Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Identify the physical properties of metals.
-Describe the physical properties of metals.
-Search the internet for more information on the physical properties of metals.
-Appreciate the physical properties of the metals.

-Use digital or print resources to Search for information on the physical properties of metals.
-Identify the physical properties of metals.
-Prepare posters or charts showing the physical properties of metals and Display in class.

-What is a metal? -What are the physical properties of metals?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Define the composition of alloys.
-Identify the alloys in the locality.
-Discuss the uses of common alloys in the environment.
-Appreciate the uses of different metals in the society.
-Enjoy collecting the metals in the locality.

-Discuss about the meaning of an alloy.
-Identify and Collect the alloys found in the locality.
-Discuss and Present the importance of metals in the community.
-Present their findings and Draw different items made of the alloys they collected.

-What is an alloy? -which examples of items are made of metals?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Identify the uses of alloys in day-to-day life.
-Discuss the uses of the alloys in day-to-day life.
-Prepare charts and flashcards showing the uses of alloys in day-to-day life.
-Appreciate the uses of the different alloys in day-to-day life.

-Work together to Identify some of the items in the locality that are made of alloy.
-Use digital devices to Search for information on uses of common alloys.
-List and Discuss the uses of the common alloys in the locality.
-Prepare charts or flashcards showing the uses of common metals in the locality.

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

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys.

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

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

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

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Identify the effects of rusting on metals.
- Discuss the effects of rusting on metals.
-Search the internet for information on the effects of rusting.
-Appreciate the effects of rusting on metals in the environment.

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

What are the effects of rusting on metals?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys assessment.

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

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

Sportlight
integrated science studies learner

-Written questions. -Checklists. -Assessment rubrics.

Mixtures, element and compounds.

Water hardness.

By the end of the lesson, the learner should be able to:
-Identify the physical properties of water.
-Describe the -physical properties of water.
-Search the internet for more information on physical properties of water.
-Appreciate the physical properties of water.

-Discuss the physical properties of water and present in class.
-Discuss the physical properties of water.
-Collect and observe water from different sources.
-Compare the water collected in terms of; appearance, odour, taste and boiling point and record the observation made and present it in class.

What are the physical properties of water?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Water hardness and softness.

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

-Discuss on the meaning of soft water and Present in class.
-Use digital devices to Search for information on properties of soft water.
-Discuss the properties of soft water.

What are the properties of soft water?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Water hardness.

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

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

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

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Water hardness.

By the end of the lesson, the learner should be able to:
-Describe the addition of washing soda as a method of softening temporary hard water.
-Carry out an activity to soften temporary hard water using addition of washing soda.
-Appreciate the Use of washing soda as a method of softening temporary hard water.

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

How do the addition of washing soda soften temporary hard water?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Water hardness.

By the end of the lesson, the learner should be able to:
-Outline the advantages and disadvantages of hard water.
-Discuss the advantages and disadvantages of hard water.
-Search the internet for information on the advantages and disadvantages of hard water.
-Appreciate the advantages and disadvantages of hard water.

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

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

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Water hardness.

By the end of the lesson, the learner should be able to:
-Outline the advantages and disadvantages of soft water in our daily life.
-Discuss the advantages and disadvantages of soft water.
-Search in the internet for information on the advantages and disadvantages of soft water.
-Appreciate the advantages and disadvantages of soft water in our environment.

-Discuss the advantages and disadvantages of soft water and Present their findings in class.
-Use digital devices to Search for information on the advantages and disadvantages of soft water.
-Write down their findings of the advantages and disadvantages of soft water in our day-to-day life.
-Discuss their findings on the advantages and disadvantages of soft water and Present in class.
-Appreciate the advantages and disadvantages of soft water in our environment.

-What are the advantages of soft water? -What are the disadvantages of soft water?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Water hardness.
Water hardness assessment.

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

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

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

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in plants.

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

-Use the hand lens to Observe parts of a fresh leaf of a plant.
-Identify the external parts of a leaf.
-Discuss the external parts of a leaf.
-Draw and label the external parts of a leaf on a chart and in exercise books.

What are the external parts of a leaf?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in plants.

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

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

Which internal parts of a leaf do you know?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Identify the parts of the chloroplast.
-Discuss the structure of the chloroplast and its role in photosynthesis.
-Draw and label the parts of the chloroplast.
-Appreciate the role chloroplast in photosynthesis.

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

How is the chloroplast adapted to its function?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Identify the conditions necessary for photosynthesis to occur in plants.
-Discuss the conditions necessary for photosynthesis to take place.
-Search the internet for information on the conditions necessary for photosynthesis to occur in plants.
-Appreciate the conditions necessary for photosynthesis to occur in green plants.

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

What are the conditions necessary for photosynthesis to occur?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in plants.

By the end of the lesson, the learner should be able to:
-State the importance of photosynthesis in nature.
-Discuss the importance of photosynthesis in nature.
-Search the internet for more information on importance of photosynthesis in nature.
-Appreciate the importance of photosynthesis in nature.

-Discuss and Present the importance of photosynthesis in nature.
-Use digital or print resources to Search for information on the importance of photosynthesis in nature.
-Discuss the importance of photosynthesis in nature and Present in class.

What is the importance of photosynthesis in nature?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Describe the procedure for testing the necessity of chlorophyll for photosynthesis to occur.
-Prepare an experiment to Show that chlorophyll is necessary for photosynthesis to occur.
-Enjoy carrying out the experiment.

-Describe and Discuss the procedure for testing that chlorophyll is necessary for photosynthesis to take place.
-Identify and Prepare the requirements.
-Collaborate in setting up an experiment to Show that chlorophyll is necessary for photosynthesis to occur.
-Observe, record and Discuss their findings.

How can we determine that chlorophyll is necessary for photosynthesis to take place?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in plants assessment.

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

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

Sportlight
integrated science studies learner

-Written questions. -Assessment rubrics. -Checklists.

Living things and their environment.

Nutrition in animals.

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

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

How do animals feed?

Sportlight
integrated science studies learner
integrated science learner

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

Living things and their environment.

Nutrition in animals.

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

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

Why are the carnivorous teeth widely spaced?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals.

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

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

How do different animals feed?

Sportlight
integrated science studies learner

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

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

Nutrition in animals.
Structure of an atom.

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

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

Why do different teeth have different functions?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Describe the structure 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:
-Describe the structure of molar teeth.
-Define the shape of the molar teeth.
-Discuss the functions of the molar teeth.
-Search the internet for more information on the molar teeth.
-Draw molar teeth in their books and charts.

-Describe the structure of molar teeth.
-Define the shape of the molar teeth.
-Discuss the functions of the molar teeth.
-Search the internet for more information on the molar teeth.
-Enjoy drawing molar teeth.

What are the function of molar teeth?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals.

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

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

How are different teeth adapted to their functions?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals.
Nutrition in animals assessement.

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.

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.

-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.

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

Sportlight
integrated science studies learner

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

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Define the term pollination.
-Name the types of pollination.
-Discuss the different types of pollination in plants.
-Use print or non-print media to Search for more information on pollination.
-Acknowledge the importance of pollination in plants.
-Draw the different types of pollination in their books and charts.

-Define the term pollination.
-Name the types of pollination.
-Discuss the different types of pollination in plants.
-Use print or non-print media to Search for more information on pollination.
-Acknowledge the importance of pollination in plants.
-Draw the different types of pollination in their books and charts.

What factors promote self-pollination?

Sportlight
integrated science studies learner

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

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, 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:
-Outline the effects of agrochemical on pollination agents and their effects on reproduction in plants.
-Collaboratively Discuss the effects of agrochemical on pollinating agents and their effects on reproduction in plants.
-Search the internet or non-print media the effects of agrochemical on agents of pollination in plants.

-Outline the effects of agrochemical on pollination agents and their effects on reproduction in plants.
-Collaboratively Discuss the effects of agrochemical on pollinating agents and their effects on reproduction in plants.
-Search the internet or non-print resources for information on the effects of agrochemical on agents of pollination and their effect on reproduction in plants.

What are effects of agrochemical on the pollination?

Sportlight
integrated science studies learner

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

Living things and their environment.

Reproduction in plants.

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

-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.

How are seeds and fruits formed in flowering plants?

Sportlight
integrated science studies learner

-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:
-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.

Nutrition in animals and reproduction in plants assessment.
The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Attempt the assessment exercise on the strand; living things and their environment appropriately.
-Revise the assessment exercise and do correction.

-Attempt the assessment exercise on the strand; living things and their environment appropriately.
-Revise the assessment exercise and do correction.

Sportlight
integrated science studies learner

-Assessment rubrics. -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 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 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 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 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: