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

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

Where does absorption take place in the digestive process?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals.

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

-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.
-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 is the role played by assimilation in the digestive process.
What are the function of molar teeth?

Sportlight
integrated science studies learner

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

-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.

How does egestion help in the digestive process in animals?

Sportlight
integrated science studies learner

-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.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Define the term flower.
-Name various parts of a flower.
-Outline the functions of parts of a flower.
-Collaborate in discussing the functions of parts of a flower.
-Draw the parts of a flower in their books and charts.
-Acknowledge the importance of different parts of a flower.
-Outline factors that promote self-pollination.
-Collaboratively Discuss the factors that promote self-pollination.
-Use print or non-print media to Search for information on factors that promote self-pollination.
-Acknowledge factors that promote self-pollination.

-Define the term flower.
-Name various parts of a flower.
-Outline the functions of parts of a flower.
-Collaborate in discussing the functions of parts of a flower and Present their findings in class.
-Draw the parts of a flower in their exercise books and charts.
-Appreciate the importance of different parts of a flower.
-Outline factors that promote self-pollination.
-Collaboratively Discuss the factors that promote self-pollination.
-Use print or non-print media to Search for information on factors that promote self-pollination.
-Acknowledge factors that promote self-pollination.

-What is a flower? -How does pollination in plants take place?
What factors promote self-pollination?

Sportlight
integrated science studies learner

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

Living things and their environment.

Reproduction in plants.

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

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

What are the factors hindering self-pollination?

Sportlight
integrated science studies learner

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

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Outline adaptation of flowers to wind pollination.
-Discuss the characteristics of wind pollinated flowers.
-Use the internet or non-print resources to Search for information on wind pollinated flowers.
-Acknowledge wind as an agent of pollination in flowers.
-Draw wind pollinated flowers in their books and charts.

-Outline adaptation of flowers to wind pollination.
-Discuss the characteristics of wind pollinated flowers.
-Use the internet or non-print resources to Search for information on wind pollinated flowers.
-Acknowledge wind as an agent of pollination in flowers.
-Draw wind pollinated flowers in their books and charts.

How are flowers adapted to wind pollination?

Sportlight
integrated science studies learner

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

Living things and their environment.

Reproduction in plants.

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

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

How are flowers adapted to pollination?

Sportlight
integrated science studies learner

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

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Explain the meaning of fertilization in flowering plants.
-Collaboratively Study illustrations/animations on fertilization and share with peers.
-Use print and non-print media to Search for information on fertilization in flowers.
-Acknowledge the importance of fertilization in flowers.
-Outline the seed and fruits formation in flowering plants.
-Collaboratively Discuss the formation of seed and fruits in flowering plants.
-Use print and non-print media to Search for information on seed and fruits formation and share with peers.
-Draw seeds and fruits formation in their books and charts.
-Acknowledge the seed and fruits formation in flowering plants.

-Explain the meaning of fertilization in flowering plants.
-Collaboratively Study illustrations or animations on fertilization and share with peers in class.
-Collaborate using print and non-print media to Search for information on fertilization in flowering plants.
-Acknowledge the importance of fertilization in flowering plants.
-Outline the seed and fruits formation in flowering plants.
-Collaboratively Discuss with peer on the formation of seed and fruits in flowering plants and Present in class.
-Use print and non-print media to Search for information on seed and fruits formation and share with peers in class.
-Draw diagrams in their books and charts showing the seeds and fruits formation in flowering plants.
-Acknowledge the seed and fruits formation in flowering plants.

What is fertilization? How does fertilization take place in flowers?
How are seeds and fruits formed in flowering plants?

Sportlight
integrated science studies learner

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

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Categorize fruits and seeds based on their mode of dispersal
-Observe different seeds and fruits from their locality and Discuss and Categorize them based on their mode of dispersal.
-Collaboratively Discuss the importance of fruit and seed dispersal with peers.
-Draw different seeds and fruits and Show their mode of dispersal.
-Acknowledge the importance of seed and fruit dispersal in plants.

-Categorize fruits and seeds based on their mode of dispersal
-Observe different seeds and fruits from their locality and Discuss and Categorize them based on their mode of dispersal.
-Collaboratively Discuss the importance of fruit and seed dispersal with peers.
-Use internet to Search for information on seeds and fruits based on their mode of dispersal.
-Draw different seeds and fruits and Show their mode of dispersal.
-Acknowledge the importance of seed and fruit dispersal in plants.

What are the modes of seed and fruit dispersal

Sportlight
integrated science studies learner

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

Living things and their environment.

Reproduction in plants.
Nutrition in animals and reproduction in plants assessment.

By the end of the lesson, the learner should be able to:
-Outline the role of flower in nature.
-Collaboratively Discuss the role of flowers in nature with peers.
-Search the internet on the information on the role of flowers in nature.
-Acknowledge the role of flowers in nature.

-Outline the role of flower in nature.
-Collaboratively Discuss the role of flowers in nature with peers and Present in class.
-Search the internet on the information on the role of flowers in nature.
-Acknowledge the role of flowers in nature.

What are the roles played by flower in nature?

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -Oral questions. -peer assessment. -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 biotic.
-Outline the biotic factors of the environment.
-Collaboratively Discuss the biotic factors of the environment and Present their findings in class.
-Search the internet for information on biotic factors of the environment.
-Name the biotic part of the environment (predation, symbiosis, competition and saprophytic)
-Acknowledge the biotic factors of the environment.

-Explain the term biotic as used in the environment.
-Outline the biotic factors of the environment.
-Collaboratively Discuss the biotic factors of the environment and Present their findings in class.
-Search the internet for information on biotic factors of the environment.
-Name the biotic part of the environment (predation, symbiosis, competition and saprophytic)
-Acknowledge the biotic factors of the environment.

What is the role of biotic/living things in the environment?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Observation. -Practical activity. -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 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.
-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.

-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.
-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.

What is abiotic factor of the environment?
How does biotic factors of the environment affect nature?

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -Written questions. -Practical activity. -Checklists. -peer assessment.
-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:
-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.
The inter-dependence of life assessment.

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

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

What are the roles of decomposers in the ecosystem?

Sportlight
integrated science studies learner

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

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
integrated science studies 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 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 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 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.
-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 concave mirror?
What is a convex mirror?

Sportlight
integrated science studies learner

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

-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.
-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.

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

Sportlight
integrated science studies learner

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

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.
-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.

-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.
-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 a wave?
What is longitudinal wave in nature?

Sportlight
integrated science studies learner

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

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

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

Sportlight
integrated science studies learner

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

Force and energy.

Waves.

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

-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.
-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 is remote sensing related to nature?
How are waves important in our day-to-day life?

Sportlight
integrated science studies learner

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