Living Things and Their Environment.

Reproduction in Human Beings. ( The Human Menstrual Cycle.
Reproduction in Human Beings. ( Challenges Related to Menstrual Cycle.
Reproduction in human beings. ( The process of fertilisation and implantation.

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. 
escribe the observable structures of the sex cells. draw and label the structures of male and female sex cells

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.
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 menstruation and menstrual cycle? How many days does it take for menstruation cycle to reoccur?
What is the male sex cell called? what is the female sex cell called?

Digital devices.
Dictionary.
Top Scholar Integrated Science pg 77-79.
Chart.
Top Scholar Integrated Science pg 80-82.
Digital devices.
Top Scholar Integrated Science pg 82-83.
Chart.

Assessment rubric. Written test. Checklist.
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.

Human Excretory system-Skin (. Identifying parts of Human Skin.
Human Excretory System - Skin. (. Functions of parts of the 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.
Top Scholar Integrated Science pg 89-91.
Digital devices

Assessment rubric. Checklist. Written test. oral questions.

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

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:
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:
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.

Why is proper use of cosmetics important? What is the importance of using cosmetics to our skin?
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 94-95.
Digital devices.
Top Scholar Integrated Science pg 96-97.
Realia.
Digital devices.
Top Scholar Integrated Science pg 98.

Assessment rubric. oral questions.
Assessment rubric. Checklists. Observation schedule.

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.
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:
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.
Top Scholar Integrated Science pg 102-103
Charts.

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

Living Things and Their Environment.
Force and Energy.

Human Excretory System - Urinary System. (.Project.
Static Electricity. (. Demonstrating the Existence of Static Charges.
Static Electricity. (. Methods of Charging Objects.(Rubbing or Friction)

By the end of the lesson, the learner should be able to:
 identify the appropriate locally available materials to model the urinary system
 identify the two forms of electricity. carry out an experiment to demonstrate the existence of static charges. rub different objects to show the presence of static charges in objects.

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.
In groups,pairs,learners are guided to:
search the meaning of static electricity from the internet.
identify the two forms of electricity.
carry out an experiment to demonstrate the existence of static charges.
rub different objects to show the presence of static charges in objects.
record and discuss the observations made.

Which locally available materials can be used to model the urinary system?
What is static electricity? How do materials acquire static charges?

Realia.
Digital devices.
Top Scholar Integrated Science pg 103 & 100.
Top Scholar Integrated Science pg 105-106.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 107-108.

Checklist. portfolios. observation schedule.
Assessment rubric. Checklists. observation schedule. oral questions.

Force and Energy.

Static Electricity. (. Methods of charging objects. (induction)

By the end of the lesson, the learner should be able to:
 explain what is induction. conduct an experiment on charging objects by induction using two balloon

In groups,pairs,learners are guided to;
explain what is induction.
conduct an experiment on charging objects by induction using two balloons.
observe, record and discuss the observations made.

What is charging by induction?

Top Scholar Integrated Science pg 108-110.
Requirements for the experiment.
Digital devices.

Practical Work. Assessment rubric. Checklist. oral report.

Force and Energy.

Static Electricity. (. Methods of charging objects.(Induction)

By the end of the lesson, the learner should be able to:
carry out a practical activity on charging a single polythene ball or balloon by induction. observe,record and discuss the observations from the experiment.

In groups,learners are guided to:
carry out a practical activity on charging a single polythene ball or balloon by induction.
observe,record and discuss the observations from the experiment.
search and watch videos from the internet on charging materials by induction and rubbing.

What is earthing process? What observations are expected from the experiment?

Top Scholar Integrated Science pg 111-113.
Digital devices.
Requirements for the experiment.

Practical work. Assessment rubric. observation schedule. Oral questions.

Force and Energy.

Static Electricity. (. Types of Charges.
Static Electricity. (. Effects of Force between Charged Objects.

By the end of the lesson, the learner should be able to:
 use digital devices to search and watch videos on types of charges and write their findings. differentiate between like charges and unlike charges. conduct an experiment to demonstrate the types of charges using a balloon and a ruler

In groups, pairs,learners are guided to;
use digital devices to search and watch videos on types of charges and write their findings.
differentiate between like charges and unlike charges.
conduct an experiment to demonstrate the types of charges using a balloon and a ruler.
observe and discuss the observations made.

What is the difference between like and unlike charges?

Top Scholar Integrated Science pg 113-115.
Requirements for the practical.
Digital devices.
Top Scholar Integrated Science pg 115-118.
Requirements for the experiment.

Practical work. Assessment rubric. observation schedule. Checklists. oral questions.

Force and Energy.

Static Electricity. (. Uses of Static Charges.
Static Electricity. (.Dangers and Safety measures when dealing with static charges.

By the end of the lesson, the learner should be able to:
mention the equipment that uses electrostatics to function. use digital devices to find out how each of the equipment mentioned use electrostatic charges to function. describe how the equipment uses electrostatic to function.
discuss the dangers when dealing with static charges. discuss the safety measures when dealing with static charges.

In groups, pairs, learners are guided to:
mention the equipment that uses electrostatics to function.
use digital devices to find out how each of the equipment mentioned use electrostatic charges to function.
describe how the equipment uses electrostatic to function.
In groups,pairs,learners are guided to;
search the internet the dangers that may occur when dealing with static charges.
discuss the dangers when dealing with static charges.
discuss the safety measures when dealing with static charges.(include lightnin

What are the uses of static charges? Which equipment uses electrostatic charges to function?
What are the dangers of static charges? Why is it advisable to switch off the car engine when fueling in a petrol station?

Top Scholar Integrated Science pg 118-119.
Digital devices.
Pictures.
Top Scholar Integrated Science pg 119-120.
Digital devices.

Assessment rubric. oral questions. Written test. Checklist.
Written test. oral questions. Checklists. Assessment rubric.

Force and Energy.

Electrical Energy-Sources of Electricity.
Electrical Energy-Solar power.

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

Identify the sources of electricity in pictures.
Study the pictures and Discuss where the sourceof electricity is coming from.
Search the internet for other sources of electricity.
Appreciate the different sources of electricity.

In groups,pairs,learners are guided to:
identify the sources of electricity.
discuss the various sources of electricity.
search the internet for other sources of electricity.

What are the sources of electricity?

Top Scholar Integrated Science pg 122-123.
Pictures.
Digital devices.
Top Scholar Integrated Science pg 123-124.
Videos.

Written tests. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy-Hydroelectric Power.

By the end of the lesson, the learner should be able to:
;
Identify hydroelectric power as a source of electricity.
Discuss how electrical energy is produced.
Search and watch a video showing how a hydroelectric generator produces electricity.
Appreciate the hydroelectric power as a source of electricity.

In groups,pairs,learners are guided to:
discuss how electrical energy is produced.
find out and list where the hydroelectric power plants are found in Kenya.
Search and watch a video showing how a hydroelectric generator produces electricity.

How is electric energy transmitted to various areas for use in your locality?

Top Scholar Integrated Science pg 125-126.
Digital devices.
Videos.
Pictures.

Assessment rubric. oral questions. Checklists.

Force and Energy.

Electrical Energy-Geothermal Generators.

By the end of the lesson, the learner should be able to:
;
Identify geothermal generator as a source of electricity.
Discuss how geothermal generators operate as a source of electricity.
Search and watch a video showing geothermal power generators producing electricity.
Appreciate geothermal generators aa sources of electricity.

In groups,pairs, learner are guided to;
search and watch a video showing geothermal power generators producing electricity.
discuss how geothermal generators operate as source of electricity.
find out and list where geothermal power stations are found in Kenya.

How do geothermal generators operate as source of electricity?

Top Scholar Integrated Science pg 126-127.
Pictures.
Digital devices.

Assessment rubric. Written test. Checklist. Oral questions.

Force and Energy.

Electrical Energy-Wind power.
Electrical Energy- Simple Electrical Circuits.
Electrical Energy-Setting up Simple Electrical Circuit in Parallel.

By the end of the lesson, the learner should be able to:
;
Identify wind power generators as a source of electricity.
Discuss how wind power generators operate as a source of electricity.
Search and watch a video showing how wind turbine generators produce electricity.
Appreciate wind power generators as source of electricity.

List the requirements for setting up simple electrical circuit in parallel.
Describe setting up a simple electrical circuit in parallel.
Set up simple electrical circuit in parallel using the necessary requirements.
Enjoy setting up simple electrical circuit in parallel.

In groups,learners are guided to:
study the picture in learner's book and identify the source of electricity.
search and watch a video showing how wind turbine generators produce electricity.
discuss how wind power generators operate as a source of electricity.
list areas where wind power generators are found in Kenya.
In groups,learners are guided to:
Observe pictures and list the requirements for setting up a simple electrical circuit in parallel.
search the internet what is a parallel arrangements in a circuit.
discuss how to setup a simple electrical circuit in parallel.
setup a simple electrical circuit in parallel.

Where are wind power generators found in Kenya? How do wind power generators operate as a source of electricity?
What is a parallel arrangement in a circuit?

Top Scholar Pre-Technical Studies pg 127-128.
Pictures.
Digital devices.
Top Scholar Pre-Technical Studies pg 129-130.
Dry cells, torch bulbs, connecting copper wires and switch.
Top Scholar Pre-Technical pg 131-132.
Digital devices.
Pictures.
Dry cells, bulbs, connecting copper wires and switch.

Oral questions. Assessment rubric. Written test.
Practical work. Observation. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy.
Electrical Energy-Conductors and Non-Conductors of Electricity.

By the end of the lesson, the learner should be able to:
;
Search and watch a video on connecting an ammeter and voltmeter in series and parallel simple circuits.
Connect an ammeter and a voltmeter in series and parallel simple circuit.
Enjoy connecting an ammeter and voltmeter in series and parallel simple circuit.

In groups, learners are guided to:
Search for and observe videos and animations showing how to connect an ammeter and voltmeter in series and parallel simple circuits.
Connect an ammeter and voltmeter in series and parallel simple circuits and record themselves.

How do you connect an ammeter and voltmeter in series and parallel simple circuits?

Top Scholar Pre-Technical Studies pg 133-135.
Dry cells, pieces of copper wire, two switches, bulbs.
Digital devices.
Pictures.
Top Scholar Pre-Technical Studies pg 135-137.
Requirements for experiments:dry cells,bulb, copper wire, metallic spoon, aluminum foil, rubber band,steel wool,nail, pencil rib,paper,10 shilling coin etc.

Practical work. Observation. Checklists. Oral questions.

Force and Energy.

Electrical Energy -Electrical Appliances.

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

Identify electrical appliances in the locality.
Discuss the uses of the electrical appliances in the locality.
Make flashcards showing the electrical appliances used in the locality.
Appreciate the uses of the different electrical appliances in our daily lifes.

In groups,pairs,learners are guided to:
study pictures in learner's book, identify and name the electrical appliances.
discuss the uses of the identified electrical appliances in the locality.
make flashcards showing the different electrical appliances used in the locality.

What is an electrical appliance? What are the uses of the different electrical appliances?

Pictures.
Top Scholar Pre-Technical Studies pg 137-138.
Digital devices.
Flashcards.

Written tests. Checklists. Assessment rubric. Oral questions.

Force and Energy.

Electrical Energy -Safety Measures when Dealing with Electrical Appliances.

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

Identify safety measures when handling Electrical appliances.
Discuss the safety measures when handling electrical appliances.
Design charts with safety measures to adhere to when dealing with electrical appliances.
Desire to observe safety measures when dealing with electrical appliances.

In groups,learners are guided to:
study the pictures in learner's book and discuss the dangers which may occur in the pictures.
identify and discuss the safety measures to observe when dealing with electrical appliances.
design charts showing the safety measures to observe when dealing with electrical appliances.

What are some of the dangers that may occur when dealing with electrical appliances? What are the safety measures that one should observe when dealing with electrical appliances?

Top Scholar Pre-Technical Studies pg 139-140.
Pictures.
Charts.
Digital devices.

Assessment rubric. Written tests. Oral questions.

Force and Energy.

Electrical Energy - Self-Assessment Questions.
Magnetism-Magnetic and Non-Magnetic Materials.
Magnetism.

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

Attempt all the questions on the sub-strand.
;
Carry out experiments using magnets and different materials from the environment.
Classify the materials in the environment as magnetic or non-magnetic.
Enjoy classifying the materials as either magnetic or non-magnetic.

Individually,in pairs,learners to:
answer the questions on the sub-strand.
In groups,learners are guided to:
carry out practical activity with materials collected from environment and magnets.
record their observation and classify the materials as either magnetic or non-magnetic.

What is the difference between magnetic and non-magnetic materials?

Top Scholar Pre-Technical Studies pg 140.
Assessment books.
Top Scholar Pre-Technical Studies pg 141.
Magnets.
Materials from the environment.
Magnets
Materials collected from environment.
Top Scholar Pre-Technical Studies pg 142-143.
Digital devices.

Assessment rubric. Written test. Checklists.
Practical work. Assessment rubric. observation. Oral questions.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Identify poles of a magnet
Describe the poles of a magnet.
Carry out an experiment to identify the poles of a magnet.

In groups,learners are guided to:
carry out a practical activity to identify the poles of a magnet.
identify and describe the poles of a magnet.

What are magnetic poles? How do you identify the magnetic poles?

Top Scholar Pre-Technical Studies pg 143-144.
Bar magnet,iron fillings and flour.
Digital devices.

Practical work. Observation. oral questions.

Force and Energy.

Magnetism.
Magnetism-Uses of magnets in day to day life.

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

Differentiate between like ad unlike poles of a magnet.
Investigate the force between like and unlike poles of magnets.
Search for videos and animations on effect between poles of a magnet.

In groups,learners are guided to:
differentiate between unlike and like poles of a magnet.
carry out a practical activities showing attraction between two unlike poles and repulsion between two like poles of magnet.
record and explain the observations made from the activity.

What is the difference between force of attraction and force of repulsion?

Top Scholar Pre-Technical Studies pg 145-146.
Bar magnets, strings and retort stand.
Digital devices
Top Scholar Integrated Science pg 147-148.
Pictures.
Digital devices.
Charts.
Flashcards.

Practical work. Observation. Assessment rubric. Oral questions.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Excretion.
List the components of the excretory system.
Identify the parts of the human skin.
Draw and label the identified parts of the human skin.
Appreciate the parts of the human skin.

In groups,pairs,learners are guided to:
search the internet or relevant textbook for the meaning of excretion and the components of excretory system and present.
study the charts , picture or photo of the human skin and identify the parts of the human skin.
draw and label the parts of the human skin in their exercise books.

What is Excretion? What are the components of the human excretory system? which parts of the skin do you know?

Active Integrated Science pg 110.
Pictures.
Charts.
Digital devices.
Dictionary.

Written tests. Observation. Checklists. Assessment rubric. Oral questions.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Use the hand lens to observe the back of the hand.
Identify the hairs and the sweat pores.
Search the internet for videos on the structure of the human skin.
Enjoy observing the external parts of the skin using the hand lens
lesson, be able to;
State the functions of the parts of the human skin.
Describe the functions of the parts of the human skin.
Appreciate the functions of the parts of the human skin.

Individually,or in groups,learners are guided to:
use a hand lens to observe the external parts of the human skin (,hair and sweat pores)
identify and describe the hairs and sweat pores as observed through the hand lens and present.
Use digital devices to search for a video on the structure of the human skin and discuss their observation.
In groups,pairs,learners are guided to;
brainstorm on the functions of the parts of the human skin; (Epidermis,Sweat pores,Hair,Sweat glands,dermis)
search the internet or textbook for information on the functions of the parts of the human skin.
discuss and present their findings on the functions of the parts of the human skin.

Where are the sweat pores and hair located in the skin? Which layers make up the skin?
What are the functions of the different parts of the human skin?

Active Integrated Science pg 111.
Hand lens.
Digital devices.
Internet.
Video clips.
Active Integrated Science pg 111-112.
Chart.
Model of human skin.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 112-113.
School Field.

Practical work. Observation. Written tests. Oral questions.
Written tests. Assessment rubrics. Oral questions. Oral discussion. Checklists.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the parts of the Urinary system.
Draw and label the different parts of the urinary system.
Acknowledge the parts of the urinary system.

In groups,pairs,learners are guided to;
Study the chart or picture showing the urinary system.
identify the parts of the urinary system from the chart or pictures presented.
discuss the position of each of the parts of the urinary system.
draw and label the parts of the urinary system in their books and charts.

Which parts form the urinary system?

Active Integrated Science pg 113.
Pictures.
Chart showing the urinary system.
Digital devices.

Oral questions. Written tests. Self and peer assessment. Assessment rubric. Checklists.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the external structure of the kidney.
Describe the external structure of the kidney.
Search the internet for a video on the external structure of the kidney.
Acknowledge the functions of the external parts of the kidney.

In groups,pairs,learners are guided to;
study the chart/model and animation showing the external structure of the kidney.
discuss the functions of the external parts of the kidney.
draw and label the external parts of the kidney.
search the internet for a video on the external structure of the kidney.

Which blood vessels serve the kidney? What is the function of each of the blood vessels?

Active Integrated Science pg 114-115.
Chart/Model of kidney.
Digital devices.
Video clips.
Active Integrated Science pg 115.
Internet.
Teacher's Notes.

Assessment rubric. Written tests Oral questions. Oral discussion. Observation.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the common kidney disorders.
Discuss the causes of the kidney disorders.
Search the internet for information on the kidney disorders and their causes.
Acknowledge the kidney disorders and their causes.

In groups,pairs,learners are guided to;
use digital devices to search the internet for common kidney disorders and their causes.
describe the kidney disorders.
discuss the kidney disorders and their causes.
prepare online posters on the kidney disorders and their causes and share online.

What are the common kidney disorders? What are the causes of kidney disorders?

Active Integrated Science pg 115-116.
Internet.
Digital devices.
Posters.
Teacher's Notes.
Picture of the kidney stones.

Observation. Assessment rubric. Checklists. Oral questions. Written tests.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the ways of preventing kidney disorders.
Discuss the ways of preventing kidney disorders.
Prepare posters on ways of preventing kidney disorders.
Appreciate the ways of preventing kidney disorders.
lesson, be able to;
Identify some of the healthy lifestyles that promote skin health.
Discuss the healthy lifestyles that promote skin health.
Prepare posters showing healthy lifestyles that promote skin health.
Desire to practice healthy lifestyles to promote skin health.

In groups,pairs,learners are guided to;
study the pictures in learner's book and state the ways of preventing kidney disorders.
search the internet for additional information on the ways of preventing kidney disorders.
discuss the ways of preventing kidney disorders.
prepare educative posters both online and physical on ways of preventing kidney disorders.
In groups,learners are guided to;
brainstorm and present on the healthy lifestyles that promote skin health.
search for information from the internet or textbook on the healthy lifestyles that promote skin health.
discuss the healthy lifestyle habits that promote skin health.
prepare educative posters on healthy lifestyle habits that promote skin health using digital devices.

How can we prevent kidney disorders?
What lifestyle should we adopt to keep the skin healthy?

Active Integrated Science pg 117-118.
Pictures.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 118.
Internet.
Digital devices.
Teacher's Notes.
Posters.
Active Integrated Science pg 119.

Assessment rubric. Observation. Oral questions. Project. Written tests.
Assessment rubrics. Written tests. Oral questions. Checklists. Rating scale.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the format of daily log on activities that promote skin and kidney health.
Develop and maintain a daily log on activities that promote skin and kidney health.
Develop discipline in maintaining a daily log on activities that promote skin and kidney health.

In groups, individually or in pairs,learners are guided to;
discuss on how to prepare a daily log on activities that promote skin and kidney health.
develop a daily log on the activities that promote skin and kidney health.

Why is it important to develop and maintain a daily log on activities that promote skin and kidney health?

Internet.
Exercise books.
Digital devices.
Teacher's Notes.
Active Integrated Science pg 117-119.

Assessment rubrics. Checklists. Portfolios. Rating scale. Observation schedule.

Living Things and Their Environment.

Human Excretory System: Assessment.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Attempt assessment questions on the sub-strand: Human Excretory System.

In pairs or individually,learners are guided to;
answer the questions on the sub-strand: Human Excretory System.

Assessment books.
Active Integrated Science pg 122-123.
Teacher's Assessment Questions.

Written tests. Assessment rubric.

Force and Energy.

Electrical Energy.

By the end of the lesson, the learner should be able to:
;
Identify the sources of electricity in the environment.
Discuss the sources of electricity in the environment.
Search the internet for information on the sources of electricity.
Appreciate the different sources of electricity.

In groups,learners are guided to;
study the pictures in the learner's book and identify the some of the sources of electricity.
search the internet for information on how the sources of electricity in nature works (hydro-electric power,geothermal,solar and wind power) and note down their findings.
discuss the information found on the sources of electricity used in the environment.

What are the sources of electricity in the environment?

Active Integrated Science pg 136-137.
Pictures.
Digital devices.
Internet.
Teacher's notes.
Teacher's notes

Assessment rubrics. Oral questions. Written tests. Checklists.

Force and Energy.

Electrical Energy.

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

Define the term electrical circuit.
Discuss the components of the electrical circuit.
Search the internet for video clips on how to make a simple electrical circuit in series and parallel.
Desire to make electrical circuits in series and parallel.

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

In groups,learners are guided to;
use digital devices to search the internet for clips on making a simple electrical circuit.
state the meaning of an electrical circuit.
list the components used in making a simple electrical circuit.
discuss the functions of the components of the electrical circuit.
In groups,pairs,learners are guided to;
prepare the requirements for the activity.
outline the steps for setting up a simple electrical circuit in which dry cells are in series.
collaborate in setting up a simple electrical circuit in series using electrical apparatus.

What is an electrical circuit? What are the components of an electrical circuit?
How do you set up a simple electrical circuit in series?

Active Integrated Science pg 138-139.
Digital devices.
Video clips.
Internet.
Active Integrated Science pg 139.
Digital devices.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder and six connecting wires.

Observation. Oral questions. Oral discussion. Written tests. Assessment rubrics.
Practical Activity. Checklists. Assessment rubrics. Observation schedule Oral questions.

Force and Energy
Force and Energy.

Electrical Energy.

By the end of the lesson, the learner should be able to:
lesson,
Outline the steps for setting up a simple electrical circuit in parallel.
Demonstrate the flow of electric current using simple circuit in parallel.
Enjoy setting up a simple electrical circuit in parallel.

In groups,learners are guided to;
prepare the requirements for the practical activity.
outline the steps for setting up a simple electrical circuit in parallel.
collaborate in setting up a simple electrical circuit in parallel.

What is the difference between the series and parallel arrangement of cells?

Active Integrated Science pg 139-140.
Picture.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder, eight connecting wires.
Digital devices.
Active Integrated Science pg 140.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and seven connecting wires.

Practical Activity. Portfolio. Checklists. Observation. Assessment rubrics.

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

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:
;
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.

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

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.
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.

Which safety measures should you observe when handling electrical appliances at home?
How is electricity used in day to day life?

Active Integrated Science pg 144-145.
Posters.
Digit devices.
Electronic devices manuals.
Active Integrated Science pg 145-146.

Oral questions. Written tests. Checklists.
Written tests. Checklists. Assessment rubrics. Rating scale.

Force and Energy.

Electrical Energy. Self-Assessment.
Magnetism.

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.
Digital devices.
Lesson notes.

Written tests. Assessment rubric.

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.
;
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 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.
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.

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?
How are magnets used in day to day life?

Active Integrated Science pg 150-151.
Bar magnets.
Rollers.
Active Integrated Science pg 148.
Pieces of cotton thread, copper wire,iron nail,a piece of glass.
Plastic,Steel pin, Piece of aluminium, piece of wood.
Active Integrated Science PG 151-155.
Lesson notes.
Digital resources.

Practical work. Checklists. Observation. Written test. Oral questions.
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.
Active Integrated Science pg 151-155.
Internet.
Digital resources.

Practical work. Checklists. 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.