Mixtures,Elements and Compounds.

Mixtures. (. Methods of Separating Mixtures.(Decantin

By the end of the lesson, the learner should be able to:
outline the procedure of separating solid, liquid mixture by decanting

In groups,learners are guided to;
outline and describe the procedure for separating a solid-liquid mixture by decanting.
carry out an experiment to separate a solid-liquid mixture by decanting and record the observations.
name other mixtures that can be separated using the same method at home.

What should be considered when separating various mixtures?

Requirements (Beakers, water,sand or maize grains or bean seeds & stirring ro
Top Scholar Integrated Science pg 56.
Digital devices.

Observation schedule. Assessment rubric. oral report. Checklists.

Mixtures,Elements and Compounds.

Mixtures.(.Methods of Separating Mixtures.(Use of a magnet and filtration)

By the end of the lesson, the learner should be able to:
outline the procedures for separating solid-solid mixture by use of magnet and separating solid-liquid mixture by filtration.

In groups,pairs, learners are guided to:
outline the procedures for separating solid-solid mixture by use of magnet and separating solid-liquid mixture by filtration.
carry out the experiments and record their observations.
discuss how filtration is applied in the locality,at home or in school.
mention other mixtures that can be separated by filtration and use of magnet.

How can we separate a solid-solid mixture by use of magnet? How is the method of filtration applied in the locality?

Digital devices.
Requirements for the experiments.
Top Scholar Integrated Science pg 57-58.

Assessment rubric. Observation schedule. Checklist. Oral report.

Mixtures,Elements and Compounds.

Mixtures. (. Methods of separating mixtures (Simple Distillation)

By the end of the lesson, the learner should be able to:
 outline the procedure for separating a homogeneous solid-liquid mixture by simple distillation

In groups,learners are guided to:
search and explain the meaning of distillation.
outline the procedure for separating a homogeneous solid-liquid mixture by simple distillation.
carry out the experiment and record the observations.
discuss the observations recorded.
search a video on how distillation is used to separate crude oil in oil refineries.

How can simple distillation be used to obtain pure water from river water at home?

Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 58-59.

Assessment rubric. Checklist. Observation schedule. oral report.

Mixtures,Elements and Compounds.

Mixtures. (. Methods of separating mixtures (Paper chromatography)

By the end of the lesson, the learner should be able to:
 outline the procedure for using paper chromatography to separate mixtures. carry out the experiment, record and discuss their observations. 

In groups,learners are guided to:
outline the procedure for using paper chromatography to separate mixtures.
carry out the experiment, record and discuss their observations.
search and watch videos on application of separation of mixtures using chromatography in: cosmetic industries, food industry, Athletics, Pharmaceuticals.

What is paper chromatography and how does it work?

Digital devices.
Top Scholar Integrated Science pg 60-62.
Requirements for the experiment.

Assessment rubric. Checklist. Oral report. observation schedule.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (use of solvent extraction)

By the end of the lesson, the learner should be able to:
explain the term solvent extraction. outline the procedure for separating mixtures using solvent extraction

In groups,learners are guided to:
explain the term solvent extraction.
outline the procedure for separating mixtures using solvent extraction.
conduct an experiment to separate mixtures using solvent extraction and record the observations.
search the internet or use other sources on how oil can be extracted from the coconut and other plant materials.

What is solvent extraction? How does solvent extraction work to separate mixtures?

Requirements for the experiment.
Top Scholar Integrated Science pg 62-63
Digital devices.

Assessment rubric. Observation schedule. Checklist. oral report.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (Sublimation)

By the end of the lesson, the learner should be able to:
 outline the procedure for separating a mixture using sublimation.

In groups,learners are guided to:
explain the term sublimation.
outline the procedure for separating a mixture using sublimation.
carry out an experiment to separate a mixture using sublimation.
observe, record and discuss the observations.

What is sublimation? Which other substances undergoes sublimation?

Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 64-65.

Assessment rubric. Checklist. oral report. Observation schedule.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (Sublimation)

By the end of the lesson, the learner should be able to:
 outline the procedure for separating a mixture using sublimation.

In groups,learners are guided to:
explain the term sublimation.
outline the procedure for separating a mixture using sublimation.
carry out an experiment to separate a mixture using sublimation.
observe, record and discuss the observations.

What is sublimation? Which other substances undergoes sublimation?

Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 64-65.

Assessment rubric. Checklist. oral report. Observation schedule.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (Crystallisation)

By the end of the lesson, the learner should be able to:
 explain the term crystallisation. describe the procedure for separating a mixture using crystallisation.

In groups,learners are guided to:
explain the term crystallisation.
describe the procedure for separating a mixture using crystallisation.
conduct an experiment to separate a mixture using crystallisation.
record and discuss the observations from the experiment.
search from the internet how salt is manufactured from sea water.

What is crystallisation? How does the method of crystallisation works as a method of separating mixtures?

Digital devices.
Top Scholar Integrated Science pg 65-66.
Requirements for the experiment.

Assessment rubric. Checklists. observation schedules. oral report.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures.

By the end of the lesson, the learner should be able to:
use digital devices to search the internet on the various uses of different methods of separating mixtures in day to day life 

In groups,pairs, learners are guided to;
use digital devices to search the internet on the various uses of different methods of separating mixtures in day to day life
discuss the application of separating mixtures in day to day life and present their findings in class.

What are the different methods of separating mixtures are commonly used in day to day life?

Top Scholar Integrated Science pg 56-66.
Digital devices.

Assessment rubric. oral questions.

Mixtures,Elements and Compounds.

Acids and Bases. (. Preparing Plant Extracts to be used as Acid-Base Indicator.

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

define the term indicator.
outline the procedure for preparing a plant extract.
prepare a plant extract and record the observations.

In groups,learners are guided to:
outline the procedure for preparing plant extracts.
prepare a plant extract.
record and discuss the observations made from the activity.
use digital device to find out other plant extracts that can also be used as indicators.

What is an indicator? How do you prepare a plant extract?

Top Scholar Integrated Science pg 68-69.
Digital devices.
Requirements for the experiment.

Checklists. Observation schedule. oral report.

Mixtures,Elements and Compounds.

Acids and Bases. (. Using plant extracts to group household solutions into basic or acidic.

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

use plant extracts as acid-base indicator.
classify household solutions either as bases,acids or neutral.
enjoy classifying the household solutions either as acids,bases or neutral.

In groups,learners are guided to:
use plant extracts indicator to classify common household solutions as either basic or acidic or neutral.
record and discuss the observations from the experiment.

How can you identify a substance as being acidic or basic?

Top Scholar Integrated Science pg 69-71.
Plant extract.
Requirements for the experiment.
Digital devices.

Observation schedule. Checklists. Assessment rubric. oral questions.

Mixtures,Elements and Compounds.

Acids and Bases. (. using commercial indicators to classify household solution as acids and bases.

By the end of the lesson, the learner should be able to:
outline and follow the procedure for using commercial indicators to classify household solutions as acids and bases.

In groups,learners are guided to:
outline and follow the procedure for using commercial indicators to classify household solutions as acids and bases.
carry out the experiment, record and discuss the observations .

What is the colour of the commercial indicators? What is the advantage of commercial indicators over the plant extracts?

Top Scholar Integrated Science pg 71-72.
Requirements for the experiment.
Digital devices.

Assessment rubric. Checklists. Oral questions. observation schedule.

Mixtures,Elements and Compounds.

Acids, bases and indicators. (. Determining the strength of Acids and Bases using Universal Indicators.

By the end of the lesson, the learner should be able to:
give the differences on  strength of acids and bases using universal indicators

In groups, learners are guided to;
conduct an experiment to determine the strength of acids and bases using universal indicators.
identify the colors of the universal indicator when placed in a basic or acidic solution.
classify acidic or basic solutions as either strong or weak using universal indicators.

How does the concentration of an acid or base affect its strength as indicated by a universal indicator?

Top Scholar Integrated Science pg 73.
Universal indicators.
Digital devices.
Requirements for the experiment.

Assessment rubric. oral questions. checklists.

Mixtures,Elements and Compounds.

Acids and Bases. (. Determining the strength of Acids and Bases using pH scale and pH chart.

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

conduct an experiment to determine the strength of acids and bases using pH scale and pH chart.
classify the acidic and basic solutions provided as either strong or weak.
discuss what is pH scale and pH chart and how it relates to strength of acids or bases.

In groups,learners are guided to:
carry out an experiment.
match the colour of the universal indicator in each solution to the pH chart provided.
classify acidic or basic solutions as either strong or weak using a pH scale and pH chart.
search, watch videos and animations showing different colours of acid-base indicators in different solutions.

What is the relationship between pH values and strength of acids and bases?

Top Scholar Integrated Science pg 73-74.
Requirements for the experiment.
Digital devices.

Assessment rubric. oral questions. observation schedule.

Mixtures,Elements and Compounds.

Acids and Bases. (. Application of Acids and Bases in day to day life.

By the end of the lesson, the learner should be able to:
give the uses of acids and bases in day to day life

In groups,learners are guided to:
explore applications of acids and bases in real life (antacid tablets, common fruits in the locality, fertilizers,liming of soil, detergents)
use digital devices to search for information on the applications of acids and bases in day to day life.
discuss the points and present in class.

What is the significance of acids,bases and indicators? How are acids, bases and indicators applied in day to day life?

Top Scholar Integrated Science pg 75.
Digital devices.

Assessment rubric. Written test. oral report.

Living Things and Their Environment.

Reproduction in Human Beings. ( The Human Menstrual Cycle.

By the end of the lesson, the learner should be able to:
iscuss the meaning of menstruation and the menstruation cycle. describe the menstrual cycle. 

In groups,pairs,learners are guided to;
use dictionary or ict devices to search and discuss the meaning of menstruation and the menstruation cycle.
describe the menstrual cycle.
draw the menstruation cycle and identify the phases in menstrual cycle.

What is menstruation and menstrual cycle? How many days does it take for menstruation cycle to reoccur?

Digital devices.
Dictionary.
Top Scholar Integrated Science pg 77-79.
Chart.

Assessment rubric. Written test. Checklist.

Living Things and Their Environment.

Reproduction in Human Beings. ( Challenges Related to Menstrual Cycle.

By the end of the lesson, the learner should be able to:
identify the challenges related to the menstrual cycle. discuss the challenges related to the menstrual cycle.

In groups,pairs,learners are guided to:
identify the challenges related to the menstrual cycle.
discuss the challenges related to the menstrual cycle.
search for more information on challenges related to menstrual cycle from textbooks and internet and record their findings.
discuss what one should do if she had the challenges related to menstrual cycle.

What challenges are associated with the menstrual cycle? How best can we manage issues related to the menstrual cycle?

Top Scholar Integrated Science pg 80-82.
Digital devices.

Written test. oral questions. Assessment rubric.

Living Things and Their Environment.

Reproduction in human beings. ( The process of fertilisation and implantation.

By the end of the lesson, the learner should be able to:
escribe the observable structures of the sex cells. draw and label the structures of male and female sex cells

In groups, pairs, individually,learners are guided to:
discuss the intersex conditions.
identify the male and female sex cell.
describe the observable structures of the sex cells.
draw and label the structures of male and female sex cells.
search for more information from the textbooks and internet about the structure of the female and male sex cells and their functions.

What is the male sex cell called? what is the female sex cell called?

Digital devices.
Top Scholar Integrated Science pg 82-83.
Chart.

Assessment rubric. Checklist. oral questions. written test.

Living Things and Their Environment.

Reproduction in human beings. ( Process of fertilization and implantation.

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

define the terms: fusion, fertilization, zygote and implantation.
describe the process of fertilization and implantation.
identify where the process of fertilisation and implantation takes place from a diagram of uterus.

In groups, pairs, learners are guided to;
use digital devices or dictionary to search the meaning of fusion, fertilisation, zygote and implantation.
watch a video on the movement of sperms, fusion and implantation of the zygote in the uterus.
draw the movement of the fertilised egg from the fallopian tube to the uterus for implantation.

What is fertilisation and implantation? How does the process of fertilisation and implantation takes place?

Top Scholar Integrated Science pg 83-85
Digital devices.
Charts on fertilization.

Assessment rubric. Written test. oral questions.

Living Things and Their Environment.

Reproduction in human beings. ( Process of fertilization and implantation.

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

define the terms: fusion, fertilization, zygote and implantation.
describe the process of fertilization and implantation.
identify where the process of fertilisation and implantation takes place from a diagram of uterus.

In groups, pairs, learners are guided to;
use digital devices or dictionary to search the meaning of fusion, fertilisation, zygote and implantation.
watch a video on the movement of sperms, fusion and implantation of the zygote in the uterus.
draw the movement of the fertilised egg from the fallopian tube to the uterus for implantation.

What is fertilisation and implantation? How does the process of fertilisation and implantation takes place?

Top Scholar Integrated Science pg 83-85
Digital devices.
Charts on fertilization.

Assessment rubric. Written test. oral questions.

Living Things and Their Environment.

Human Excretory system-Skin (. Identifying parts of Human Skin.

By the end of the lesson, the learner should be able to:
xplain the term excretion. name the organs responsible for removal of wastes. describe the human skin

In groups,pairs,learners are guided to:
explain the term excretion.
name the organs responsible for removal of wastes.
describe the human skin.
study the diagram of a skin and brainstorm on the parts of the skin.
use digital device to search for a well labelled diagram of the human skin.
draw and label the parts of the human skin on charts and display the drawings in class.

What is excretion? why is excretion important to the human body?

Top Scholar Integrated Science pg 87-88.
Charts.
Digital devices.
Diagrams.

Assessment rubric. Checklist. Written test. oral questions.

Living Things and Their Environment.

Human Excretory System - Skin. (. Functions of parts of the skin.

By the end of the lesson, the learner should be able to:
discuss the functions of the the different parts of the skin

In groups,pairs,learners are guided to:
use digital devices to search the internet on the functions of the different parts of skin.
discuss the functions of the the different parts of the skin.
use a hand lens to observe the external parts of the skin.

Why is the skin important in humans? what is the composition of the sweat excreted through the skin?

Top Scholar Integrated Science pg 89-91.
Digital devices

Assessment rubric. Written test. oral questions. Checklist.

Living Things and Their Environment.

The Human skin. (. Lifestyle to promote a healthy skin.

By the end of the lesson, the learner should be able to:
identify lifestyles that promote a healthy skin. discuss the health practices that promote and help maintain a healthy skin.

In groups,pairs,learners are guided to;
identify lifestyles that promote a healthy skin.
discuss the health practices that promote and help maintain a healthy skin.
search for more information from the internet on practices that maintain a healthy skin.

How can we maintain a healthy skin?

Top Scholar Integrated Science pg 92-94.
Pictures.
Digital devices.

Assessment rubric. Written test. Oral questions.

Living Things and Their Environment.

Human Excretory System-Skin. (. Proper use of cosmetics.

By the end of the lesson, the learner should be able to:
give examples of cosmetics. search from the internet and other relevant materials the importance of proper use of cosmetics. discuss the importance of proper use of cosmetics.

In groups,pairs, learners are guided to:
give examples of cosmetics.
search from the internet and other relevant materials the importance of proper use of cosmetics.
discuss the importance of proper use of cosmetics.

Why is proper use of cosmetics important? What is the importance of using cosmetics to our skin?

Top Scholar Integrated Science pg 94-95.
Digital devices.

Assessment rubric. oral questions.

Living Things and Their Environment.

Human Excretory System -Skin. (. Identifying effects of cosmetics on the human body.

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

identify the effects of cosmetics on the human body.
discuss the effects of cosmetics on the human body.
use locally available materials to make a cosmetic.

In groups,pairs,learners are guided to:
use digital devices with internet to search on the effects of skin lightners.
discuss the findings and present in class.
identify the various forms of cosmetics and discuss how they are applied.
make a cosmetic from the locally available materials.

What are the effects of cosmetics on the human body? What are the advantages of using locally made cosmetics? How can the locally made cosmetics be used or improved?

Top Scholar Integrated Science pg 96-97.
Realia.
Digital devices.

Assessment rubric. Checklists. Observation schedule.

Living Things and Their Environment.

Human Excretory System -Skin. (. Importance and proper use of comsetics for consumer protection.

By the end of the lesson, the learner should be able to:
give  the uses of cosmetics. identify the harmful effects of cosmetics.

In groups,pairs,learners are guided to:
search the internet on how cosmetics can be used for skin protection, skin repair and skin treatment.
discuss their findings , write th em down and present in class.
brainstorm on the possible harmful effects of the use of cosmetics on human health.

What are the harmful effects of the use of cosmetics on human health?

Digital devices.
Top Scholar Integrated Science pg 98.

Oral report. Assessment rubric. Checklists. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Parts of the Urinary system.

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

identify the waste product excreted by the urinary system.
identify the parts of the urinary system.
discuss the parts of the urinary system(external appearance of the kidney)
draw and label the parts of the urinary system.

In groups,pairs,learners are guided to;
study the diagram of the urinary system and brainstorm on the its external parts.
search for information from other reference materials and internet on the parts of the urinary system.
discuss the parts of the urinary system.
draw and label the vessels and external parts of the urinary system.

What are the parts of the urinary system?

Top Scholar Integrated Science pg 98-99.
Charts.
Pictures.
Digital devices.

Assessment rubric. oral questions. Checklists. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Functions of the parts of the urinary system.

By the end of the lesson, the learner should be able to:
 use digital devices and reference materials to search for information on the functions of the parts of the urinary system.

In groups, pairs,learners are guided to;
brainstorm on the functions of the different parts of the urinary system.
use digital devices and reference materials to search for information on the functions of the parts of the urinary system.
discuss the functions of the parts of the urinary system.

What are the functions of the parts of the urinary system?

Top Scholar Integrated Science pg 99-100.
Digital devices.
Charts.

Assessment rubric. oral questions. Written test. Checklists.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Kidney Disorders.

By the end of the lesson, the learner should be able to:
explain the meaning of kidney disorders. use digital devices to search some of the examples of kidney disorders. identify and discuss the practices that may cause kidney disorders.

In groups,pairs, learners are guided to:
explain the meaning of kidney disorders.
use digital devices to search some of the examples of kidney disorders.
identify and discuss the practices that may cause kidney disorders.

What are some of the practices that may cause kidney disorders?

Top Scholar Integrated Science pg 101-102.
Digital devices.
Posters.

Assessment rubric. Portfolios. Checklists. Written tests. oral questions.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Identifying lifestyles that promote a healthy kidney and prevent kidney disorders.

By the end of the lesson, the learner should be able to:
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders. use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.

In groups,pairs,learners are guided to;
search the internet and other relevant materials for lifestyles that promote a healthy kidney and prevent kidney disorders.
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders.
use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.

which healthy lifestyles can we adopt to promote healthy kidneys?

Top Scholar Integrated Science pg 102-103
Digital devices.
Charts.

Assessment rubric. observation schedule. Checklists. oral questions. Portfolios. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary System. (.Project.

By the end of the lesson, the learner should be able to:
 identify the appropriate locally available materials to model the urinary system

In groups,pairs,learners are guided to:
identify the appropriate locally available materials to model the urinary system.
model the urinary system using the locally available materials and display in class.

Which locally available materials can be used to model the urinary system?

Realia.
Digital devices.
Top Scholar Integrated Science pg 103 & 100.

Checklist. portfolios. observation schedule.

Living Things and Their Environment.

Human Excretory System - Urinary System. (.Project.

By the end of the lesson, the learner should be able to:
 identify the appropriate locally available materials to model the urinary system

In groups,pairs,learners are guided to:
identify the appropriate locally available materials to model the urinary system.
model the urinary system using the locally available materials and display in class.

Which locally available materials can be used to model the urinary system?

Realia.
Digital devices.
Top Scholar Integrated Science pg 103 & 100.

Checklist. portfolios. observation schedule.

Force and Energy.

Electrical Energy.

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

Outline the steps for setting up a simple electrical circuit in which bulbs are in series.
Demonstrate flow of electric current using simple electric circuit in which bulbs are in series.
Enjoy setting up a simple electrical circuit in which bulbs are in series.

In groups, learners are guided to:
prepare the requirements for the practical activity.
collaborate in setting up a simple electrical circuit in which bulbs are in series.
record and discuss their observations.

How do you set up a simple electrical circuit in which bulbs are in series?

Active Integrated Science pg 140.
Digital devices.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and seven connecting wires.

Practical activity. Assessment rubric. Observation schedule. Oral questions.

Force and Energy.

Electrical Energy

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

Outline the steps of setting up a simple electrical circuit in which bulbs are in parallel.
Set up a simple electrical circuit in which bulbs are in parallel.
Enjoy setting up a simple electrical circuit in which bulbs are parallel.

In groups,learners are guided to;
prepare the requirements for the practical activity.
use the requirements prepared to set up a simple electrical circuit in which bulbs are in parallel.
record and discuss their observations.

What is the difference between the arrangement of the bulbs in series and parallel?

Active Integrated Science pg 140-141.
Digital devices.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and eight connecting wires.

Practical activity. Oral questions. Assessment rubric. Observation. Checklists.

Force and Energy.

Electrical Energy

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

Differentiate between a conductor and non-conductor of electricity.
Conduct experiments to classify materials as either conductors or non-conductors of electricity.
Enjoy carrying out the experiments.

In groups,learners are guided to;
perform experiments to classify materials as either conductors or non-conductors of electricity.
state the difference between conductors and non-conductors of electricity.
list the conductors and non-conductors of electricity.

What is the difference between conductors and non-conductors of electricity?

Active Integrated Science pg 141-142.
Two dry cells, torch bulb,dry cell holder,bulb holder,three connecting wires.
Objects made of different materials e.g plastic strip, silver coin, piece of wood, piece of paper,iron nail, piece of cloth, aluminium strip, copper wire, steel pin & piece of glass.

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

Force and Energy.

Electrical Energy.

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

Define the term Electrical appliances.
Identify common electrical appliances used in day to day life.
Discuss the use of each of the identified electrical appliances used in our day to day life.
Appreciate the use of electricity in our day to day life.

In pairs or groups,learners are guided to;
study pictures in learner's book and identify the electrical appliances by name and share in class.
state and discuss the uses of each of the identified electrical appliances.
search the internet for uses of some of the electrical appliances.

Which devices or instruments at your home or school use electricity? What do you use each of the devices or instruments for?

Active Integrated Science pg 142-143.
Pictures.
Digital devices.
Lesson notes.

Checklists. Oral questions. Written tests. Observation.

Force and Energy.

Electrical Energy.

By the end of the lesson, the learner should be able to:
;
Identify the safety measures to observe when handling electrical appliances.
Discuss the safety measures to observe when handling electrical appliances.
Prepare posters showing the safety measures to observe when handling electrical appliances.
Acknowledge and adhere to the safety measures when handling electrical appliances at home or school.

In groups, pairs, learners are guided to;
read through the user manuals of various electrical appliances and look for the safety measures to observe when handling them.
search online or in print materials for the safety measures to observe when handling electrical appliances.
discuss the safety measures to observe when handling electrical appliances at home or school.
collaborate in preparing posters showing the safety measures to observe when handling electrical appliances and display in class or school.

Which safety measures should you observe when handling electrical appliances at home?

Active Integrated Science pg 144-145.
Posters.
Digit devices.
Electronic devices manuals.

Oral questions. Written tests. Checklists.

Force and Energy.

Electrical Energy.

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

Explore the uses of electricity in our environment.
Appreciate the uses of electricity in day to day life.

In groups,learners to:
collaborate in discussing how people use electricity in their locality.
write down their discussion points and share/present their points in class.

How is electricity used in day to day life?

Active Integrated Science pg 145-146.

Written tests. Checklists. Assessment rubrics. Rating scale.

Force and Energy.

Electrical Energy. Self-Assessment.

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

Attempt questions on the sub-strand: Electrical Energy.

Individually or in pairs,learners to:
write and answer questions on the sub-strand: Electrical Energy.

Active Integrated Science pg 147.

Written tests. Assessment rubric.

Force and Energy.

Magnetism.

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

Identify the properties of a magnet.
use digital devices to search for information on the properties of magnets.
Appreciate the properties of magnets.

In. groups or pairs ,learners are guided to:
brainstorm on the meaning of magnet and present in class.
use digital devices to search for information on the properties of magnets and note them down.
discuss the properties of the magnets.

What is a Magnet? What are the properties of magnets?

Digital devices.
Lesson notes.

Written tests. Oral questions. Checklists.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Conduct activities to demonstrate directional,attractive and repulsive as properties of magnets.
Enjoy carrying out the activities.

In groups,learners are guided to:
prepare the necessary materials for the activities.
collaborate in carrying out the activities to demonstrate properties of a magnet (attractive and repulsive and directional)
observe and record their observations.
explain their observations and give a conclusion.

How can you demonstrate the properties of magnets?

Bar magnets.
Strings and Stands.
Digital devices.

Practical Activity. Observation schedule. Checklist.

Force and Energy.

Magnetism.

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

Conduct a practical activity on the poles and magnetic strength properties of magnets.
Explain their observation made from the activities.
Enjoy conducting the practical activities.

In groups,learners are guided to:
collaboratively carry out activities to demonstrate properties of a magnet (poles and magnetic strength properties)
observe and record their observations.
explain their observations and give a conclusion.

How can you investigate the poles of magnet and magnetic strength?

Active Integrated Science pg 149.
Digital devices.
Bar magnets.
Paper and Iron filings.

Practical work. Checklists. Observation. Written test. Oral questions.

Force and Energy.

Magnetism.

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

conduct an activity to investigate the nature of force between different poles of magnets.
Enjoy conducting the practical activity on the basic law of magnetism.

In groups, learners are guided to;
collaborate in conducting a practical activity to investigate the force between like and unlike poles of magnets.
observe and record their observations.
explain their observation and give a conclusion.

What happens when like poles and unlike poles come close to each other? How can you investigate the force between like and unlike poles of magnets?

Active Integrated Science pg 150-151.
Bar magnets.
Rollers.

Practical work. Checklists. Observation. Written test. Oral questions.

Force and Energy.

Magnetism.

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

Conduct a practical activity to identify the magnetic and non-magnetic materials in the environment.
Classify materials as magnetic or non-magnetic .
Enjoy conducting the practical activity.

In groups,learners are guided to:
collaborate in carrying out practical activities to determine the magnetic and non-magnetic materials in the environment.
observe and record their observations.
classify the materials that are magnetic and non-magnetic and share their work with peers.

Which materials are magnetic and non-magnetic in the environment?

Active Integrated Science pg 148.
Bar magnets.
Pieces of cotton thread, copper wire,iron nail,a piece of glass.
Plastic,Steel pin, Piece of aluminium, piece of wood.

Practical work. Observation. Checklists. Oral questions.

Force and Energy.

Magnetism.

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

Conduct a practical activity to identify the magnetic and non-magnetic materials in the environment.
Classify materials as magnetic or non-magnetic .
Enjoy conducting the practical activity.

In groups,learners are guided to:
collaborate in carrying out practical activities to determine the magnetic and non-magnetic materials in the environment.
observe and record their observations.
classify the materials that are magnetic and non-magnetic and share their work with peers.

Which materials are magnetic and non-magnetic in the environment?

Active Integrated Science pg 148.
Bar magnets.
Pieces of cotton thread, copper wire,iron nail,a piece of glass.
Plastic,Steel pin, Piece of aluminium, piece of wood.

Practical work. Observation. Checklists. Oral questions.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Identify the uses of magnets in day to day life.
Use digital devices to search for information on the uses of magnets in our daily lifes.
Appreciate the applications of magnets in day to day life.

In groups,learners to are guided to:
brainstorm on the uses of magnets in their day to day life.
search the internet or offline for information on the uses of magnets in their daily life.
discuss the uses of magnets in our daily life and present in class.

How are magnets used in day to day life?

Active Integrated Science PG 151-155.
Lesson notes.
Digital resources.

Oral questions. Assessment rubrics. Written tests Checklists.

Force and Energy.

Magnetism.

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

Conduct simple activities to determine the uses of magnets
Appreciate the use of magnets in our daily life.

In groups,learners are guided to:
carry out a simple activity on separation of mixtures using magnet,determing direction.
observe and record their observations.
share their views on the practical activity.

How are magnets used in day to day life?

Active Integrated Science pg 151-152.
Mixture of iron fillings and sand or flour.
Bar magnets, piece of thread, magnetic compass and wooden support.

Practical work. Oral questions. Observation schedule. Checklists.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Conduct simple activities to determine the uses of magnets in our daily life.
Enjoy conducting the practical activities.

In groups,learners are guided to;
collaborate in conducting simple practical activities on uses of magnets (use of magnets in speakers, magnetic screwdriver & in displaying objects)
observe and record their observations.
share their findings with peers.

How are magnets used in our daily life?

Speakers, Magnetic screwdriver.
Bar magnet.
Sheet of paper, piece of iron sheet and electrical device with screws.
Active Integrated Science pg 153-154.

Practical work. Checklists. Oral questions.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
lesson,
Use digital devices to search and watch clips on the applications of magnets in our daily life.
Enjoy exploring the application of magnets on the internet.

In groups,learners are guided to:
collaborate in using digital devices to find video clips and information on the applications of magnets (generators, electric motors,speakers, separation of mixtures and in magnetic screwdriver).
discuss their observations and share with peers.

Which devices have magnets in them? How do magnets operate in the devices named?

Active Integrated Science pg 151-155.
Internet.
Digital resources.

Observation schedule. Oral questions.

Force and Energy.

Magnetism.

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

Attempt assessment questions on the sub-strand: Magnetism.

Individually or in pairs,learners are guided to:
answer assessment questions on the sub-strand: Magnetism.

Active Integrated Science pg 156.
Teacher's Assessment Questions.

Written tests. Checklists. Rating scale. Assessment rubric.