Mixtures, element and compounds.

Structure of an atom.

By the end of the lesson, the learner should be able to:

-Define the term atom.
-Describe the structure of an atom.
-Draw the structure of an atom.
-Appreciate the structure of an atom.
-Define the term electron arrangement.
-Draw the electron arrangement in an atom using crosses or dots diagrams.
-Show interest in drawing electron arrangement in atoms using crosses or dots diagrams.

In groups or pairs, learners are guided to: -
-Discuss and give the meaning of an atom.
-Use digital or print resources to search for information about the structure of an atom.
-Draw the structure of an atom.
-Explain the meaning of electron arrangement and energy level.
-Observe the teacher or video clip on drawing electron arrangement in atoms using dots or cross diagrams.
-Illustrate the electron arrangement in atoms using dot or cross diagrams.

-How is the structure of an important? -What are the components of atoms?
What is electron arrangement?

Sportlight
integrated science learner
integrated science studies learner
Sportlight
integrated science studies learner

-Observation. -Oral questions. -Assessment rubrics. -Checklists. -Written tests.
-Oral questions. -Observation. -Checklists. -Illustration. -Written questions.

Mixtures, element and compounds.

Structure of an atom.

By the end of the lesson, the learner should be able to:
-Identify the features used to distinguish metals and non-metals based on their tendency to lose or gain electrons.
-Search for information on How you can classify elements based on electron arrangement.

-Use digital devices to Search for information on which feature one can Use to distinguish metals based on electron arrangement.
-Discuss How number of valence electrons distinguishes metals and non-metals based on their tendency to lose or gain electrons.
-Watch video clips on How one can distinguish elements as metal or non-metals.

How can one distinguish metals and non-metals elements based on electron arrangement?

Sportlight
integrated science studies learner

-Observation. -Oral questions. -Written questions. -Assessment rubrics.

Mixtures, element and compounds.

Structure of an atom.
Structure of an atom assessment.

By the end of the lesson, the learner should be able to:
-Identify some locally available materials used in modelling the atomic structure selected elements of the periodic table.
-Model the atomic structure of the selected elements of the periodic table using locally available materials.
-Enjoy modelling the atomic structure of the selected elements of the periodic table using locally available materials.

-Collaborate on discussing on the suitable locally available materials to Use in modeling elements.
-Collect the locally available materials needed to Model the elements.
-Collaborate in modelling the twenty elements of the periodic table.
-Display their models in call for peer assessment.

Which locally available materials can one use to model the elements of the periodic table?

Sportlight
integrated science studies learner

-Observation. -Checklists. -Assessment rubrics. -Portfolio. -Project.

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Identify the physical properties of metals.
-Describe the physical properties of metals.
-Search the internet for more information on the physical properties of metals.
-Appreciate the physical properties of the metals.

-Use digital or print resources to Search for information on the physical properties of metals.
-Identify the physical properties of metals.
-Prepare posters or charts showing the physical properties of metals and Display in class.

-What is a metal? -What are the physical properties of metals?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Oral questions. -Written questions.

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Define the composition of alloys.
-Identify the alloys in the locality.
-Discuss the uses of common alloys in the environment.
-Appreciate the uses of different metals in the society.
-Enjoy collecting the metals in the locality.
-Identify the uses of alloys in day-to-day life.
-Discuss the uses of the alloys in day-to-day life.
-Prepare charts and flashcards showing the uses of alloys in day-to-day life.
-Appreciate the uses of the different alloys in day-to-day life.

-Discuss about the meaning of an alloy.
-Identify and Collect the alloys found in the locality.
-Discuss and Present the importance of metals in the community.
-Present their findings and Draw different items made of the alloys they collected.
-Work together to Identify some of the items in the locality that are made of alloy.
-Use digital devices to Search for information on uses of common alloys.
-List and Discuss the uses of the common alloys in the locality.
-Prepare charts or flashcards showing the uses of common metals in the locality.

-What is an alloy? -which examples of items are made of metals?
-What are the uses of common alloys in the locality? -What items are made of alloys in the locality?

Sportlight
integrated science studies learner

-Oral questions. -Checklists. -Written questions. -Assessment rubrics.
-Checklists. -Oral questions. -Written tests. -Assessment rubrics.

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Carry out simple experiment on the cause of rusting on metals.
-Enjoy carrying out the experiment on causes of rusting on metals.

-Prepare the requirements for the experiment.
-Work together in carrying out the experiment on causes of rusting.
-Observe, record and Discuss the observation made after a few days.

What are the observation made from the experiment on the causes of rusting?

Sportlight
integrated science studies learner

-Checklists. -Demonstration. -Practical. -Observation. -Oral questions.

Mixtures, element and compounds.

Metals and alloys.
Metals and alloys assessment.

By the end of the lesson, the learner should be able to:
-State different ways of controlling rusting of metals in the environment.
-Discuss the different ways of controlling rusting of metals.
-Search on the internet for the information on ways of controlling rusting of metals.
-Appreciate the different ways controlling rusting of metals.

-Discuss the different ways of controlling rusting on metals.
-Use digital devices to Search for information on ways of controlling rusting on metals.
-Discuss the different ways of controlling rusting on metals.

Which ways are best for controlling rusting on metals?

Sportlight
integrated science studies learner

-Assessment rubrics. -Oral questions. -Observation. -Checklists. -Written questions.

Mixtures, element and compounds.

Water hardness.

By the end of the lesson, the learner should be able to:
-Identify the physical properties of water.
-Describe the -physical properties of water.
-Search the internet for more information on physical properties of water.
-Appreciate the physical properties of water.

-Discuss the physical properties of water and present in class.
-Discuss the physical properties of water.
-Collect and observe water from different sources.
-Compare the water collected in terms of; appearance, odour, taste and boiling point and record the observation made and present it in class.

What are the physical properties of water?

Sportlight
integrated science studies learner

-Written questions. -Oral questions. -Checklists. -Observation. -Assessment rubrics.

Mixtures, element and compounds.

Water hardness and softness.
Water hardness.

By the end of the lesson, the learner should be able to:
-Explain the meaning of soft water.
-Discuss the properties of soft water.
-Search the internet for information on properties of soft water.
-Appreciate the properties of soft water.
-Identify different methods of softening water.
-Describe boiling as a method of softening temporary hard water.
-Conduct activity to soften hard water using boiling method.
-Appreciate boiling as one of the methods of softening temporary hard water.

-Discuss on the meaning of soft water and Present in class.
-Use digital devices to Search for information on properties of soft water.
-Discuss the properties of soft water.
-Outline the steps to follow while drawing shaped blocks in oblique projection.
-the methods of softening temporary hard water in our day-to-day life.
-Use print or digital devices to Search for information on boiling as a method of softening hard water.
-Discuss boiling as a method of softening temporary hard water.

What are the properties of soft water?
How can one soften temporary hard water in the environment?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -Written questions. -Assessment rubrics.
-Demonstration. -Practical activity. -Checklists. -Oral questions. -Observation. -Written questions.

Mixtures, element and compounds.

Water hardness.

By the end of the lesson, the learner should be able to:
-Describe distilling as a method of softening temporary hard water.
-Conduct an activity to softening temporary hard water by distilling method.
-Appreciate distilling as a method of softening temporary hard water.

-Discuss and Present the meaning of distilling method.
-Use digital or print devices to Search for information on distilling as a method of softening temporary hard water.
-Discuss distilling method of softening temporary hard water.
-Carry out activity to soften temporary hard water using distilling method.
-Observe, record and Discuss their findings in class.

How can we soften temporary hard water using the distilling method?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -Practical activities. -Observation. -Assessment rubrics.

Mixtures, element and compounds.

Water hardness.

By the end of the lesson, the learner should be able to:
-Outline the advantages and disadvantages of soft water in our daily life.
-Discuss the advantages and disadvantages of soft water.
-Search in the internet for information on the advantages and disadvantages of soft water.
-Appreciate the advantages and disadvantages of soft water in our environment.

-Discuss the advantages and disadvantages of soft water and Present their findings in class.
-Use digital devices to Search for information on the advantages and disadvantages of soft water.
-Write down their findings of the advantages and disadvantages of soft water in our day-to-day life.
-Discuss their findings on the advantages and disadvantages of soft water and Present in class.
-Appreciate the advantages and disadvantages of soft water in our environment.

-What are the advantages of soft water? -What are the disadvantages of soft water?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -Written questions. -Assessment rubrics.

Mixtures, element and compounds.

Water hardness.
Water hardness assessment.

By the end of the lesson, the learner should be able to:
-State the application of hard water in our daily life.
-Discuss the application of hard water in our daily life.
-Search the internet for the application of hard water in our daily life.
-Appreciate the Use of hard water in our daily life.

-Discuss and Present the application of hard water in our daily life.
-Use digital devices or print resources to Search for information on application of hard water in our daily life.
-Discuss the application of hard water in our daily life.
-Prepare charts and flashcards showing the application of hard water and Present in class.

What are the application of hard water in our daily life?

Sportlight
integrated science studies learner

-Checklists. -Observation. -Assessment rubrics. -Written questions.

Living things and their environment.

Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Identify the external parts of a leaf.
-Describe the external parts of a leaf.
-Draw and label the external parts of a leaf.
-Enjoy drawing and labelling of a leaf.
-State the adaptations of a leaf to photosynthesis.
-Discuss the adaptations of the leaf to photosynthesis.
-Prepare charts showing the applications of the leaf to photosynthesis.
-Appreciate the adaptations of the leaf to photosynthesis.

-Use the hand lens to Observe parts of a fresh leaf of a plant.
-Identify the external parts of a leaf.
-Discuss the external parts of a leaf.
-Draw and label the external parts of a leaf on a chart and in exercise books.
-Use digital devices or print resources to Search for information on the adaptation of a leaf to photosynthesis.
-Write down their findings in books.
-Discuss the adaptations of the leaf to photosynthesis.
-Discuss the adaptations of the leaf in relation to their roles in photosynthesis.
-Prepare charts showing the adaptations of the leaf to photosynthesis and Present in class.

What are the external parts of a leaf?
How is the leaf adapted to ensure photosynthesis?

Sportlight
integrated science studies learner

-Observation. -Checklists. -Oral questions. -Drawing. -Written questions.
-Written questions. -Checklists. -Oral questions. -Assessment rubrics.

Living things and their environment.

Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Define the term photosynthesis in plants.
-Describe the process of photosynthesis in plants.
-Search the internet for information on the process of photosynthesis in plants.
-Appreciate the process of photosynthesis in nature.

-Use books, dictionary or the internet to Search for the meaning of photosynthesis?
-Use print or digital devices to Search for information on the process and products of photosynthesis.
-Discuss the process of photosynthesis in plants and share their findings in class.
-Watch video clips on the process of photosynthesis.

-What is photosynthesis? -What are the products of photosynthesis?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Oral questions. -Written questions.

Living things and their environment.

Nutrition in plants.

By the end of the lesson, the learner should be able to:
-State the importance of photosynthesis in nature.
-Discuss the importance of photosynthesis in nature.
-Search the internet for more information on importance of photosynthesis in nature.
-Appreciate the importance of photosynthesis in nature.

-Discuss and Present the importance of photosynthesis in nature.
-Use digital or print resources to Search for information on the importance of photosynthesis in nature.
-Discuss the importance of photosynthesis in nature and Present in class.

What is the importance of photosynthesis in nature?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Written questions. -Oral questions. -Observation.

Living things and their environment.

Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Describe the procedure for testing the necessity of chlorophyll for photosynthesis to occur.
-Prepare an experiment to Show that chlorophyll is necessary for photosynthesis to occur.
-Enjoy carrying out the experiment.

-Describe and Discuss the procedure for testing that chlorophyll is necessary for photosynthesis to take place.
-Identify and Prepare the requirements.
-Collaborate in setting up an experiment to Show that chlorophyll is necessary for photosynthesis to occur.
-Observe, record and Discuss their findings.

How can we determine that chlorophyll is necessary for photosynthesis to take place?

Sportlight
integrated science studies learner

-Practical activity. -Checklists. -observation schedule. -Assessment rubrics. -Oral questions.

Living things and their environment.
Mixtures, element and compounds.
Living things and their environment.

Nutrition in plants assessment.
Nutrition in animals.
Structure of an atom.
Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Attempt the assessment questions on the sub-strand; nutrition in plants.
-Describe the structure of canine teeth.
-Define the shape of the canine teeth.
-Discuss the function of the canine teeth.
-Search the internet for more information on the functions of canine teeth.
-Draw canine teeth in their books.

-Answer the questions on the sub-strand; nutrition in plants.
-Revise the assessment and correct themselves.
-Describe the structure of canine teeth.
-Define the shape of the canine teeth.
-Discuss the function of the canine teeth.
-Search the internet for more information on the functions of canine teeth.
-Enjoy drawing canine teeth in their books and charts.

What are the use of canines teeth?

Sportlight
integrated science studies learner

-Written questions. -Assessment rubrics. -Checklists.
-Checklists. -Observation. -Assessment rubrics. -Written questions. -Oral questions.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Describe the structure of pre-molars.
-Define the shape of the pre-molars.
-Discuss the function of the pre-molars teeth and Present in class.
-Search the internet for more information on the functions of pre-molars.
-Draw the pre-molars teeth.

-Describe the structure of pre-molars.
-Define the shape of the pre-molars.
-Discuss the function of the pre-molars and Present in class.
-Search the internet for more information on the functions of pre-molars teeth.
-Enjoy drawing the pre-molars teeth.

What are the roles of pre-molars?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Observation. -Written questions. -Oral questions.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Define absorption in digestive process.
-Discuss the importance of absorption in digestive process.
-List the requirements for absorption to take place in human digestive process.
-Check the internet for more information on absorption in digestive process in human beings.

-Define absorption in digestive process.
-Discuss the importance of absorption in digestive process.
-List the requirements for absorption to take place in human digestive process.
-Check the internet for more information on absorption in digestive process in human beings.

Where does absorption take place in the digestive process?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Written exercise. -Oral questions. -Observation.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Describe the structure of molar teeth.
-Define the shape of the molar teeth.
-Discuss the functions of the molar teeth.
-Search the internet for more information on the molar teeth.
-Draw molar teeth in their books and charts.

-Describe the structure of molar teeth.
-Define the shape of the molar teeth.
-Discuss the functions of the molar teeth.
-Search the internet for more information on the molar teeth.
-Enjoy drawing molar teeth.

What are the function of molar teeth?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Observation. -Oral questions. -Written questions.

Living things and their environment.

Nutrition in animals.
Nutrition in animals assessement.
Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Describe the process of digestion in human beings (ingestion, digestion, absorption, assimilation and egestion)
-Define the term digestion.
-Discuss about digestion in human beings.
-Use print or non-print media to Search for information on digestion in human beings.
-Draw the digestion process in human being in their books or charts.
-Attempt the assessment questions on the sub-strand; nutrition in animals.

-Describe the process of digestion in human beings (ingestion, digestion, absorption, assimilation and egestion)
-Define the term digestion as the breakdown of food into absorbable particles.
-Discuss about digestion in human beings and Present in class.
-Use print or non-print media to Search for information on digestion in human beings.
-Enjoy drawing digestive process in human being in their books or charts.
-Attempt the assessment questions on the sub-strand; nutrition in animals.
-Revise the assessment and correct themselves.

What is the importance of digestion in human beings?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Written questions. -Observation. -Oral questions.
-Checklists. -Written questions. -Assessment rubrics.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Define the term pollination.
-Name the types of pollination.
-Discuss the different types of pollination in plants.
-Use print or non-print media to Search for more information on pollination.
-Acknowledge the importance of pollination in plants.
-Draw the different types of pollination in their books and charts.

-Define the term pollination.
-Name the types of pollination.
-Discuss the different types of pollination in plants.
-Use print or non-print media to Search for more information on pollination.
-Acknowledge the importance of pollination in plants.
-Draw the different types of pollination in their books and charts.

What factors promote self-pollination?

Sportlight
integrated science studies learner

-Written questions. -Observation. -Assessment rubrics. -Oral questions.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Outline the factors that hinder self-pollination.
-Collaboratively, Discuss the factors that hinder self-pollination.
-Use internet or non-print resources to Search for information on factors that hinder self-pollination.
-Acknowledge the factors that hinder self-pollination.

-Outline the factors that hinder self-pollination.
-Collaboratively, Discuss the factors that hinder self-pollination.
-Use internet or non-print resources to Search for information on factors that hinder self-pollination.
-Acknowledge the factors that hinder self-pollination.

What are the factors hindering self-pollination?

Sportlight
integrated science studies learner

-Assessment rubrics. -Oral questions. -Written questions. -Learner

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Outline adaptation of flowers to wind, insects and self-pollination.
-Collaboratively Study samples of flowers and Discuss their adaptation to agents of pollination.
-Draw different flowers according to their adaptation to agents of pollination.
-Watch animation or take an excursion in the school compound or neighborhood to Observe pollination agents in action.

-Outline adaptation of flowers to wind, insects and self-pollination.
-Collaboratively Study samples of flowers and Discuss their adaptation to agents of pollination.
-Draw different flowers according to their adaptation to agents of pollination.
-Watch animation or take an excursion in the school compound or neighborhood to Observe pollination agents in action.

How are flowers adapted to pollination?

Sportlight
integrated science studies learner

-Assessment rubrics. -Oral questions. -Written questions. -Observation. -physical activity. -Checklists.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Explain the meaning of fertilization in flowering plants.
-Collaboratively Study illustrations/animations on fertilization and share with peers.
-Use print and non-print media to Search for information on fertilization in flowers.
-Acknowledge the importance of fertilization in flowers.
-Categorize fruits and seeds based on their mode of dispersal
-Observe different seeds and fruits from their locality and Discuss and Categorize them based on their mode of dispersal.
-Collaboratively Discuss the importance of fruit and seed dispersal with peers.
-Draw different seeds and fruits and Show their mode of dispersal.
-Acknowledge the importance of seed and fruit dispersal in plants.

-Explain the meaning of fertilization in flowering plants.
-Collaboratively Study illustrations or animations on fertilization and share with peers in class.
-Collaborate using print and non-print media to Search for information on fertilization in flowering plants.
-Acknowledge the importance of fertilization in flowering plants.
-Categorize fruits and seeds based on their mode of dispersal
-Observe different seeds and fruits from their locality and Discuss and Categorize them based on their mode of dispersal.
-Collaboratively Discuss the importance of fruit and seed dispersal with peers.
-Use internet to Search for information on seeds and fruits based on their mode of dispersal.
-Draw different seeds and fruits and Show their mode of dispersal.
-Acknowledge the importance of seed and fruit dispersal in plants.

What is fertilization? How does fertilization take place in flowers?
What are the modes of seed and fruit dispersal

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -discussion. -Practical activity. -Written questions. -Oral questions. -Checklists.
-Assessment rubrics. -Observation. -peer assessment. -Oral questions. -Written questions. -Checklists.

Living things and their environment.

Nutrition in animals and reproduction in plants assessment.
The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Attempt the assessment exercise on the strand; living things and their environment appropriately.
-Revise the assessment exercise and do correction.

-Attempt the assessment exercise on the strand; living things and their environment appropriately.
-Revise the assessment exercise and do correction.

Sportlight
integrated science studies learner

-Assessment rubrics. -Written questions. -Checklists.

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Explain abiotic/non-living factors of the environment.
-Collaboratively Discuss the abiotic factors of the environment and Present their findings.
-Search the internet for information on abiotic factors of the environment.
-Outline the abiotic part of the environment (temperature, water, light, wind, atmospheric pressure, PH and salinity)
-Appreciate the abiotic factors of the environment.

-Explain abiotic/non-living factors of the environment.
-Collaboratively Discuss the abiotic factors of the environment and Present their findings.
-Search the internet for information on abiotic factors of the environment.
-Outline the abiotic part of the environment (temperature, water, light, wind, atmospheric pressure, PH and salinity)
-Appreciate the abiotic factors of the environment.

What is abiotic factor of the environment?

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -Written questions. -Practical activity. -Checklists. -peer assessment.

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Outline the effects of abiotic/non-living factors of the environment in nature.
-Collaboratively Discuss the effects of abiotic factors of the environment in nature and Present their findings in class.
-Search the internet for information on abiotic factors of the environment and their effects in nature.
-Acknowledge the effects of abiotic factors of the environment in nature.

-Outline the effects of abiotic/non-living factors of the environment in nature.
-Collaboratively Discuss the effects of abiotic factors of the environment in nature and Present their findings in class.
-Search the internet for information on abiotic factors of the environment and their effects in nature.
-Acknowledge the effects of abiotic factors of the environment in nature.

How does abiotic factors of the environment affect nature?

Sportlight
integrated science studies learner

-Assessment rubrics. -Written questions. -Oral questions. -Observation. -Checklists.

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Explain the term food chain.
-Collaboratively Carry out activity to Identify living things and organisms and What they feed on.
-Construct food chains showing How living organism
-Explain the meaning of decomposers on ecosystem and their importance in recycling nutrients with peers.
-Collaboratively Discuss the role and importance of decomposers in the ecosystem.
-Search the internet for information on decomposers, their roles and importance in the ecosystem.
-Appreciate the roles and importance of decomposers in the ecosystem.

-Explain the term food chain as used in living organisms.
-Search the meaning of food chain on the internet and dictionary.
-Collaboratively Carry out activity to Identify living organisms and What they feed on.
-Construct food chains showing How living organism
-Explain the meaning of decomposers in an ecosystem and Outline their importance in recycling nutrients with peers.
-Collaboratively Discuss the role and importance of decomposers in the ecosystem.
-Search the internet for information on decomposers, their roles and importance in the ecosystem.
-Appreciate the roles and importance of decomposers in the ecosystem.

What does a food chain show?
What are the roles of decomposers in the ecosystem?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Observation. -Practical activity. -Oral questions. -Written questions.
-Checklists. -Assessment rubrics. -Oral questions. -Written questions. -Observation. -peer assessment.

Living things and their environment.

The inter-dependence of life assessment.

By the end of the lesson, the learner should be able to:
-Attempt the assessment exercise on the sub-strand; the inter-dependence of life.
-Revise the assessment exercise.

-Attempt the assessment exercise on the sub-strand; the inter-dependence of life.
-Revise the assessment exercise.

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Written exercise. -peer assessment.

Living things and their environment.
Force and energy.

The inter-dependence of life assessment.
Curved mirrors.

By the end of the lesson, the learner should be able to:

Sportlight
integrated science learner

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Outline types of curved mirrors (concave and convex).
-Collaboratively discuss the types of curved mirrors.
-Use print and non-print media for more information on types curved mirrors.
-Acknowledge the application of curved mirrors in our daily life.

-Outline types of curved mirrors e.g. concave and convex and give examples.
-Collaboratively Discuss the types of curved mirrors.
-Use print and non-print media for more information on types curved mirrors.
-Acknowledge the application of curved mirrors in our daily life.

How many types of curved mirrors do we have?

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -Written exercise. -Oral tests. -Checklists.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Define convex mirrors.
-Collaboratively Discuss the convex mirror as an example of convex mirror.
-Assemble different types of convex mirror in the locality.
-Use print or non-print media to Search information on convex mirrors.
-Appreciate the application of convex mirror in our daily life.
-Carry out an activity to locate the position of images formed by concave mirrors.
-Draw ray diagrams to locate images formed by concave mirrors.
-Use print and non-print media to Search for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.

-Define convex mirrors.
-Collaboratively Discuss the convex mirror as an example of convex mirror.
-Assemble different types of convex mirror in the locality.
-Use print or non-print media to Search information on convex mirrors.
-Appreciate the application of convex mirror in our daily life.
-Carry out an activity to locate the position of images formed by concave mirrors.
-Draw ray diagrams to locate images formed by concave mirrors.
-Use print and non-print media to Search for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.

What is a convex mirror?
How are images formed in concave mirrors?

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -Checklists. -Written tests. -Oral questions.
-Assessment rubrics. -Written exercises. -Checklists. -Oral questions. -Observation.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Describe the characteristics of images formed by concave mirrors.
-Collaboratively Discuss the characteristics of the images formed by concave mirrors.
-Use internet for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.

-Describe the images formed by concave mirrors.
-Collaboratively Discuss the characteristics of the images formed by concave mirrors.
-Use internet for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.

What are the characteristics of images formed by concave mirrors?

Sportlight
integrated science studies learner

-Assessment rubrics. -Written exercises. -Checklists. -Oral questions. -Observation.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Outline the difference between the images formed by concave mirrors and convex mirrors.
-Collaboratively Discuss the differences in images formed by concave mirrors and convex mirrors.
-Search the internet for information on the differences between images formed by concave mirrors and convex mirrors.
-Appreciate the differences between the images formed by concave mirrors and convex mirrors.

-Outline the difference between the images formed by concave mirrors and convex mirrors.
-Collaboratively Discuss the differences in images formed by concave mirrors and convex mirrors.
-Search the internet for information on the differences between images formed by concave mirrors and convex mirrors.
-Appreciate the differences between the images formed by concave mirrors and convex mirrors.

How are images formed by the two types of mirrors different?

Sportlight
integrated science studies learner

-Oral questions. -Checklists. -Assessment rubrics. -Observation. -Written questions.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Explain the uses of convex mirrors in our daily life.
-Collaboratively Discuss the uses of convex mirrors in our daily life and Present in class.
-Search the internet for information on the uses of convex mirrors in our daily life.
-Appreciate the uses of convex mirrors in our daily life.

-Explain the uses of convex mirrors in our daily life.
-Collaboratively Discuss the uses of convex mirrors in our daily life and Present in class.
-Search the internet for information on the uses of convex mirrors in our daily life.
-Appreciate the uses of convex mirrors in our daily life.

How do we use convex mirrors?

Sportlight
integrated science studies learner

-Checklists. -Observation. -Assessment rubrics. -Written exercise. -Oral questions.

Force and energy.

Curved mirrors.
Waves.

By the end of the lesson, the learner should be able to:
-Outline the application of concave and convex mirrors in day-to-day life (solar concentration, car headlamps, shaving mirrors, dentists
-Explain generation of waves in nature.
-Identify generations of waves in nature.
-Use the internet to Search for information on the generation of waves.
-Collaboratively Discuss the generation of waves in nature.
-Acknowledge the generation of waves in nature.

-Outline the application of concave and convex mirrors in day-to-day life (solar concentration, car headlamps, shaving mirrors, dentists
-Explain generation of waves in nature.
-Identify generations of waves in nature.
-Use the internet to Search for information on the generation of waves.
-Collaboratively Discuss the generation of waves in nature.
-Acknowledge the generation of waves in nature.

How do we apply concave and convex mirrors in our day-to-day life?
How are waves generated in nature?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Observation. -Discussions. -Written questions. -Oral questions.
-Checklists. -Assessment rubrics. -Written questions. -Oral questions. -peer assessment.

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-classify transverse waves in nature.
-Collaboratively Discuss the transverse waves in nature and Present their findings.
-Search the internet for more information on transverse waves.
-Acknowledge transverse waves and their application in day-to-day life.

-classify transverse waves in nature.
-Collaboratively Discuss the transverse waves in nature and Present their findings.
-Search the internet for more information on transverse waves.
-Acknowledge transverse waves and their application in day-to-day life.

What is transverse wave in nature?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Observation. -Written questions. -Oral questions.

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-Carry out activities to demonstrate the parts of a wave (amplitude, wavelength, frequency, period, wave speed, phase; include wave equations velocity wavelength x frequency)
-Collaboratively discuss parts of a wave in nature and present in class.
-Search the internet on information on parts of a wave in nature.
-Acknowledge parts of waves in nature.

-Carry out activities to demonstrate the parts of a wave (amplitude, wavelength, frequency, period, wave speed, phase; include wave equations velocity wavelength x frequency)
-Collaboratively discuss parts of a wave in nature and present in class.
-Search the internet on information on parts of a wave in nature.
-Acknowledge parts of waves in nature.

How are parts waves applied in our day-to-day life?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Oral questions. -Written exercise. -Observation. -peer assessment.

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-Describe remote sensing in relation to waves.
-Collaboratively Discuss remote sensing in relation to waves and Present in class.
-Search the internet for more information on remote sensing in relation to waves in nature.
-Appreciate remote sensing in relation to waves in nature.

-Describe remote sensing in relation to waves.
-Collaboratively Discuss remote sensing in relation to waves and Present in class.
-Search the internet for more information on remote sensing in relation to waves in nature.
-Appreciate remote sensing in relation to waves in nature.

How is remote sensing related to nature?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Written questions. -Oral questions. -Observation.