Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-
-Define the curved mirrors.
-Collaboratively discuss about curved mirrors
-Outline examples of curved mirrors in their locality.
-Search the internet for more information on curved mirrors.
-Draw curved mirrors in their exercise books and charts.

In groups or pairs, learners are guided to: -
-Define the curved mirrors.
-Collaboratively discuss about curved mirrors
-Outline examples of curved mirrors in their locality.
-Search the internet for more information on curved mirrors.
-Draw curved mirrors in their exercise books and charts.

-What is a curved mirror?

Sportlight
integrated science learner

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

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-
-Define the curved mirrors.
-Collaboratively discuss about curved mirrors
-Outline examples of curved mirrors in their locality.
-Search the internet for more information on curved mirrors.
-Draw curved mirrors in their exercise books and charts.
-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.

In groups or pairs, learners are guided to: -
-Define the curved mirrors.
-Collaboratively discuss about curved mirrors
-Outline examples of curved mirrors in their locality.
-Search the internet for more information on curved mirrors.
-Draw curved mirrors in their exercise books and charts.
-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.

-What is a curved mirror?
How many types of curved mirrors do we have?

Sportlight
integrated science learner
Sportlight
integrated science studies learner

-Observation. -Assessment rubrics. -Written exercise. -Oral tests. -Checklists.
-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 concave mirrors.
-Collaboratively Discuss the concave mirror as an example of curved mirrors
-Assemble different types of concave mirrors in the locality.
-Search the internet for information on concave mirrors.
-Appreciate the application of concave mirrors.

-Define concave mirrors.
-Collaboratively Discuss the concave mirror as an example of curved mirrors
-Assemble different types of concave mirrors in the locality.
-Search the internet for more information on concave mirrors.
-Appreciate the application of concave mirrors.

What is a concave mirror?

Sportlight
integrated science studies learner

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

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Define concave mirrors.
-Collaboratively Discuss the concave mirror as an example of curved mirrors
-Assemble different types of concave mirrors in the locality.
-Search the internet for information on concave mirrors.
-Appreciate the application of concave mirrors.

-Define concave mirrors.
-Collaboratively Discuss the concave mirror as an example of curved mirrors
-Assemble different types of concave mirrors in the locality.
-Search the internet for more information on concave mirrors.
-Appreciate the application of concave mirrors.

What is a concave mirror?

Sportlight
integrated science studies learner

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

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.

-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.

What is a convex mirror?

Sportlight
integrated science studies learner

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

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.
-Outline the terms used in curved mirrors (aperture, pole, centre of curvature, principal focus, focal length, radius of curvature and focal plane)
-Collaboratively Discuss the terms used in curved mirrors and Present in class for peer assessment.
-Search the internet for information on the term used in curved mirrors.
-Acknowledge the terms used in curved 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.
-Outline the terms used in curved mirrors (aperture, pole, centre of curvature, principal focus, focal length, radius of curvature and focal plane)
-Collaboratively Discuss the terms used in curved mirrors and Present in class for peer assessment.
-Search the internet for information on the term used in curved mirrors.
-Acknowledge the terms used in curved mirrors.

What is a convex mirror?
Why are different terms used in curved mirrors?

Sportlight
integrated science studies learner

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

Force and energy.

Curved mirrors.

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

-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.

How are images formed in 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:
-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.

-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.

How are images formed in 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:
-Carry out an activity to locate the position of images formed by convex mirrors.
-Draw ray diagrams to locate images formed by convex mirrors.
-Use print and non-print media to Search for information on the images formed by convex mirrors.
-Collaboratively Discuss the images formed by convex mirrors.
-Acknowledge the image formed by convex mirrors.

-Carry out an activity to locate the position of images formed by convex mirrors.
-Draw ray diagrams to locate images formed by convex mirrors.
-Use print and non-print media to Search for information on the images formed by convex mirrors.
-Collaboratively Discuss the images formed by convex mirrors.
-Acknowledge the image formed by convex mirrors.

How are images formed in convex mirrors?

Sportlight
integrated science studies learner

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

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Carry out an activity to locate the position of images formed by convex mirrors.
-Draw ray diagrams to locate images formed by convex mirrors.
-Use print and non-print media to Search for information on the images formed by convex mirrors.
-Collaboratively Discuss the images formed by convex mirrors.
-Acknowledge the image formed by convex mirrors.
-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.

-Carry out an activity to locate the position of images formed by convex mirrors.
-Draw ray diagrams to locate images formed by convex mirrors.
-Use print and non-print media to Search for information on the images formed by convex mirrors.
-Collaboratively Discuss the images formed by convex mirrors.
-Acknowledge the image formed by convex 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.

How are images formed in convex mirrors?
What are the characteristics of images formed by concave mirrors?

Sportlight
integrated science studies learner

-Observation. -Oral questions. -Written questions. -Assessment rubrics. -Checklists.
-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:
-Describe the images formed by convex mirrors.
-Collaboratively Discuss the characteristics of the images formed by convex mirrors.
-Use internet for information on the objects formed by convex mirrors.
-Acknowledge the images formed by convex mirrors.

-Describe characteristics of the images formed by convex mirrors.
-Collaboratively Discuss the characteristics of the images formed by convex mirrors.
-Use internet for information on the objects formed by convex mirrors.
-Acknowledge the images formed by convex mirrors.

What are the characteristics of images formed by convex mirrors?

Sportlight
integrated science studies learner

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

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

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

How are images formed by the two types of mirrors different?
How do we use concave mirrors?

Sportlight
integrated science studies learner

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

Force and energy.

Curved mirrors.

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

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

How do we use concave mirrors?

Sportlight
integrated science studies learner

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

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.

By the end of the lesson, the learner should be able to:
-Outline the characteristics of images formed by curved mirrors.
-Collaboratively discuss the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C between C and F, at F and between F and P)
-Search the internet for information on the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C, between C and F and between F and P)
-Appreciate the characteristics of images formed by curved mirrors.

-Outline the characteristics of images formed by curved mirrors.
-Collaboratively discuss the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C between C and F, at F and between F and P)
-Search the internet for information on the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C, between C and F and between F and P)
-Appreciate the characteristics of images formed by curved mirrors.

What are the characteristics of images formed by curved mirrors?

Sportlight
integrated science studies learner

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

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Outline the characteristics of images formed by curved mirrors.
-Collaboratively discuss the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C between C and F, at F and between F and P)
-Search the internet for information on the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C, between C and F and between F and P)
-Appreciate the characteristics of images formed by curved mirrors.
-Outline the application of concave and convex mirrors in day-to-day life (solar concentration, car headlamps, shaving mirrors, dentists

-Outline the characteristics of images formed by curved mirrors.
-Collaboratively discuss the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C between C and F, at F and between F and P)
-Search the internet for information on the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C, between C and F and between F and P)
-Appreciate the characteristics of images formed by curved mirrors.
-Outline the application of concave and convex mirrors in day-to-day life (solar concentration, car headlamps, shaving mirrors, dentists

What are the characteristics of images formed by curved mirrors?
How do we apply concave and convex mirrors in our day-to-day life?

Sportlight
integrated science studies learner

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

Force and energy.

Curved mirrors.

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

-Outline the application of concave and convex mirrors in day-to-day life (solar concentration, car headlamps, shaving mirrors, dentists

How do we apply concave and convex mirrors in our day-to-day life?

Sportlight
integrated science studies learner

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

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-Define waves.
-Collaboratively Discuss waves and Present their findings in class.
-Search the internet for more information on waves.
-Acknowledge waves and their roles in our day-to-day life.

-Define waves.
-Collaboratively Discuss waves and Present their findings in class.
-Search the internet for more information on waves.
-Acknowledge waves and their roles in our day-to-day life.

What is a wave?

Sportlight
integrated science studies learner

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

Force and energy.

Waves.

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

-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 are waves generated in nature?

Sportlight
integrated science studies learner

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

-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.
-classify longitudinal waves in nature.
-Collaboratively Discuss the longitudinal waves in nature and Present their findings in class.
-Search the internet for more information on longitudinal waves.
-Acknowledge longitudinal waves in nature.

How are waves generated in nature?
What is longitudinal wave in nature?

Sportlight
integrated science studies learner

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

Force and energy.

Waves.

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

-classify longitudinal waves in nature.
-Collaboratively Discuss the longitudinal waves in nature and Present their findings in class.
-Search the internet for more information on longitudinal waves.
-Acknowledge longitudinal waves in nature.

What is longitudinal wave in nature?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Observation. -Written 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:
-Outline basic characteristics of waves in nature.
-Collaboratively Describe the basic characteristics of waves in nature.
-Collaboratively Discuss the basic characteristics of waves in nature and Present in class.
-Search the internet for information on basic characteristics of waves in nature.
-Acknowledge the basic characteristics of waves in nature.

-Outline basic characteristics of waves in nature.
-Collaboratively Describe the basic characteristics of waves in nature.
-Collaboratively Discuss the basic characteristics of waves in nature and Present in class.
-Search the internet for information on basic characteristics of waves in nature.
-Acknowledge the basic characteristics of waves in nature.

How do we identify waves in nature?

Sportlight
integrated science studies learner

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

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-Outline basic characteristics of waves in nature.
-Collaboratively Describe the basic characteristics of waves in nature.
-Collaboratively Discuss the basic characteristics of waves in nature and Present in class.
-Search the internet for information on basic characteristics of waves in nature.
-Acknowledge the basic characteristics 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.

-Outline basic characteristics of waves in nature.
-Collaboratively Describe the basic characteristics of waves in nature.
-Collaboratively Discuss the basic characteristics of waves in nature and Present in class.
-Search the internet for information on basic characteristics of waves in nature.
-Acknowledge the basic characteristics 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 do we identify waves in nature?
How are parts waves applied in our day-to-day life?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Written questions. -peer assessment. -Observation. -Oral questions.
-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:
-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:
-Outline characteristics of waves (straight line motion, reflection, bending of waves, movement around objects)
-Carry out activities in groups to demonstrate characteristics of waves.
-Collaboratively Discuss the different characteristics of waves and Present in class.
-Acknowledge the characteristics of waves in nature.

-Outline characteristics of waves (straight line motion, reflection, bending of waves, movement around objects)
-Carry out activities in groups to demonstrate characteristics of waves.
-Collaboratively Discuss the different characteristics of waves and Present in class.
-Acknowledge the characteristics of waves in nature.

How do we classify waves?

Sportlight
integrated science studies learner

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

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-Outline the application of waves in day-to-day life. (Medical ultrasound, X-rays, CT scans, MRI scans, cancer therapy and laser surgery & communication radar, radio, cellphone, television, WIFI and operation of drone, cooking microwaves)
-Collaboratively discuss the application of waves in day-to-day life and present in class.
-Search the internet information on application of waves in day-to-day life.
-Appreciate the application of waves in our day-to-day life.

-Outline the application of waves in day-to-day life. (Medical ultrasound, X-rays, CT scans, MRI scans, cancer therapy and laser surgery & communication radar, radio, cellphone, television, WIFI and operation of drone, cooking microwaves)
-Collaboratively discuss the application of waves in day-to-day life and present in class.
-Search the internet information on application of waves in day-to-day life.
-Appreciate the application of waves in our day-to-day life.

How are waves important in our day-to-day life?

Sportlight
integrated science studies learner

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

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-Outline the application of waves in day-to-day life. (Medical ultrasound, X-rays, CT scans, MRI scans, cancer therapy and laser surgery & communication radar, radio, cellphone, television, WIFI and operation of drone, cooking microwaves)
-Collaboratively discuss the application of waves in day-to-day life and present in class.
-Search the internet information on application of waves in day-to-day life.
-Appreciate the application of waves in our day-to-day life.

-Outline the application of waves in day-to-day life. (Medical ultrasound, X-rays, CT scans, MRI scans, cancer therapy and laser surgery & communication radar, radio, cellphone, television, WIFI and operation of drone, cooking microwaves)
-Collaboratively discuss the application of waves in day-to-day life and present in class.
-Search the internet information on application of waves in day-to-day life.
-Appreciate the application of waves in our day-to-day life.

How are waves important in our day-to-day life?

Sportlight
integrated science studies learner

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

-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.
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 animals feed?
-How do different animals feed?

Sportlight
integrated science studies learner
Sportlight
integrated science learner

-Written questions. -Oral questions. -Checklists. -Oral discussion. -Assessment rubrics.
-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 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 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 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 herbivorous.
-Identify the teeth structure of a herbivorous.
-Discuss the functions of the teeth structure in herbivorous.
-Draw the dentition structure of herbivorous.
-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?
-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 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 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.

Why do different teeth have different functions?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals.

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 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.

Why do different teeth have different functions?

Sportlight
integrated science studies learner

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