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WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
1 | 1 |
Plants
|
Characteristics of plants.
Living and non-living things in our environments
|
By the end of the lesson, the learner should be able to:
strand, Name living and non-living things in the environment. Group things into living and non-living things in the environment. Appreciate the living and non-living things in the environment. |
Learners are guided to name reasons for living and non-living things in the environment.
Learners are guided on how to group living and non-living things in the environment. Learners are guided around the school compound to observe, name and identify living and non-living things in the environment. |
What are living things?
What are non- living things?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
1 | 2 |
Plants
|
Characteristics of plants.
Living and non-living things in our environments
|
By the end of the lesson, the learner should be able to:
strand, Name living and non-living things in the environment. Group things into living and non-living things in the environment. Appreciate the living and non-living things in the environment. |
Learners are guided to name reasons for living and non-living things in the environment.
Learners are guided on how to group living and non-living things in the environment. Learners are guided around the school compound to observe, name and identify living and non-living things in the environment. |
What are living things?
What are non- living things?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
1 | 3 |
Plants
|
Characteristics of plants.
Living and non-living things in our environments
|
By the end of the lesson, the learner should be able to:
strand, Name living and non-living things in the environment. Group things into living and non-living things in the environment. Appreciate the living and non-living things in the environment. |
Learners are guided to name reasons for living and non-living things in the environment.
Learners are guided on how to group living and non-living things in the environment. Learners are guided around the school compound to observe, name and identify living and non-living things in the environment. |
What are living things?
What are non- living things?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
1 | 4 |
Plants
|
Characteristics of plants as living things.
|
By the end of the lesson, the learner should be able to:
Mention characteristics of plants as living things. Explain and observe what happens when a plant is covered by a clear container. Appreciate plants as living things. |
Learners are guided around the school compound to identify, observe, discuss and take photographs of different plants and show their characteristics.
|
What makes plants living things?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
1 | 5 |
Plants
|
Characteristics of plants as living things.
|
By the end of the lesson, the learner should be able to:
Mention characteristics of plants as living things. Explain and observe what happens when a plant is covered by a clear container. Appreciate plants as living things. |
Learners are guided around the school compound to identify, observe, discuss and take photographs of different plants and show their characteristics.
|
What makes plants living things?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
2 | 1 |
Animals
|
Characteristics of animals as living things
|
By the end of the lesson, the learner should be able to:
Mention characteristics of animals as living things. Collect, identify and name different foods animals eat. Appreciate animals as living things. |
Learners are guided around the local farm to identify, observe, collect, name and take photographs of different animals, the food they eat and the animal products.
|
What are the characteristics of animals?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
2 | 2 |
Animals
|
Characteristics of animals as living things
|
By the end of the lesson, the learner should be able to:
Mention characteristics of animals as living things. Collect, identify and name different foods animals eat. Appreciate animals as living things. |
Learners are guided around the local farm to identify, observe, collect, name and take photographs of different animals, the food they eat and the animal products.
|
What are the characteristics of animals?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
2 | 3 |
Animals
|
Characteristics of animals as living things
|
By the end of the lesson, the learner should be able to:
Mention characteristics of animals as living things. Collect, identify and name different foods animals eat. Appreciate animals as living things. |
Learners are guided around the local farm to identify, observe, collect, name and take photographs of different animals, the food they eat and the animal products.
|
What are the characteristics of animals?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
2 | 4 |
Animals
|
Vertebrates and invertebrates
|
By the end of the lesson, the learner should be able to:
Define the meaning of vertebrate and invertebrate. Group animals into vertebrate and invertebrate. Appreciate how animals are different from each other. |
Learners are guided to name vertebrate and invertebrate animals
Learners are guided on how to group vertebrate and invertebrate animals. |
What are vertebrate and invertebrate animals?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
2 | 5 |
Animals
|
Vertebrates and invertebrates
|
By the end of the lesson, the learner should be able to:
Define the meaning of vertebrate and invertebrate. Group animals into vertebrate and invertebrate. Appreciate how animals are different from each other. |
Learners are guided to name vertebrate and invertebrate animals
Learners are guided on how to group vertebrate and invertebrate animals. |
What are vertebrate and invertebrate animals?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
3 | 1 |
Animals
|
Handling animals
|
By the end of the lesson, the learner should be able to:
Name safety precautions to observe when handling animals. Mention ways of keeping safe from dangerous animals Appreciate the reasons for handling animals with care. |
Learners are guided to give
reasons why safety is important when handling animals and list items to use when handling animals |
What ways should animals be handled?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
3 | 2 |
Animals
|
Handling animals
|
By the end of the lesson, the learner should be able to:
Name safety precautions to observe when handling animals. Mention ways of keeping safe from dangerous animals Appreciate the reasons for handling animals with care. |
Learners are guided to give
reasons why safety is important when handling animals and list items to use when handling animals |
What ways should animals be handled?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
3 | 3 |
Animals
|
Handling animals
|
By the end of the lesson, the learner should be able to:
Name safety precautions to observe when handling animals. Mention ways of keeping safe from dangerous animals Appreciate the reasons for handling animals with care. |
Learners are guided to give
reasons why safety is important when handling animals and list items to use when handling animals |
What ways should animals be handled?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
3 | 4 |
Human body
|
Parts of the digestive system
|
By the end of the lesson, the learner should be able to:
Identify and write names of the parts of the digestive system. Draw the parts of the digestive system. Appreciate the human digestive system. |
Learners are guided on how to identify and write the names of human digestive system through pictures, realia and video clips.
|
What are the parts of human digestive system?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
3 | 5 |
Human body
|
Parts of the digestive system
|
By the end of the lesson, the learner should be able to:
Identify and write names of the parts of the digestive system. Draw the parts of the digestive system. Appreciate the human digestive system. |
Learners are guided on how to identify and write the names of human digestive system through pictures, realia and video clips.
|
What are the parts of human digestive system?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
4 | 1 |
Human body
|
Functions of the different parts of the digestive system
|
By the end of the lesson, the learner should be able to:
Describe and write the functions of the parts of the digestive system. Explain how the different parts of the human digestive system are suited to their functions. Appreciate the functions of different parts of the digestive system. |
Learners are guided to write and discuss the functions of the parts of the human digestive system (Mouth, teeth, saliva, oesophagus, stomach, small intestines)
|
What are the functions of different parts of the digestive system?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
4 | 2 |
Human body
|
Functions of the different parts of the digestive system
|
By the end of the lesson, the learner should be able to:
Describe and write the functions of the parts of the digestive system. Explain how the different parts of the human digestive system are suited to their functions. Appreciate the functions of different parts of the digestive system. |
Learners are guided to write and discuss the functions of the parts of the human digestive system (Mouth, teeth, saliva, oesophagus, stomach, small intestines)
|
What are the functions of different parts of the digestive system?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
4 | 3 |
Human body
|
Functions of the different parts of the digestive system
|
By the end of the lesson, the learner should be able to:
Describe and write the functions of the parts of the digestive system. Explain how the different parts of the human digestive system are suited to their functions. Appreciate the functions of different parts of the digestive system. |
Learners are guided to write and discuss the functions of the parts of the human digestive system (Mouth, teeth, saliva, oesophagus, stomach, small intestines)
|
What are the functions of different parts of the digestive system?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
4 | 4 |
Human body
|
Functions of the different parts of the digestive system
|
By the end of the lesson, the learner should be able to:
Describe and write the functions of the parts of the digestive system. Explain how different parts of the human digestive system are suited to their functions. Appreciate the functions of different parts of the digestive system. |
Learners are guided to write and discuss the functions of the parts of the human digestive system (Pancreas, liver, large intestines, faeces, rectum, anus)
|
What are the functions of different parts of the digestive system?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
4 | 5 |
Human body
|
Functions of the different parts of the digestive system
|
By the end of the lesson, the learner should be able to:
Describe and write the functions of the parts of the digestive system. Explain how different parts of the human digestive system are suited to their functions. Appreciate the functions of different parts of the digestive system. |
Learners are guided to write and discuss the functions of the parts of the human digestive system (Pancreas, liver, large intestines, faeces, rectum, anus)
|
What are the functions of different parts of the digestive system?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
5 | 1 |
Human body
|
Modelling the human digestive system
|
By the end of the lesson, the learner should be able to:
Model the human digestive system In groups, discuss the experiences on modelling the human digestive system. Enjoy the experience on modelling the human digestive system. |
In groups, learners to share their experiences on modelling the human digestive system
In groups, learners to identify different parts of the human digestive system using the model of the human digestive system. |
How to model the human digestive system?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
5 | 2 |
Human body
|
Modelling the human digestive system
|
By the end of the lesson, the learner should be able to:
Model the human digestive system In groups, discuss the experiences on modelling the human digestive system. Enjoy the experience on modelling the human digestive system. |
In groups, learners to share their experiences on modelling the human digestive system
In groups, learners to identify different parts of the human digestive system using the model of the human digestive system. |
How to model the human digestive system?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
5 | 3 |
Human body
|
Modelling the human digestive system
|
By the end of the lesson, the learner should be able to:
Model the human digestive system In groups, discuss the experiences on modelling the human digestive system. Enjoy the experience on modelling the human digestive system. |
In groups, learners to share their experiences on modelling the human digestive system
In groups, learners to identify different parts of the human digestive system using the model of the human digestive system. |
How to model the human digestive system?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
5 | 4 |
Human body
|
Taking care of teeth
|
By the end of the lesson, the learner should be able to:
Identify the teeth care practices. Identify and write type of teeth used when biting and chewing. Appreciate the importance of brushing teeth |
Learners are guided on ways to
take care of their teeth. Learners are guided to identify types of teeth used when biting and chewing. |
Why should we take care of our teeth?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
5 | 5 |
Human body
|
Taking care of teeth
|
By the end of the lesson, the learner should be able to:
Identify the teeth care practices. Identify and write type of teeth used when biting and chewing. Appreciate the importance of brushing teeth |
Learners are guided on ways to
take care of their teeth. Learners are guided to identify types of teeth used when biting and chewing. |
Why should we take care of our teeth?
|
Moran Science and technology
|
Oral questions Oral reports Observation
|
|
6 | 1 |
Human body
|
Modelling different types of teeth
|
By the end of the lesson, the learner should be able to:
Identify and name types of teeth and their characteristics. Group teeth according to their appearance. Appreciate the usage of different types of teeth. |
Learners to be guided to identify and name types of teeth and their characteristics
In groups, learners to be guided to model a mouth with different types of teeth. |
What are different types of teeth?
Which teeth are used for biting and chewing?
|
Moran Science and technology
|
Oral questions
Oral reports Observation
|
|
6 | 2 |
Human body
|
Modelling different types of teeth
|
By the end of the lesson, the learner should be able to:
Identify and name types of teeth and their characteristics. Group teeth according to their appearance. Appreciate the usage of different types of teeth. |
Learners to be guided to identify and name types of teeth and their characteristics
In groups, learners to be guided to model a mouth with different types of teeth. |
What are different types of teeth?
Which teeth are used for biting and chewing?
|
Moran Science and technology
|
Oral questions
Oral reports Observation
|
|
6 | 3 |
Human body
|
Modelling different types of teeth
|
By the end of the lesson, the learner should be able to:
Identify and name types of teeth and their characteristics. Group teeth according to their appearance. Appreciate the usage of different types of teeth. |
Learners to be guided to identify and name types of teeth and their characteristics
In groups, learners to be guided to model a mouth with different types of teeth. |
What are different types of teeth?
Which teeth are used for biting and chewing?
|
Moran Science and technology
|
Oral questions
Oral reports Observation
|
|
6 | 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
|
|
6 | 5 |
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
|
|
7 | 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
|
|
7 | 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
|
|
7 | 3 |
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
|
|
7 | 4 |
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
|
|
7 | 5 |
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
|
|
8 | 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
|
|
8 | 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
|
|
8 | 3 |
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
|
|
8 | 1-2 |
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
|
|
8 |
HalfTerm |
||||||||
9 | 1 |
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
|
|
9 | 2 |
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
|
|
9 | 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
|
|
9 | 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
|
|
9 | 5 |
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
|
|
10 | 1 |
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
|
|
10 | 2 |
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
|
|
10 | 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
|
|
10 | 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
|
|
10 | 5 |
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
|
|
11 | 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
|
|
11 | 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
|
|
11 | 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
|
|
11 | 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
|
|
11 | 5 |
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
|
|
12 | 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
|
|
12 | 2 |
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
|
|
12 | 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
|
|
12 | 4 |
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
|
|
12 | 5 |
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
|
|
13 | 1 |
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
|
|
13 | 2 |
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
|
|
13 | 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
|
|
13 | 4 |
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
|
|
13 | 5 |
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
|
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