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:
-Identify different methods of softening water.
-Describe boiling as a method of softening temporary hard water.
-Conduct activity to soften hard water using boiling method.
-Appreciate boiling as one of the methods of softening temporary hard water.

-Outline the steps to follow while drawing shaped blocks in oblique projection.
-the methods of softening temporary hard water in our day-to-day life.
-Use print or digital devices to Search for information on boiling as a method of softening hard water.
-Discuss boiling as a method of softening temporary hard water.

How can one soften temporary hard water in the environment?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Water hardness.

By the end of the lesson, the learner should be able to:
-Describe distilling as a method of softening temporary hard water.
-Conduct an activity to softening temporary hard water by distilling method.
-Appreciate distilling as a method of softening temporary hard water.

-Discuss and Present the meaning of distilling method.
-Use digital or print devices to Search for information on distilling as a method of softening temporary hard water.
-Discuss distilling method of softening temporary hard water.
-Carry out activity to soften temporary hard water using distilling method.
-Observe, record and Discuss their findings in class.

How can we soften temporary hard water using the distilling method?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -Practical activities. -Observation. -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.
-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 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.
-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.

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

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -observation rubrics. -Written questions.
-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:
-State the application of soft water in our day-to-day life.
-Discuss the application of soft water in our daily life.
-Search the internet for application of soft water in our daily life.
-Appreciate the application of soft water in our daily life.

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

What are the applications of soft water in our daily life?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Water hardness.

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.

Mixtures, element and compounds.

Water hardness assessment.

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

-Answer the assessment questions on the sub-strand; water hardness correctly.

Sportlight
integrated science studies learner

-Written questions. -Assessment rubrics.

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.
-State the adaptations of a leaf to photosynthesis.
-Discuss the adaptations of the leaf to photosynthesis.
-Prepare charts showing the applications of the leaf to photosynthesis.
-Appreciate the adaptations of the leaf to photosynthesis.

-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.
-Use digital devices or print resources to Search for information on the adaptation of a leaf to photosynthesis.
-Write down their findings in books.
-Discuss the adaptations of the leaf to photosynthesis.
-Discuss the adaptations of the leaf in relation to their roles in photosynthesis.
-Prepare charts showing the adaptations of the leaf to photosynthesis and Present in class.

What are the external parts of a leaf?
How is the leaf adapted to ensure photosynthesis?

Sportlight
integrated science studies learner

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

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:
-Define the term photosynthesis in plants.
-Describe the process of photosynthesis in plants.
-Search the internet for information on the process of photosynthesis in plants.
-Appreciate the process of photosynthesis in nature.

-Use books, dictionary or the internet to Search for the meaning of photosynthesis?
-Use print or digital devices to Search for information on the process and products of photosynthesis.
-Discuss the process of photosynthesis in plants and share their findings in class.
-Watch video clips on the process of photosynthesis.

-What is photosynthesis? -What are the products of photosynthesis?

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 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.
-Outline the procedure for testing the necessity of light for photosynthesis (starch test)
-Carry out an experiment to Show that light is necessary for photosynthesis.
-Enjoy conducting the experiment showing the necessity of light in photosynthesis.

-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.
-Identify the requirements for setting up the experiment.
-Outline the procedure to be followed when setting up an experiment to Show that light is necessary for photosynthesis.
-Collaborate in setting up the experiment to Show that light is necessary for photosynthesis.
-Observe, record and Discuss their findings from the experiment.

What is the importance of photosynthesis in nature?
How can we determine that light is a necessary condition for photosynthesis to take place in plants?

Sportlight
integrated science studies learner

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

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

-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:
-
-Define the structure and functions of different types of teeth.
-Explain dentition in animals (homodont and heterodonts)
-Describe the structure and functions of different types teeth.
-Draw the structure of different types of teeth.
-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.

In groups or pairs, learners are guided to: -
-Define the structure and functions of different types of teeth.
-Explain dentition in animals (homodont and heterodonts)
-describe the structure and functions of different types teeth.
-Draw the structure based on different dentition of teeth.
-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.

-How do different animals feed?
Why are the carnivorous teeth widely spaced?

Sportlight
integrated science learner
Sportlight
integrated science studies learner

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

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Describe the dentition in omnivorous.
-Identify the dentition structure of omnivorous.
-Name examples of omnivorous.
-Discuss the functions of the teeth structure in omnivorous.
-Draw the teeth structure in omnivorous.

-Describe the dentition in omnivorous.
-Identify the dentition in omnivorous.
-Name examples of omnivorous.
-Discuss the functions of the different teeth structure of omnivorous.

-How do different animals feed?

Sportlight
integrated science studies learner

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

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.
-Define the term ingestion in the process of digestion in human beings.
-Discuss the process of ingestion in human beings.
-Outline the requirements for ingestion in digestive process.
-Search on the internet for information on ingestion.

-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.
-Define the term ingestion in the process of digestion in human beings.
-Discuss the process of ingestion in human beings.
-Outline the requirements for ingestion in digestive process.
-Search on the internet for information on ingestion.

What are the roles of pre-molars?
How is ingestion important in digestion process?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Define absorption in digestive process.
-Discuss the importance of absorption in digestive process.
-List the requirements for absorption to take place in human digestive process.
-Check the internet for more information on absorption in digestive process in human beings.

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

Where does absorption take place in the digestive process?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Define assimilation in digestive process.
-Name the roles of assimilation in the human digestive process.
-Discuss the role assimilation in the human digestive process.
-Check the internet for more information on assimilation in the human digestive process.
-Acknowledge the importance of assimilation in the human digestive process.

-Define assimilation in digestive process.
-Name the roles of assimilation in the human digestive process.
-Discuss the role assimilation in the human digestive process.
-Check the internet for more information on assimilation in the human digestive process.
-Acknowledge the importance of assimilation in the human digestive process.

What is the role played by assimilation in the digestive process.

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Written exercises. -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 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 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.
-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 are different teeth adapted to their functions?
How does egestion help in the digestive process in animals?

Sportlight
integrated science studies learner

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

Living things and their environment.

Nutrition in animals assessement.

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

-Attempt the assessment questions on the sub-strand; nutrition in animals.
-Revise the assessment and correct themselves.

Sportlight
integrated science studies learner

-Checklists. -Written questions. -Assessment rubrics.

Living things and their environment.

Reproduction in plants.

By the end of the lesson, the learner should be able to:
-Define the term flower.
-Name various parts of a flower.
-Outline the functions of parts of a flower.
-Collaborate in discussing the functions of parts of a flower.
-Draw the parts of a flower in their books and charts.
-Acknowledge the importance of different parts of a flower.

-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 factors that promote self-pollination.
-Collaboratively Discuss the factors that promote self-pollination.
-Use print or non-print media to Search for information on factors that promote self-pollination.
-Acknowledge factors that promote self-pollination.
-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 factors that promote self-pollination.
-Collaboratively Discuss the factors that promote self-pollination.
-Use print or non-print media to Search for information on factors that promote self-pollination.
-Acknowledge factors that promote self-pollination.
-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 factors promote self-pollination?
What are the factors hindering self-pollination?

Sportlight
integrated science studies learner

-Assessment rubrics. -Written questions. -Oral questions. -Checklists. -peer assessment.
-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:
-Explain the meaning of fertilization in flowering plants.
-Collaboratively Study illustrations/animations on fertilization and share with peers.
-Use print and non-print media to Search for information on fertilization in flowers.
-Acknowledge the importance of fertilization in flowers.

-Explain the meaning of fertilization in flowering plants.
-Collaboratively Study illustrations or animations on fertilization and share with peers in class.
-Collaborate using print and non-print media to Search for information on fertilization in flowering plants.
-Acknowledge the importance of fertilization in flowering plants.

What is fertilization? How does fertilization take place in flowers?

Sportlight
integrated science studies learner

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

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

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

How are seeds and fruits formed in flowering plants?
What are the modes of seed and fruit dispersal

Sportlight
integrated science studies learner

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

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

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

How does biotic factors of the environment affect nature?
How does abiotic factors of the environment affect nature?

Sportlight
integrated science studies learner

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

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Outline the energy flow in the ecosystem.
-Explain the interdependence between biotic and abiotic factors of the environment.
-Search the internet for information on interdependence between biotic and abiotic factors of the environment.
-Collaboratively Discuss the interdependence between biotic and abiotic factors of the environment.
-Acknowledge the interdependence between biotic and abiotic factors of the environment.

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

Sportlight
integrated science studies learner

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

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Explain the term food chain.
-Collaboratively Carry out activity to Identify living things and organisms and What they feed on.
-Construct food chains showing How living organism

-Explain the term food chain as used in living organisms.
-Search the meaning of food chain on the internet and dictionary.
-Collaboratively Carry out activity to Identify living organisms and What they feed on.
-Construct food chains showing How living organism

What does a food chain show?

Sportlight
integrated science studies learner

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

Living things and their environment.

The inter-dependence of life.

By the end of the lesson, the learner should be able to:
-Explain the term food web.
-Collaboratively Carry out activities to Identify living organisms and What they feed on.
-Construct a food web using the findings on What living organisms feed on.
-Search the internet for more information on food web.
-Draw food webs in their books and on charts.
-Acknowledge the food web in the living organism in their environment.

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

How important is a food web?

Sportlight
integrated science studies learner

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

Living things and their environment.

The inter-dependence of life.
The inter-dependence of life assessment.

By the end of the lesson, the learner should be able to:
-Explain the meaning of decomposers on ecosystem and their importance in recycling nutrients with peers.
-Collaboratively Discuss the role and importance of decomposers in the ecosystem.
-Search the internet for information on decomposers, their roles and importance in the ecosystem.
-Appreciate the roles and importance of decomposers in the ecosystem.
-Attempt the assessment exercise on the sub-strand; the inter-dependence of life.
-Revise the assessment exercise.

-Explain the meaning of decomposers in an ecosystem and Outline their importance in recycling nutrients with peers.
-Collaboratively Discuss the role and importance of decomposers in the ecosystem.
-Search the internet for information on decomposers, their roles and importance in the ecosystem.
-Appreciate the roles and importance of decomposers in the ecosystem.
-Attempt the assessment exercise on the sub-strand; the inter-dependence of life.
-Revise the assessment exercise.

What are the roles of decomposers in the ecosystem?

Sportlight
integrated science studies learner

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

Living things and their environment.

The inter-dependence of life assessment.

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

Living things and their environment.

The inter-dependence of life assessment.

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