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:
-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 biotic factors of the environment in nature.
-Collaboratively Discuss the effects of biotic factors of the environment in nature and Present their findings in class.
-Search the internet for information on biotic factors of the environment and their effects in nature.
-Acknowledge the effects of biotic factors of the environment in nature.

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

How does biotic factors of the environment affect nature?

Sportlight
integrated science studies learner

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

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 biotic factors of the environment in nature.
-Collaboratively Discuss the effects of biotic factors of the environment in nature and Present their findings in class.
-Search the internet for information on biotic factors of the environment and their effects in nature.
-Acknowledge the effects of biotic factors of the environment in nature.

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

How does biotic factors of the environment affect nature?

Sportlight
integrated science studies learner

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

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:
-Outline the energy flow in the ecosystem.
-Explain the interdependence between biotic and abiotic factors of the environment.
-Search the internet for information on interdependence between biotic and abiotic factors of the environment.
-Collaboratively Discuss the interdependence between biotic and abiotic factors of the environment.
-Acknowledge the interdependence between biotic and abiotic factors of the environment.

-Outline the energy flow in the ecosystem.
-Explain the interdependence between biotic and abiotic factors of the environment.
-Search the internet for information on interdependence between biotic and abiotic factors of the environment.
-Collaboratively Discuss the interdependence between biotic and abiotic factors of the environment.
-Acknowledge the interdependence between biotic and abiotic factors of the environment.

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:
-Outline the energy flow in the ecosystem.
-Explain the interdependence between biotic and abiotic factors of the environment.
-Search the internet for information on interdependence between biotic and abiotic factors of the environment.
-Collaboratively Discuss the interdependence between biotic and abiotic factors of the environment.
-Acknowledge the interdependence between biotic and abiotic factors of the environment.

-Outline the energy flow in the ecosystem.
-Explain the interdependence between biotic and abiotic factors of the environment.
-Search the internet for information on interdependence between biotic and abiotic factors of the environment.
-Collaboratively Discuss the interdependence between biotic and abiotic factors of the environment.
-Acknowledge the interdependence between biotic and abiotic factors of the environment.

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:
-Outline the energy flow in the ecosystem.
-Explain the interdependence between biotic and abiotic factors of the environment.
-Search the internet for information on interdependence between biotic and abiotic factors of the environment.
-Collaboratively Discuss the interdependence between biotic and abiotic factors of the environment.
-Acknowledge the interdependence between biotic and abiotic factors of the environment.

-Outline the energy flow in the ecosystem.
-Explain the interdependence between biotic and abiotic factors of the environment.
-Search the internet for information on interdependence between biotic and abiotic factors of the environment.
-Collaboratively Discuss the interdependence between biotic and abiotic factors of the environment.
-Acknowledge the interdependence between biotic and abiotic factors of the environment.

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 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

What does a food chain show?

Sportlight
integrated science studies learner

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

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 web.
-Collaboratively Carry out activities to Identify living organisms and What they feed on.
-Construct a food web using the findings on What living organisms feed on.
-Search the internet for more information on food web.
-Draw food webs in their books and on charts.
-Acknowledge the food web in the living organism in their environment.

-Use dictionary Explain the meaning of a food web.
-Collaboratively Carry out activities to Identify living organisms and What they feed on.
-Construct a food web using the findings on What living organisms feed on.
-Search the internet for more information on food web.
-Draw food webs in their books and on charts.
-Acknowledge the food web in the living organism in their environment.

How important is a food web?

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -Oral questions. -peer assessment. -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 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 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 are the roles of decomposers in the ecosystem?

Sportlight
integrated science studies learner

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

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-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 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 are the roles of decomposers in the ecosystem?

Sportlight
integrated science studies learner

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

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-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 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 are the roles of decomposers in the ecosystem?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Oral questions. -Written questions. -Observation. -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 human activities and their effects in the environment.
-Collaboratively Discuss the effects of human activities in the environment.
-Search the internet for information on the effects of human activities in the environment.
-Acknowledge the effects of human activities in the environment.

-Outline the effect of human activities in the environment.
-Collaboratively Discuss the effects of human activities in the environment.
-Search the internet for information on the effects of human activities in the environment.
-Acknowledge the effects of human activities in the environment.

How does human activities affect the environment?

Sportlight
integrated science studies learner

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

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Outline the human activities and their effects in the environment.
-Collaboratively Discuss the effects of human activities in the environment.
-Search the internet for information on the effects of human activities in the environment.
-Acknowledge the effects of human activities in the environment.

-Outline the effect of human activities in the environment.
-Collaboratively Discuss the effects of human activities in the environment.
-Search the internet for information on the effects of human activities in the environment.
-Acknowledge the effects of human activities in the environment.

How does human activities affect the environment?

Sportlight
integrated science studies learner

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

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.

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.

The inter-dependence of life assessment.

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

Living things and their environment.

The inter-dependence of life assessment.

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

Living things and their environment.

The inter-dependence of life assessment.

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

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.

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.

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:
-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:
-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 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:
-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.

-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.

Why are different terms used in curved mirrors?

Sportlight
integrated science studies learner

-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:
-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.

-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.

Why are different terms used in curved mirrors?

Sportlight
integrated science studies learner

-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.

-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:
-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:
-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:
-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.

-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 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 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:
-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 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.

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:
-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:
-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 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 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:
-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.