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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
Living things and their environment
|
Menstrual cycle in human beings
|
By the end of the
lesson, the learner
should be able to:
Search the internet for information about menstrual cycle Watch a video on the menstrual cycle and note down the findings Enjoy presenting their findings in class. |
Learners are guided in pairs, in groups or individually to search the internet for information about menstrual cycle.
Learners are guided in pairs, in groups or individually to watch a video on the menstrual cycle and note down the findings |
What information have you learnt about the menstrual cycle?
|
Pictures Charts Computing devices |
Oral Report
|
|
| 1 | 4 |
Living things and their environment
|
Menstrual cycle in human beings
|
By the end of the
lesson, the learner
should be able to:
Name menstrual phases in a human menstrual cycle in a wheel chart. Write down the events that take place in the phases of the human menstrual cycle. Describe the events that take place in the phases identified Appreciate the human menstrual cycle. |
Learners are guided in pairs, in groups or individually to name menstrual phases in a human menstrual cycle in a wheel chart.
Learners are guided in pairs, in groups or individually to describe the events that take place in the phases identified. Learners are guided in pairs, in groups or individually to write down the events that take place in the phases of the human menstrual cycle. |
How many phases are in the human menstrual cycle?
|
Pictures Charts Computing devices |
Oral Report
|
|
| 1 | 5 |
Living things and their environment
|
Menstrual cycle in human beings
|
By the end of the
lesson, the learner
should be able to:
Name menstrual phases in a human menstrual cycle in a wheel chart. Write down the events that take place in the phases of the human menstrual cycle. Describe the events that take place in the phases identified Appreciate the human menstrual cycle. |
Learners are guided in pairs, in groups or individually to name menstrual phases in a human menstrual cycle in a wheel chart.
Learners are guided in pairs, in groups or individually to describe the events that take place in the phases identified. Learners are guided in pairs, in groups or individually to write down the events that take place in the phases of the human menstrual cycle. |
How many phases are in the human menstrual cycle?
|
Pictures Charts Computing devices |
Oral Report
|
|
| 2 | 1-2 |
Living things and their environment
|
Challenges related to menstrual process
How to manage challenges related to menstrual cycle |
By the end of the
lesson, the learner
should be able to:
Identify the major challenges in relation to menstruation Describe challenges related to the menstrual cycle Appreciate the human menstrual cycle. Make discussion cards with information on challenges related to menstrual cycle Write down short notes on how to manage challenges related to menstrual cycle Appreciate the ways to manage the challenges related to the human menstrual cycle. |
Learners are guided in pairs, in groups or individually to identify the major challenges in relation to menstruation.
Learners are guided in pairs, in groups or individually to discuss various challenges related to the menstrual cycle and write short notes. Learners are guided in pairs, in groups or individually to describe challenges related to the menstrual cycle. Learners are guided in pairs, in groups or individually to make discussion cards with information on challenges related to menstrual cycle. Learners are guided in pairs, in groups or individually to search the internet for information on how to manage challenges related to menstrual cycle. Learners are guided in pairs, in groups or individually to write down short notes on how to manage challenges related to menstrual cycle. |
What challenges are associated with the menstruation in human beings?
How best can we manage issues related to the menstrual cycle? |
Pictures Charts Computing devices |
Oral questions
|
|
| 2 | 3 |
Living things and their environment
|
How to manage challenges related to menstrual cycle
|
By the end of the
lesson, the learner
should be able to:
Make discussion cards with information on challenges related to menstrual cycle Write down short notes on how to manage challenges related to menstrual cycle Appreciate the ways to manage the challenges related to the human menstrual cycle. |
Learners are guided in pairs, in groups or individually to make discussion cards with information on challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to search the internet for information on how to manage challenges related to menstrual cycle. Learners are guided in pairs, in groups or individually to write down short notes on how to manage challenges related to menstrual cycle. |
How best can we manage issues related to the menstrual cycle?
|
Pictures Charts Computing devices |
Oral Report
|
|
| 2 | 4 |
Living things and their environment
|
Project: Improvising a sanitary towel
|
By the end of the
lesson, the learner
should be able to:
Draw and cut out sanitary towel template and trace the sanitary towel Improvise a sanitary towel using cotton fabrics, face towels and safety pins Take pride in and display the improvised sanitary towel. |
Learners are guided in pairs, in groups or individually to draw and cut out sanitary towel template and trace the sanitary towel
Learners are guided in pairs, in groups or individually to improvise a sanitary towel using cotton fabrics, face towels and safety pins and display the improvised sanitary towel. |
How is safety ensured when improvising the sanitary towel?
|
Pictures Charts Computing devices |
Observation checklist
|
|
| 2 | 5 |
Living things and their environment
|
Fertilization and implantation
|
By the end of the
lesson, the learner
should be able to:
Name the two main processes in the reproductive process Use digital devices to observe animations showing fertilization and implantation Appreciate reproduction in human beings. |
Learners are guided in pairs, in groups or individually to name the two main processes in the reproductive process.
Learners are guided in pairs, in groups or individually to use digital devices to observe animations showing fertilization and implantation. Individually, learners to write down how fertilization takes place in human beings. |
How does reproduction occur in human beings?
What are the names of the cells that fuse during fertilization?
|
Pictures Charts Computing devices |
Oral questions
|
|
| 3 | 1-2 |
Living things and their environment
|
Fertilization and implantation
|
By the end of the
lesson, the learner
should be able to:
Discuss the events that take place during implantation process Present on a table the stages, time after fertilization and the process taking place in the human body Appreciate reproduction in human beings. |
Learners are guided in pairs, in groups or individually to read reference materials with information about implantation in human beings
Learners are guided in pairs, in groups or individually to discuss the events that take place during implantation process. Learners are guided in pairs, in groups or individually to present on a table the stages, time after fertilization and the process taking place in the human body. |
What happens at stage d after fertilization?
|
Pictures Charts Computing devices |
Oral Report
|
|
| 3 | 3 |
Living things and their environment
|
Sex related challenges
|
By the end of the
lesson, the learner
should be able to:
Say the meaning of the terms: hermaphrodite and intersex people Describe how hermaphrodite and intersex persons differ from a normal male or female Reflect on sex related challenges . |
Learners are guided in pairs, in groups or individually to say the meaning of the terms: hermaphrodite and intersex people.
Learners are guided in pairs, in groups or individually to describe how hermaphrodite and intersex persons differ from a normal male or female. Learners are guided in pairs, in groups or individually to write short notes about how to manage sex related challenges. |
How best can we manage sex related challenges?
|
Pictures Charts Computing devices |
Oral questions
|
|
| 3 | 4 |
Force and energy
|
Force and Energy: Transformation of energy; Forms of energy
|
By the end of the
lesson, the learner
should be able to:
Identify the forms of energy in their environment. Study the pictures in learner's book 8 involving various forms of energy. Appreciate the forms of energy in their environment. |
In their groups, learners are guided to identify the forms of energy in their environment.
In their groups, learners are guided to study the pictures in learner's book 8 involving various forms of energy. In their groups, learners are guided to do the tasks in learner's book 8 page 131 |
What is energy?
What are the forms of energy in the environment?
|
Pictures Charts Realia Computing devices |
Oral Report
|
|
| 3 | 5 |
Force and energy
|
Force and Energy: Transformation of energy; Forms of energy
|
By the end of the
lesson, the learner
should be able to:
Identify the forms of energy in their environment. Study the pictures in learner's book 8 involving various forms of energy. Appreciate the forms of energy in their environment. |
In their groups, learners are guided to identify the forms of energy in their environment.
In their groups, learners are guided to study the pictures in learner's book 8 involving various forms of energy. In their groups, learners are guided to do the tasks in learner's book 8 page 131 |
What is energy?
What are the forms of energy in the environment?
|
Pictures Charts Realia Computing devices |
Oral Report
|
|
| 4 | 1-2 |
Force and energy
|
Renewable energy sources
Non-renewable energy sources |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of renewable energy sources. Recognise the importance of renewable energy sources. Appreciate the use of renewable energy sources. Explain the meaning of non-renewable energy sources. Recognise the importance of non-renewable energy sources. Appreciate the use of non-renewable energy sources. |
In groups, learners are guided to explain the meaning of renewable energy sources.
In groups, learners are guided to recognise the importance of renewable energy sources. In groups, learners are guided to give examples of renewable energy sources. In groups, learners are guided to explain the meaning of non-renewable energy sources. In groups, learners are guided to recognise the importance of non-renewable energy sources. In groups, learners are guided to give examples of non-renewable energy sources. |
What are renewable energy sources?
What are non-renewable energy sources? |
Pictures Charts Realia Computing devices |
written questions
|
|
| 4 | 3 |
Force and energy
|
Classification of renewable and non-renewable energy sources
|
By the end of the
lesson, the learner
should be able to:
State the difference between renewable and non-renewable energy sources. Classify energy sources in nature into renewable and non-renewable energy sources. Appreciate the importance of energy sources in nature. |
In groups, learners are guided to state the difference between renewable and non-renewable energy sources.
In groups, learners are guided to outline the importance of renewable and non-renewable energy sources. In groups, learners are guided to classify energy sources in nature into renewable and non-renewable energy sources. |
What are the importance of energy sources in the environment?
|
Pictures Charts Realia Computing devices |
Oral questions
|
|
| 4 | 4 |
Force and energy
|
Classification of renewable and non-renewable energy sources
|
By the end of the
lesson, the learner
should be able to:
State the difference between renewable and non-renewable energy sources. Classify energy sources in nature into renewable and non-renewable energy sources. Appreciate the importance of energy sources in nature. |
In groups, learners are guided to state the difference between renewable and non-renewable energy sources.
In groups, learners are guided to outline the importance of renewable and non-renewable energy sources. In groups, learners are guided to classify energy sources in nature into renewable and non-renewable energy sources. |
What are the importance of energy sources in the environment?
|
Pictures Charts Realia Computing devices |
Oral questions
|
|
| 4 | 5 |
Force and energy
|
Energy transformations in nature.
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of energy transformation. Demonstrate energy transformations using locally available materials. Have a desire to learn more about energy transformation. |
In groups, learners are guided to explain the meaning of energy transformation.
In groups, learners are guided to identify energy transformations in nature. In groups, learners are guided to demonstrate energy transformations using locally available materials. |
What is energy transformation?
|
Pictures Charts Realia Computing devices |
assessment rubrics
|
|
| 5 | 1-2 |
Force and energy
|
Energy transformations using materials in their locality
|
By the end of the
lesson, the learner
should be able to:
State the materials needed to demonstrate the energy transformations in a falling object. Demonstrate the energy transformations in a falling object. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a falling object.
In groups, learners are guided to outline the procedure of investigating energy transformations in a falling object. In groups, learners are guided to demonstrate the energy transformations in a falling object. |
Which other locally available can you use to demonstrate the energy transformations in a falling objects?
|
Pictures Charts Realia Computing devices |
observation checklist
|
|
| 5 | 3 |
Force and energy
|
Appliances whose working relies on energy transformations.
|
By the end of the
lesson, the learner
should be able to:
Identify appliances whose working relies on energy transformations. Draw the appliances in learner's book 8. Appreciate the use of appliances whose working relies on energy transformations. |
In groups, learners are guided to identify appliances whose working relies on energy transformations.
In groups, learners are guided to draw the appliances in learner's book 8 page 138 In groups, learners are guided to discuss and write the energy transformations that take place when the appliances are in use. |
What is the use of an electric heater?
What is a diode?
|
Pictures Charts Realia Computing devices |
Oral questions
|
|
| 5 | 4 |
Force and energy
|
Safety measures associated with energy transformation.
|
By the end of the
lesson, the learner
should be able to:
Discuss the safety measures associated with energy transformation. Study the pictures in learner's book 8 Appreciate the safety measures associated with energy transformation. |
In groups, learners to discuss the safety measures associated with energy transformation.
In groups, learners to study the pictures in learner's book 8 page 141 In groups, learners to state the importance of observing safety measures associated with energy transformation. |
Why is it important to observe safety measures associated with energy transformation?
|
Pictures Charts Realia Computing devices |
written report
|
|
| 5 | 5 |
Force and energy
|
Safety measures associated with energy transformation.
|
By the end of the
lesson, the learner
should be able to:
Discuss the safety measures associated with energy transformation. Study the pictures in learner's book 8 Appreciate the safety measures associated with energy transformation. |
In groups, learners to discuss the safety measures associated with energy transformation.
In groups, learners to study the pictures in learner's book 8 page 141 In groups, learners to state the importance of observing safety measures associated with energy transformation. |
Why is it important to observe safety measures associated with energy transformation?
|
Pictures Charts Realia Computing devices |
written report
|
|
| 6 | 1-2 |
Force and energy
|
Application of energy transformation.
Pressure |
By the end of the
lesson, the learner
should be able to:
Read the paragraph in learner's book 8 Make a poster appreciating the application of energy transformation processes. Appreciate the application of energy transformation. Discuss the meaning of pressure. Read the discussion in learner's book 8 Have a desire to learn more about pressure. |
In groups, learners are guided to read the paragraph in learner's book 8 page 144
In groups, learners are guided to give examples of applications of energy transformation. In groups, learners are guided to make a poster appreciating the application of energy transformation processes. In groups, learners are guided to discuss the meaning of pressure. In groups, learners are guided to read the discussion in learner's book 8 page 148 In groups, learners are guided to answer the questions that follows. |
What are some of the applications of energy transformation?
What is force? What is pressure. |
Pictures Charts Realia Computing devices Pictures Charts Computing devices |
written questions
|
|
| 6 | 3 |
Force and energy
|
Describing pressure in solids
|
By the end of the
lesson, the learner
should be able to:
State the materials needed to demonstrate and describe pressure in solids. Demonstrate pressure in solids. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate and describe pressure in solids.
In groups, learners are guided to outline the procedure of demonstrating pressure in solids. In groups, learners are guided to demonstrate pressure in solids. |
How can you demonstrate pressure in solids?
|
Pictures Charts Realia Computing devices |
Oral Reports
|
|
| 6 | 4 |
Force and energy
|
Describing pressure in solids
|
By the end of the
lesson, the learner
should be able to:
State the materials needed to demonstrate and describe pressure in solids. Demonstrate pressure in solids. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate and describe pressure in solids.
In groups, learners are guided to outline the procedure of demonstrating pressure in solids. In groups, learners are guided to demonstrate pressure in solids. |
How can you demonstrate pressure in solids?
|
Pictures Charts Realia Computing devices |
Oral Reports
|
|
| 6 | 5 |
Force and energy
|
Describing pressure in liquids
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate pressure in liquids. Investigate pressure in liquids. Appreciate the importance of pressure in liquids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids.
In groups, learners are guided to investigate pressure in liquids. In groups, learners are guided to describe pressure in liquids. |
What have you observed from the experiment?
|
Pictures Charts Realia Computing devices |
observation checklist
|
|
| 7 | 1-2 |
Force and energy
|
To describe pressure in liquids using glass tubes and balloons
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons. Investigate pressure in liquids using glass tubes and balloons. Have fun and enjoy conducting the experiment. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons.
In groups, learners are guided to investigate pressure in liquids using glass tubes and balloons. In groups, learners are guided to describe pressure in liquids using glass tubes and balloons. |
What have you observed from the experiment?
|
Pictures Charts Realia Computing devices |
assessment rubrics
|
|
| 7 | 3 |
Force and energy
|
To describe pressure in liquids using a tin.
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate pressure in liquids using a tin. Investigate pressure in liquids using a tin. Appreciate the importance of pressure in liquids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using a tin.
In groups, learners are guided to investigate pressure in liquids using a tin. In groups, learners are guided to describe pressure in liquids using a tin. |
How do you describe pressure in liquids?
|
Pictures Charts Realia Computing devices |
Oral Report
|
|
| 7 | 4 |
Force and energy
|
Determining pressure in solids and liquids
|
By the end of the
lesson, the learner
should be able to:
State the formula of pressure, P Work out SI unit of pressure. Have a desire to learn more about pressure in solids. |
In groups, learners are guided to state the formula of pressure, P
In groups, learners are guided to explain the meaning of SI unit of force. In groups, learners are guided to work out SI unit of pressure. |
What is the formula of pressure?
|
Pictures Charts Realia Computing devices |
Oral questions
|
|
| 7 | 5 |
Force and energy
|
Determining pressure in liquids; Using a tin to investigate variation of pressure in liquids.
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate variation of pressure in liquids. Investigate variation of pressure in liquids. Appreciate the importance of variation of pressure in liquids. |
In groups, learners are guided to state the materials and requirements needed to investigate variation of pressure in liquids.
In groups, learners are guided to investigate variation of pressure in liquids. In groups, learners are guided to copy and complete the table in learner's book 8 page 160 |
What is variation of pressure?
|
Pictures Charts Realia Computing devices |
Oral questions
|
|
| 8 | 1-2 |
Force and energy
|
To investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. Investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. Appreciate the importance of pressure in liquids to its depth and density using a tall glass jar. |
In groups, learners are guided to state the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. In groups, learners are guided to discuss their observations with their classmates. |
What is the relationship of pressure in liquids to its depth and density?
|
Pictures Charts Realia Computing devices |
written questions
|
|
| 8 | 3 |
Force and energy
|
Applications of pressure in solids.
|
By the end of the
lesson, the learner
should be able to:
Identify the applications of pressure in solids. Summarise the applications of pressure in solids. Appreciate the applications of pressure in solids. |
In groups, learners are guided to identify the applications of pressure in solids.
In groups, learners are guided to study the pictures in learner's book 8 page 168 In groups, learners are guided to summarise the applications of pressure in solids. |
What are other applications of pressure in solids?
|
Pictures Charts Realia Computing devices |
Oral Reports
|
|
| 8 | 4 |
Force and energy
|
Applications of pressure in solids.
|
By the end of the
lesson, the learner
should be able to:
Identify the applications of pressure in solids. Summarise the applications of pressure in solids. Appreciate the applications of pressure in solids. |
In groups, learners are guided to identify the applications of pressure in solids.
In groups, learners are guided to study the pictures in learner's book 8 page 168 In groups, learners are guided to summarise the applications of pressure in solids. |
What are other applications of pressure in solids?
|
Pictures Charts Realia Computing devices |
Oral Reports
|
|
| 8 | 5 |
Force and energy
|
Applications of pressure in liquids.
|
By the end of the
lesson, the learner
should be able to:
Identify the applications of pressure in liquids. Summarise the applications of pressure in liquids. Appreciate the applications of pressure in liquids. |
In groups, learners are guided to identify the applications of pressure in liquids.
In groups, learners are guided to study the pictures in learner's book 8 page 169. In groups, learners are guided to summarise the applications of pressure in liquids. |
What are other applications of pressure in liquids?
|
Pictures Charts Realia Computing devices |
written questions
|
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