someone using a floater to swim.
|
What are floaters used in swimming?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 8 | 4 |
Force
|
Force and its effects
Meaning of force
|
By the end of the
lesson, the learner
should be able to:
State the meaning of force. Explain the meaning of force. Appreciate the term force. |
Learners are guided to define the meaning of force from the dictionary or the internet
|
What is force?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 9 | 1 |
Force
|
Effects of force on an object
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of force on an object. Demonstrate the effects of force on an object. Appreciate the effects of push and pull. |
In groups, learners are guided to discuss what happens to an object such as a book, desk, table after a push or pull.
In groups, learners are guided to demonstrate the effects of force on an object |
What happens after a pull or push of an object?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 9 | 2 |
Force
|
Effects of force on an object
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of force on an object. Demonstrate the effects of force on an object. Appreciate the effects of push and pull. |
In groups, learners are guided to discuss what happens to an object such as a book, desk, table after a push or pull.
In groups, learners are guided to demonstrate the effects of force on an object |
What happens after a pull or push of an object?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 9 | 1 |
Force
|
Effects of force on an object
|
By the end of the
lesson, the learner
should be able to:
Explain the effects of force on an object. Demonstrate the effects of force on an object. Appreciate the effects of push and pull. |
In groups, learners are guided to discuss what happens to an object such as a book, desk, table after a push or pull.
In groups, learners are guided to demonstrate the effects of force on an object |
What happens after a pull or push of an object?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 9 |
Midterm |
||||||||
| 9 | 3 |
Force
|
Effects of force in everyday life.
|
By the end of the
lesson, the learner
should be able to:
Identify the effects of force on objects in everyday life. Observe the effects of force on objects in everyday life. Appreciate the effects of force in everyday life. |
Learners to be guided as they use visual aids and digital devices to identify and observe the effects of force on objects used in everyday life.
|
What are the effects of force?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 9 | 4 |
Force
|
Effects of force in everyday life.
|
By the end of the
lesson, the learner
should be able to:
Identify the effects of force on objects in everyday life. Observe the effects of force on objects in everyday life. Appreciate the effects of force in everyday life. |
Learners to be guided as they use visual aids and digital devices to identify and observe the effects of force on objects used in everyday life.
|
What are the effects of force?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 10 | 1 |
Force
|
Safety precautions when dealing with force
|
By the end of the
lesson, the learner
should be able to:
Outline precautions to take when dealing with force Observe safety precautions when dealing with force. Appreciate the items used when handling force. |
Learners to be guided on ways to observe safety precautions when dealing with force.
In groups, learners are guided on the use of wearing leg guards, headgear and gloves when dealing with force |
How to take safety precaution when dealing with force?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 10 | 2 |
Force
|
Safety precautions when dealing with force
|
By the end of the
lesson, the learner
should be able to:
Outline precautions to take when dealing with force Observe safety precautions when dealing with force. Appreciate the items used when handling force. |
Learners to be guided on ways to observe safety precautions when dealing with force.
In groups, learners are guided on the use of wearing leg guards, headgear and gloves when dealing with force |
How to take safety precaution when dealing with force?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 10 | 3 |
Force
|
Safety precautions when dealing with force
|
By the end of the
lesson, the learner
should be able to:
Outline precautions to take when dealing with force Observe safety precautions when dealing with force. Appreciate the items used when handling force. |
Learners to be guided on ways to observe safety precautions when dealing with force.
In groups, learners are guided on the use of wearing leg guards, headgear and gloves when dealing with force |
How to take safety precaution when dealing with force?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 10 | 4 |
Force
|
Safety precautions when dealing with force
|
By the end of the
lesson, the learner
should be able to:
Outline precautions to take when dealing with force Observe safety precautions when dealing with force. Appreciate the items used when handling force. |
Learners to be guided on ways to observe safety precautions when dealing with force.
In groups, learners are guided on the use of wearing leg guards, headgear and gloves when dealing with force |
How to take safety precaution when dealing with force?
|
Moran Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 11 | 1 |
Sound Energy
|
Properties of sound
|
By the end of the
lesson, the learner
should be able to:
Mention different types of sound. Demonstrate that sound travels in all directions. Have fun when demonstrating different types of sound |
In groups, learners are guided to demonstrate that sound travel in all direction using available materials.
|
What direction does sound travel?
|
Moran; Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 11 | 2 |
Sound Energy
|
Properties of sound
|
By the end of the
lesson, the learner
should be able to:
Mention different types of sound. Demonstrate that sound travels in all directions. Have fun when demonstrating different types of sound |
In groups, learners are guided to demonstrate that sound travel in all direction using available materials.
|
What direction does sound travel?
|
Moran; Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 11 | 3 |
Sound Energy
|
Sound reflection
|
By the end of the
lesson, the learner
should be able to:
Name places that sound can be reflected. Demonstrate that sound can be reflected. Have fun when demonstrating that sound can be reflected. |
In groups, learners are guided to demonstrate that sound can be reflected using available materials.
|
What is an echo?
|
Moran; Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 11 | 4 |
Sound Energy
|
Sound reflection
|
By the end of the
lesson, the learner
should be able to:
Name places that sound can be reflected. Demonstrate that sound can be reflected. Have fun when demonstrating that sound can be reflected. |
In groups, learners are guided to demonstrate that sound can be reflected using available materials.
|
What is an echo?
|
Moran; Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 12 | 1 |
Sound Energy
|
Sound producing instruments
|
By the end of the
lesson, the learner
should be able to:
List sound producing instruments in his/her locality. Make a shaker using locally available materials. Enjoy using a shaker to produce sound. |
Learners are guided to list sound producing instruments.
Learners are guided on how to make a shaker that can produce sound. |
How to produce sound using a shaker?
|
Moran; Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 12 | 2 |
Sound Energy
|
Sound producing instruments
|
By the end of the
lesson, the learner
should be able to:
List sound producing instruments in his/her locality. Make a shaker using locally available materials. Enjoy using a shaker to produce sound. |
Learners are guided to list sound producing instruments.
Learners are guided on how to make a shaker that can produce sound. |
How to produce sound using a shaker?
|
Moran; Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 12 | 3 |
Sound Energy
|
Sound producing instruments
|
By the end of the
lesson, the learner
should be able to:
Identify sound producing instrument that he/she can make using locally available materials. Make sound producing instruments from locally available materials. Have fun making sound producing instruments using locally available instruments. |
Learners are guided to identify sound producing instruments found around the locality.
In groups, learners are guided to make sound producing instruments using locally available materials. |
How to make sound producing instruments?
|
Moran; Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
| 12 | 4 |
Sound Energy
|
Sound producing instruments
|
By the end of the
lesson, the learner
should be able to:
Identify sound producing instrument that he/she can make using locally available materials. Make sound producing instruments from locally available materials. Have fun making sound producing instruments using locally available instruments. |
Learners are guided to identify sound producing instruments found around the locality.
In groups, learners are guided to make sound producing instruments using locally available materials. |
How to make sound producing instruments?
|
Moran; Science and technology, Learner
|
Oral questions Oral reports Observation
|
|
Your Name Comes Here