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:
-Carry out experiments to Show the physical properties of metals.
-Enjoy carrying out the experiments to Show the physical properties of metals.

-Study the procedure for conducting the experiments on physical properties of metals.
-Collaborate in carrying out experiments to demonstrate the physical properties of metals.
-Observe record and Discuss the observation they made.
-Present their findings for assessment.

Which experiment can one conduct to determine the physical properties of metals.

Sportlight
integrated science studies learner

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

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 uses of different metals in day-to-day life.
-Discuss the uses of different metals.
-Make flashcards or charts to Show the uses of metals in the society.
-Appreciate the uses of metals in the society.

-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.
-List some items made of metals in the locality.
-Use digital or print devices to Search for information on the uses of metals.
-Identify and Discuss the uses of the different metals.
-Prepare flashcards or charts showing uses of different metals.

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

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys.

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

-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 are the uses of common alloys in the locality? -What items are made of alloys in the locality?

Sportlight
integrated science studies learner

-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:
-Explain the meaning of rust in metals.
-Identify the causes of rusting in metals.
-Describe the causes of rusting in metals.
-Appreciate the causes of rusting in metals.

-Observe rusted objects or items in the locality e.g. knives, nails, pangas etc.
-Discuss on the meaning of rusting and Present in class.
-Use digital or print devices to Search for information and causes of rusting in metals.
-Discuss the causes of rusting in metals.

-What is rusting? -What are the causes of rusting?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Explain the meaning of rust in metals.
-Identify the causes of rusting in metals.
-Describe the causes of rusting in metals.
-Appreciate the causes of rusting in metals.

-Observe rusted objects or items in the locality e.g. knives, nails, pangas etc.
-Discuss on the meaning of rusting and Present in class.
-Use digital or print devices to Search for information and causes of rusting in metals.
-Discuss the causes of rusting in metals.

-What is rusting? -What are the causes of rusting?

Sportlight
integrated science studies learner

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

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.
-Identify the effects of rusting on metals.
- Discuss the effects of rusting on metals.
-Search the internet for information on the effects of rusting.
-Appreciate the effects of rusting on metals in the environment.

-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.
-Observe some of the metallic objects that have rusted.
-Identify the effects of rusting on metals.
-Use digital devices to Search for more information on the effects of rusting on metals.
-Discuss the effects of rusting on metals.

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

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys.

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.

Metals and alloys assessment.

By the end of the lesson, the learner should be able to:
-Attempt assessment questions on the sub-strand; metals and alloys.

-Answer the assessment question on the sub-strand; metals and alloys in their exercise books.

Sportlight
integrated science studies learner

-Written questions. -Checklists. -Assessment rubrics.

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.
Water hardness and softness.

By the end of the lesson, the learner should be able to:
-State the meaning of hard water.
-Discuss the properties of hard water.
-Search the internet for more information on properties of hardwater.
-Appreciate the properties of hardwater.
-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.

-Discuss the meaning of hardwater and Present in class.
-Use digital or print resources to Search for information on the properties of hardwater.
-Discuss the properties of 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.

-What is hardwater? -What are the properties of hardwater?
What are the properties of soft water?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Water hardness.

By the end of the lesson, the learner should be able to:
-Conduct the soap leather test to Differentiate between hard and soft water.
-Put in group the samples of water into hard and soft water.
-Enjoy carrying out the activity on sampling hard and soft water.

-Collaborate in identifying the materials and steps to follow in conducting the soap leather test.
-Carry out activities to Compare the leathering abilities of various samples of water.
-Observe, record and Discuss their Observation.
-group the samples of water into either hard or soft water and Present in class.

Which test can you carry out to determine hard and soft water?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Water hardness.

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

-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.

How can one soften temporary hard water in the environment?

Sportlight
integrated science studies learner

-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:
-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.

-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.

How can one soften temporary hard water in the environment?

Sportlight
integrated science studies learner

-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 the addition of washing soda as a method of softening temporary hard water.
-Carry out an activity to soften temporary hard water using addition of washing soda.
-Appreciate the Use of washing soda as a method of softening temporary hard water.
-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.

-Use digital devices to Search for information on addition of washing soda as a method of softening temporary hard water.
-Discuss addition of washing soda as a method of softening temporary hard water.
-Collaborate in conducting an activity to soften temporary hard water by adding washing soda (sodium carbonate)
-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 do the addition of washing soda soften temporary hard water?
How can we soften temporary hard water using the distilling method?

Sportlight
integrated science studies learner

-Checklists. -Practical activity. -Written questions. -observation schedule. -Demonstration. -Assessment rubrics.
-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 hard water.
-Discuss the advantages and disadvantages of hard water.
-Search the internet for information on the advantages and disadvantages of hard water.
-Appreciate the advantages and disadvantages of hard water.

-Discuss on the advantages and disadvantages of hard water and Present them in class.
-Use digital devices and print resources to Search for advantages and disadvantages of hard water.
-Write their findings and Present them in class.

-Why is hard water preferred for drinking? -What are the advantages of hard water? -What are the disadvantages of hard water?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -observation rubrics. -Written questions.

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.

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

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

What are the applications of soft water in our daily life?

Sportlight
integrated science studies learner

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

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.
-Attempt the assessment questions based on the sub-strand; hardness.

-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.
-Answer the assessment questions on the sub-strand; water hardness correctly.

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

Sportlight
integrated science studies learner

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

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.

-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.

What are the external parts of a leaf?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Identify the internal parts of a leaf.
-Describe the internal parts of a leaf.
-Draw and label the internal parts of a leaf.
-Enjoy drawing the internal parts of a leaf.

-Use digital devices or Study diagrams showing the internal parts of a leaf.
-Identify the different internal parts of a leaf from the diagram.
-Discuss the functions of the internal parts of a leaf and their locations.
-Draw and label the internal parts of a leaf on books and on charts.

Which internal parts of a leaf do you know?

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 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 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.

How is the leaf adapted to ensure photosynthesis?

Sportlight
integrated science studies learner

-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:
-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.
-Identify the parts of the chloroplast.
-Discuss the structure of the chloroplast and its role in photosynthesis.
-Draw and label the parts of the chloroplast.
-Appreciate the role chloroplast in photosynthesis.

-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.
-Observe the structure of the chloroplast on charts photomicrographs.
-Identify the parts of the chromoplasts.
-Discuss the role of the structure of the chloroplasts in photosynthesis.
-Draw and label the parts of the chloroplast on charts and exercise books.

How is the leaf adapted to ensure photosynthesis?
How is the chloroplast adapted to its function?

Sportlight
integrated science studies learner

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

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:
-Identify the conditions necessary for photosynthesis to occur in plants.
-Discuss the conditions necessary for photosynthesis to take place.
-Search the internet for information on the conditions necessary for photosynthesis to occur in plants.
-Appreciate the conditions necessary for photosynthesis to occur in green plants.

-Use digital devices or print resources to Search for information on conditions necessary for photosynthesis to take place.
-Identify the conditions -necessary for photosynthesis to take place.
-Discuss the conditions necessary for photosynthesis to take place and Present their findings.
-Prepare posters or charts showing the conditions necessary for photosynthesis to occur.

What are the conditions necessary for photosynthesis to occur?

Sportlight
integrated science studies learner

-Checklists. -Observation. -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:
-Outline the procedure for testing the necessity of light for photosynthesis (starch test)
-Carry out an experiment to Show that light is necessary for photosynthesis.
-Enjoy conducting the experiment showing the necessity of light in photosynthesis.
-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.

-Identify the requirements for setting up the experiment.
-Outline the procedure to be followed when setting up an experiment to Show that light is necessary for photosynthesis.
-Collaborate in setting up the experiment to Show that light is necessary for photosynthesis.
-Observe, record and Discuss their findings from 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 light is a necessary condition for photosynthesis to take place in plants?
How can we determine that chlorophyll is necessary for photosynthesis to take place?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Outline the procedure for testing carbon (iv) oxide is necessary for photosynthesis to take place.
-Set up an experiment to Show that carbon (iv) oxide is necessary for photosynthesis to take place.
-Enjoy carrying out the experiment on the necessity of carbon (iv) oxide occurrence of photosynthesis.

-Outline and Discuss the procedure followed in testing that carbon (iv) oxide is necessary for photosynthesis to take place.
-Identify and Prepare the requirements needed to Carry out the experiment.
-Collaborate in setting up the experiment to Show that carbon (iv) oxide is necessary for photosynthesis to occur.
-Observe, record and Discuss on their Observation.

How can we determine that carbon (iv) oxide is necessary for photosynthesis to occur?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in plants assessment.

By the end of the lesson, the learner should be able to:
-Attempt the assessment questions on the sub-strand; nutrition in plants.

-Answer the questions on the sub-strand; nutrition in plants.
-Revise the assessment and correct themselves.

Sportlight
integrated science studies learner

-Written questions. -Assessment rubrics. -Checklists.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Identify the modes of nutrition in animals.
-Describe the parasitic and saprophytic as modes of nutrition in animals.
-Search the internet for information on parasitic and saprophytic as modes of nutrition in animals.
-Acknowledge the different modes of nutrition in animals.

-Identify the different modes of nutrition in animals.
-Use print or digital resources to Search for information on parasitic and saprophytic as modes of nutrition in animals.
-Discuss parasitic saprophytic as modes of nutrition in animals and give examples.

How do animals feed?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-
-Define the structure and functions of different types of teeth.
-Explain dentition in animals (homodont and heterodonts)
-Describe the structure and functions of different types teeth.
-Draw the structure of different types of teeth.

In groups or pairs, learners are guided to: -
-Define the structure and functions of different types of teeth.
-Explain dentition in animals (homodont and heterodonts)
-describe the structure and functions of different types teeth.
-Draw the structure based on different dentition of teeth.

-How do different animals feed?

Sportlight
integrated science learner

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

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Describe dentition in homodont and heterodont; carnivorous.
-Identify the teeth structure for carnivorous.
-Discuss the functions of different teeth of a carnivorous.
-Observe the dentition structure of a carnivorous and draw in their books.

-Describe the dentition in carnivorous.
-Identify the teeth structure of a carnivorous.
-Name the different types of teeth in carnivorous.
-Discuss the functions of the different types of teeth in carnivorous.
-Draw the dentition structure of carnivorous.

Why are the carnivorous teeth widely spaced?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Describe the dentition in herbivorous.
-Identify the teeth structure for herbivorous.
-Discuss the function of the teeth structure in herbivorous.
-Draw the dentition structure of herbivorous.

-Describe the dentition in herbivorous.
-Identify the teeth structure of a herbivorous.
-Discuss the functions of the teeth structure in herbivorous.
-Draw the dentition structure of herbivorous.

How do different animals feed?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -discussion. -Assessment rubrics.

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Describe the dentition in omnivorous.
-Identify the dentition structure of omnivorous.
-Name examples of omnivorous.
-Discuss the functions of the teeth structure in omnivorous.
-Draw the teeth structure in omnivorous.

-Describe the dentition in omnivorous.
-Identify the dentition in omnivorous.
-Name examples of omnivorous.
-Discuss the functions of the different teeth structure of omnivorous.

-How do different animals feed?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -discussion. -Assessment rubrics.

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

Nutrition in animals.
Structure of an atom.

By the end of the lesson, the learner should be able to:
-Describe the structure and functions of different types of teeth.
-Name different types of teeth (incisors, canines, premolars and molars)
-Discuss the structure and functions of different types of teeth.
-Draw the different types of teeth in their books and charts.
-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.

-Describe the structure and functions of different types of teeth.
-Name different types of teeth (incisors, canines, premolars and molars)
-Discuss the structure and functions of different types of teeth and Present their finding in class.
-Enjoy drawing the different types of teeth in their books and on charts.
-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.

Why do different teeth have different functions?
What are the use of canines teeth?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -Observation. -Written questions.
-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 incisors teeth.
-Define the shape of the incisors teeth.
-Discuss the function of the incisors teeth.
-Search the internet for more information on the functions of incisors teeth.
-Draw the incisors teeth.

-Describe the structure of incisors teeth.
-Define the shape of the incisors teeth.
-Discuss the function of the incisors teeth.
-Search the internet for more information on the functions of incisors teeth.
-Draw incisors teeth in their books and charts.

What are the functions of incisors?

Sportlight
integrated science studies learner

-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 the term ingestion in the process of digestion in human beings.
-Discuss the process of ingestion in human beings.
-Outline the requirements for ingestion in digestive process.
-Search on the internet for information on ingestion.

-Define the term ingestion in the process of digestion in human beings.
-Discuss the process of ingestion in human beings.
-Outline the requirements for ingestion in digestive process.
-Search on the internet for information on ingestion.

How is ingestion important in digestion process?

Sportlight
integrated science studies learner

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

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 assimilation in digestive process.
-Name the roles of assimilation in the human digestive process.
-Discuss the role assimilation in the human digestive process.
-Check the internet for more information on assimilation in the human digestive process.
-Acknowledge the importance of assimilation in the human digestive process.

-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 assimilation in digestive process.
-Name the roles of assimilation in the human digestive process.
-Discuss the role assimilation in the human digestive process.
-Check the internet for more information on assimilation in the human digestive process.
-Acknowledge the importance of assimilation in the human digestive process.

Where does absorption take place in the digestive process?
What is the role played by assimilation in the digestive process.

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Define assimilation in digestive process.
-Name the roles of assimilation in the human digestive process.
-Discuss the role assimilation in the human digestive process.
-Check the internet for more information on assimilation in the human digestive process.
-Acknowledge the importance of assimilation in the human digestive process.

-Define assimilation in digestive process.
-Name the roles of assimilation in the human digestive process.
-Discuss the role assimilation in the human digestive process.
-Check the internet for more information on assimilation in the human digestive process.
-Acknowledge the importance of assimilation in the human digestive process.

What is the role played by assimilation in the digestive process.

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Written exercises. -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.

By the end of the lesson, the learner should be able to:
-Define different types of teeth (canines, incisors, pre-molars and molars)
-Outline the difference between the different types of teeth.
-Discuss the difference in various types of teeth.
-Acknowledge that different teeth have different functions based on their shaping and structure.

-Define different types of teeth (canines, incisors, pre-molars and molars)
-Outline the difference between the different types of teeth.
-Discuss the difference in various types of teeth.
-Appreciate the functions of different types of teeth in animals.

How are different teeth adapted to their functions?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Written questions. -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 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.
-Define egestion in the human digestive process.
-State the difference between egestion and ingestion in human digestive process.
-Discuss the egestion process in human digestive process.
-Search the internet for more information on egestion in human digestive process.
-Acknowledge that animals have varied modes of nutrition.

-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.
-Define egestion in the human digestive process.
-State the difference between egestion and ingestion in human digestive process.
-Discuss the egestion process in human digestive process.
-Search the internet for more information on egestion as an important process in the human digestive process.
-Acknowledge that animals have varied modes of nutrition.

What is the importance of digestion in human beings?
How does egestion help in the digestive process in animals?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals assessement.

By the end of the lesson, the learner should be able to:
-Attempt the assessment questions on the sub-strand; nutrition in animals.

-Attempt the assessment questions on the sub-strand; nutrition in animals.
-Revise the assessment and correct themselves.

Sportlight
integrated science studies learner

-Checklists. -Written questions. -Assessment rubrics.