Living Things and Their Environment

Classification of Plants - Flowering and Non-flowering Plants

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

- Identify different types of flowering and non-flowering plants
- Classify plants into flowering and non-flowering plants
- Appreciate the diversity of plants

The learner is guided to:
- Collaboratively use print and non-print materials to search for images of flowering and non-flowering plants and share
- Identify flowering and non-flowering plants in their school environment
- Create a table to classify plants into flowering and non-flowering plants

How are plants classified?

- Mentor Science and Technology Learner's Book pg. 1
- Digital devices
- Plants in the environment
- Plant images/charts

- Observation schedules - Oral questions - Written tests

Living Things and Their Environment

Classification of Plants - Flowering and Non-flowering Plants
Classification of Plants - Non-flowering Plants

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

- Name different flowering plants in their environment
- Identify the characteristics of flowering plants
- Show curiosity in observing flowering plants

The learner is guided to:
- Work in pairs to observe different flowering plants in the environment
- Identify and name flowering plants found in their locality
- Discuss characteristics of flowering plants and share with peers

What are the characteristics of flowering plants?

- Mentor Science and Technology Learner's Book pg. 3
- Digital resources
- Flowering plants from the environment
- Mentor Science and Technology Learner's Book pg. 4
- Non-flowering plants from the environment

- Portfolio - Observation schedules - Written assignments

Living Things and Their Environment

Classification of Plants - Safety when Handling Plants
Classification of Plants - Parts of a Flower
Classification of Plants - Function of Flower Parts

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

- Identify harmful plants in the environment
- Explain safety measures when handling harmful plants
- Take precautions when handling harmful plants

The learner is guided to:
- Work in groups to identify harmful plants in the environment
- Discuss safety measures to observe when handling harmful plants
- Demonstrate the proper way of handling harmful plants

How can we handle harmful plants safely?

- Mentor Science and Technology Learner's Book pg. 4
- Digital devices
- Protective gear (gloves, gumboots)
- Plant images/charts
- Mentor Science and Technology Learner's Book pg. 7
- Flowers
- Charts showing parts of a flower
- Mentor Science and Technology Learner's Book pg. 8
- Charts showing parts of a flower
- Digital devices

- Observation schedules - Written assignments - Checklists

Living Things and Their Environment

Classification of Plants - Function of Flower Parts
Classification of Plants - Importance of Flowers in Nature
Classification of Plants - Classification Activities
Classification of Plants - Digital Skills Application

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

- Identify male and female parts of a flower
- Explain the role of male and female parts in reproduction
- Appreciate the role of flower parts in reproduction

- Use digital devices to search for information on plants
- Create a digital collection of plant images
- Demonstrate proper digital literacy skills

The learner is guided to:
- Identify the male and female parts of a flower
- Discuss the role of these parts in reproduction
- Create a table matching flower parts to their functions
The learner is guided to:
- Use digital devices to search for images of flowering and non-flowering plants
- Create a digital portfolio of plant images
- Share their digital collections with classmates

How do flower parts contribute to plant reproduction?
How can digital technology enhance plant classification?

- Mentor Science and Technology Learner's Book pg. 9
- Flowers
- Charts showing parts of a flower
- Digital devices
- Mentor Science and Technology Learner's Book pg. 10
- Digital resources
- Charts
- Pictures of different flowers
- Plants in the environment
- Digital cameras
- Protective gear
- Mentor Science and Technology Learner's Book pg. 11
- Digital devices
- Internet resources
- Digital storage media

- Oral questions - Written quizzes - Observation schedules
- Projects - Digital portfolios - Peer assessment

Living Things and Their Environment

Classification of Plants - Drawing and Modeling

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

- Draw and color a flower
- Label parts of a flower accurately
- Show creativity in drawing flowers

The learner is guided to:
- Draw a flower and color it
- Label all parts of the flower correctly
- Use digital applications to create flower drawings
- Display their work and share with peers

How can we represent flowers artistically?

- Mentor Science and Technology Learner's Book pg. 11
- Drawing materials
- Coloring materials
- Digital devices with drawing applications

- Projects - Portfolios - Peer assessment

Living Things and Their Environment

Classification of Plants - Digital Technology Integration
Classification of Plants - Plant Care Activities

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

- Use digital applications to create plant representations
- Share digital creations with classmates
- Value digital technology as a learning tool

The learner is guided to:
- Use digital applications like Microsoft Paint to draw and label flowers
- Save their digital drawings appropriately
- Share their digital creations via appropriate platforms

How can we use technology to enhance plant classification learning?

- Mentor Science and Technology Learner's Book pg. 11
- Digital devices with drawing applications
- Internet resources
- Digital storage media
- Mentor Science and Technology Learner's Book pg. 12
- Plants in the school compound
- Gardening tools
- Watering equipment

- Digital projects - Peer assessment - Teacher observation

Living Things and Their Environment

Classification of Plants - Assessment Activities
Vertebrates - General Characteristics

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

- Demonstrate knowledge of plant classification
- Apply skills in identifying plant parts
- Show positive attitude towards plant diversity

- Define vertebrates
- Describe general characteristics of vertebrates
- Appreciate the diversity of vertebrates

The learner is guided to:
- Complete assessment activities on plant classification
- Identify parts of flowers from different specimens
- Share and discuss their responses with peers
The learner is guided to:
- Take a nature walk to observe animals with a backbone
- Discuss the characteristics common to all vertebrates
- Use digital devices to search for information about vertebrates

How well have we understood plant classification?
What are the key features of vertebrates?

- Mentor Science and Technology Learner's Book pg. 12
- Assessment worksheets
- Plant specimens
- Charts
- Mentor Science and Technology Learner's Book pg. 13
- Digital devices
- Charts showing vertebrates
- Pictures of various vertebrates

- Written quizzes - Oral questions - Self-assessment
- Observation schedules - Oral questions - Written assignments

Living Things and Their Environment

Vertebrates - Classification Overview
Vertebrates - Mammals

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

- Identify the five main groups of vertebrates
- Classify vertebrates into their main groups
- Show interest in learning about vertebrate diversity

The learner is guided to:
- Observe pictures of different vertebrates
- Identify similarities and differences among vertebrates
- Create a chart showing classification of vertebrates

How are vertebrates classified?

- Mentor Science and Technology Learner's Book pg. 14
- Digital devices
- Charts showing vertebrate classification
- Pictures of various vertebrates
- Mentor Science and Technology Learner's Book pg. 15
- Charts showing mammals
- Pictures of various mammals

- Observation schedules - Written quizzes - Portfolios

Living Things and Their Environment

Vertebrates - Birds

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

- Identify the characteristics of birds
- Name different birds in their environment
- Value the importance of birds

The learner is guided to:
- Observe pictures/videos of different birds
- Discuss the characteristics of birds
- Identify birds found in their locality

What are the distinct features of birds?

- Mentor Science and Technology Learner's Book pg. 16
- Digital devices
- Charts showing birds
- Pictures of various birds

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Reptiles
Vertebrates - Amphibians
Vertebrates - Fish

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

- Identify the characteristics of reptiles
- Name different reptiles in their environment
- Show appreciation for reptiles' role in the ecosystem

- Identify the characteristics of amphibians
- Name different amphibians in their environment
- Appreciate the uniqueness of amphibians

The learner is guided to:
- Observe pictures/videos of different reptiles
- Discuss the characteristics of reptiles
- Identify reptiles found in their locality
The learner is guided to:
- Observe pictures/videos of different amphibians
- Discuss the characteristics of amphibians
- Identify amphibians found in their locality

What are the distinct features of reptiles?
What are the distinct features of amphibians?

- Mentor Science and Technology Learner's Book pg. 17
- Digital devices
- Charts showing reptiles
- Pictures of various reptiles
- Mentor Science and Technology Learner's Book pg. 18
- Digital devices
- Charts showing amphibians
- Pictures of various amphibians
- Mentor Science and Technology Learner's Book pg. 19
- Charts showing fish
- Pictures of various fish

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Comparative Study

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

- Compare the characteristics of different vertebrate groups
- Create a comparison chart of vertebrate groups
- Show curiosity in exploring vertebrate diversity

The learner is guided to:
- Create a comparison chart showing characteristics of different vertebrate groups
- Identify similarities and differences among vertebrate groups
- Share their findings with peers

What similarities and differences exist among vertebrate groups?

- Mentor Science and Technology Learner's Book pg. 19
- Digital devices
- Charts
- Pictures of various vertebrates

- Projects - Written assignments - Peer assessment

Living Things and Their Environment

Vertebrates - Importance in the Environment

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

- Explain the importance of vertebrates in the environment
- Give examples of how vertebrates benefit humans
- Appreciate the role of vertebrates in the ecosystem

The learner is guided to:
- Discuss the importance of vertebrates in the environment
- Identify ways in which vertebrates benefit humans
- Create a chart showing the importance of different vertebrates

Why are vertebrates important in our environment?

- Mentor Science and Technology Learner's Book pg. 20
- Digital devices
- Charts
- Pictures of various vertebrates

- Oral questions - Written assignments - Projects

Living Things and Their Environment

Vertebrates - Safety Precautions
Vertebrates - Portfolio Project Planning
Vertebrates - Portfolio Development

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

- Identify safety precautions when observing or handling animals
- Demonstrate proper safety measures
- Show responsibility when interacting with animals

- Collect information and pictures of vertebrates
- Organize information in a systematic manner
- Demonstrate creativity in portfolio development

The learner is guided to:
- Discuss safety precautions when observing or handling animals
- Role-play proper safety measures
- Create a safety guide for interacting with animals
The learner is guided to:
- Collect pictures of different vertebrates
- Organize the pictures according to vertebrate groups
- Add relevant information to each picture

How can we safely observe and handle animals?
How can we create informative vertebrate portfolios?

- Mentor Science and Technology Learner's Book pg. 23
- Digital devices
- Safety equipment
- Pictures illustrating safety practices
- Mentor Science and Technology Learner's Book pg. 24
- Portfolio materials
- Pictures of vertebrates
- Mentor Science and Technology Learner's Book pg. 24
- Portfolio materials
- Digital devices
- Pictures of vertebrates

- Oral questions - Observation schedules - Role-plays
- Projects - Portfolios - Peer assessment

Living Things and Their Environment

Vertebrates - Digital Portfolio Creation

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

- Use digital devices to create a vertebrate portfolio
- Organize digital resources systematically
- Showcase digital literacy skills

The learner is guided to:
- Use digital devices to take pictures of vertebrates
- Create a digital portfolio of vertebrates
- Share their digital portfolios with peers

How can technology enhance our learning about vertebrates?

- Mentor Science and Technology Learner's Book pg. 24
- Digital devices
- Digital storage media
- Internet resources

- Digital projects - Peer assessment - Teacher observation

Living Things and Their Environment

Vertebrates - Portfolio Presentation
Vertebrates - Assessment Activities

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

- Present their vertebrate portfolios
- Explain the classification of vertebrates
- Show confidence in presenting their work

The learner is guided to:
- Present their completed vertebrate portfolios
- Explain the classification of vertebrates using their portfolios
- Provide and receive feedback on portfolios

How effectively can we communicate information about vertebrates?

- Mentor Science and Technology Learner's Book pg. 24
- Completed portfolios
- Digital devices
- Presentation space
- Assessment worksheets
- Pictures of vertebrates
- Digital devices

- Presentations - Peer assessment - Teacher observation

Mixtures

Mixtures - Meaning of Mixtures
Mixtures - Identifying Mixtures in the Environment
Mixtures - Homogeneous Mixtures
Mixtures - Heterogeneous Mixtures
Mixtures - Types of Mixtures (Solid-Solid)

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

- Define the meaning of a mixture
- Distinguish between a mixture and a pure substance
- Appreciate the presence of mixtures in daily life

- Define homogeneous mixtures
- Identify examples of homogeneous mixtures
- Show interest in understanding homogeneous mixtures

The learner is guided to:
- Discuss in groups the meaning of mixtures
- Identify examples of mixtures at home and school
- Distinguish between mixtures and pure substances
The learner is guided to:
- Prepare mixtures of water and sugar/salt
- Observe the uniformity of the mixture
- Discuss characteristics of homogeneous mixtures

What should be considered when separating various mixtures?
What makes a mixture homogeneous?

- Mentor Science and Technology Learner's Book pg. 39
- Digital devices
- Different types of mixtures
- Worksheets
- Mentor Science and Technology Learner's Book pg. 40
- School environment
- Worksheets
- Digital devices
- Mentor Science and Technology Learner's Book pg. 41
- Water, sugar, salt
- Containers
- Stirring rods
- Mentor Science and Technology Learner's Book pg. 42
- Water, sand
- Mentor Science and Technology Learner's Book pg. 43
- Various solid materials (flour, sand, salt)
- Digital resources

- Observation schedules - Oral questions - Written assignments
- Oral questions - Practical activities - Written assignments

Mixtures

Mixtures - Types of Mixtures (Solid-Liquid)
Mixtures - Types of Mixtures (Liquid-Liquid)
Mixtures - Separating Heterogeneous Mixtures (Winnowing)

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

- Define solid-liquid mixtures
- Identify examples of solid-liquid mixtures
- Appreciate the importance of solid-liquid mixtures in daily life

The learner is guided to:
- Prepare various solid-liquid mixtures
- Observe and classify them as homogeneous or heterogeneous
- Discuss the concept of solute, solvent, and solution

How can solid-liquid mixtures be classified?

- Mentor Science and Technology Learner's Book pg. 44
- Water, various solids (salt, sugar, sand, flour)
- Containers
- Stirring rods
- Mentor Science and Technology Learner's Book pg. 45
- Various liquids (water, milk, cooking oil, kerosene)
- Mentor Science and Technology Learner's Book pg. 47
- Mixtures of light and heavy particles (rice and husks)
- Mats

- Oral questions - Practical activities - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Picking)

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

- Explain the process of picking
- Demonstrate the use of picking to separate mixtures
- Show patience in separating mixtures by picking

The learner is guided to:
- Discuss the principle of picking
- Demonstrate separation of mixtures by picking
- Identify applications of picking in daily life

How is picking used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 48
- Mixtures with big solid particles (maize and beans)
- Containers
- Trays

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Sieving)
Mixtures - Separating Heterogeneous Mixtures (Using Magnet)
Mixtures - Separating Heterogeneous Mixtures (Filtration)

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

- Explain the process of sieving
- Demonstrate the use of sieving to separate mixtures
- Appreciate the application of sieving in daily life

- Explain the process of filtration
- Demonstrate the use of filtration to separate mixtures
- Appreciate the application of filtration in daily life

The learner is guided to:
- Discuss the principle of sieving
- Demonstrate separation of mixtures by sieving
- Identify applications of sieving in daily life
The learner is guided to:
- Discuss the principle of filtration
- Demonstrate separation of mixtures by filtration
- Identify applications of filtration in daily life

How is sieving used to separate mixtures?
How is filtration used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 49
- Mixtures of particles of different sizes
- Sieves
- Containers
- Mentor Science and Technology Learner's Book pg. 52
- Mixtures containing magnetic materials
- Magnets
- Containers
- Gloves
- Mentor Science and Technology Learner's Book pg. 51
- Mixtures of insoluble solids and liquids
- Filter materials (cloth, paper)
- Containers

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Decantation)

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

- Explain the process of decantation
- Demonstrate the use of decantation to separate mixtures
- Show carefulness in separating mixtures by decantation

The learner is guided to:
- Discuss the principle of decantation
- Demonstrate separation of mixtures by decantation
- Identify applications of decantation in daily life

How is decantation used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 50
- Mixtures of insoluble solids and liquids
- Containers
- Stirring rods

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Separating Funnel)
Water Pollution - Meaning of Water Pollution

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

- Explain the use of a separating funnel
- Demonstrate the use of a separating funnel to separate immiscible liquids
- Appreciate the importance of separating funnels

The learner is guided to:
- Discuss the principle of separating immiscible liquids
- Demonstrate separation using a separating funnel
- Identify applications of separating funnels in daily life

How is a separating funnel used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 53
- Immiscible liquids (water and kerosene)
- Separating funnel
- Containers
- Mentor Science and Technology Learner's Book pg. 56
- Digital devices
- Pictures of clean and polluted water
- Video resources

- Practical activities - Oral questions - Written assignments

Mixtures

Water Pollution - Water Pollutants
Water Pollution - Human Activities Causing Water Pollution

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

- Identify common water pollutants
- Explain sources of water pollutants
- Show concern about water pollution

- Identify human activities that cause water pollution
- Explain how these activities pollute water
- Show responsibility in preventing water pollution

The learner is guided to:
- Walk around the school and neighborhood to identify water pollutants
- Record observations of harmful substances causing water pollution
- Discuss findings with peers
The learner is guided to:
- Observe pictures showing activities that pollute water
- Discuss how human activities pollute water
- Identify activities in their locality that pollute water

What are the common water pollutants in our environment?
How do human activities contribute to water pollution?

- Mentor Science and Technology Learner's Book pg. 57
- School and neighborhood environment
- Protective gear (gumboots, gloves, masks)
- Recording materials
- Mentor Science and Technology Learner's Book pg. 58
- Digital devices
- Pictures showing water pollution
- Video resources

- Observation schedules - Written assignments - Peer assessment
- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Soil as a Water Pollutant
Water Pollution - Effects on Animals

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

- Explain how soil pollutes water
- Identify activities that lead to soil pollution of water
- Show concern about soil erosion

The learner is guided to:
- Observe pictures showing soil pollution of water
- Discuss how soil enters water sources
- Identify activities that lead to soil erosion

How does soil pollute water sources?

- Mentor Science and Technology Learner's Book pg. 59
- Digital devices
- Pictures showing soil erosion
- Video resources
- Mentor Science and Technology Learner's Book pg. 60
- Pictures showing effects of water pollution
- Art materials

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Effects on Humans

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

- Explain effects of water pollution on humans
- Identify diseases caused by polluted water
- Show concern for human health in relation to water quality

The learner is guided to:
- Observe pictures showing effects of polluted water on humans
- Discuss how polluted water affects human health
- Create awareness posters on protecting humans from water pollution

How does water pollution affect human health?

- Mentor Science and Technology Learner's Book pg. 61
- Digital devices
- Pictures showing effects of water pollution
- Art materials

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Effects on Plants
Water Pollution - Methods of Reducing Water Pollution (Waste Disposal)
Water Pollution - Methods of Reducing Water Pollution (Dirty Water Disposal)

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

- Explain effects of water pollution on plants
- Identify plants affected by water pollution
- Show concern for plants affected by polluted water

- Explain proper waste disposal methods
- Demonstrate proper waste disposal
- Show responsibility in waste disposal

The learner is guided to:
- Observe pictures showing effects of polluted water on plants
- Discuss how polluted water affects plant growth
- Create awareness posters on protecting plants from water pollution
The learner is guided to:
- Observe pictures showing proper and improper waste disposal
- Discuss how proper waste disposal reduces water pollution
- Participate in a clean-up activity in the school compound

How does water pollution affect plants?
How can proper waste disposal reduce water pollution?

- Mentor Science and Technology Learner's Book pg. 62
- Digital devices
- Pictures showing effects of water pollution
- Art materials
- Mentor Science and Technology Learner's Book pg. 63
- Digital devices
- Pictures showing waste disposal
- Waste bins
- Protective gear
- Mentor Science and Technology Learner's Book pg. 64
- Charts
- Art materials

- Oral questions - Written assignments - Projects
- Observation schedules - Practical activities - Peer assessment

Mixtures

Water Pollution - Methods of Reducing Water Pollution (Soil Erosion Control)

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

- Identify methods of controlling soil erosion
- Explain how soil erosion control reduces water pollution
- Show interest in soil erosion control measures

The learner is guided to:
- Discuss methods of controlling soil erosion
- Identify areas in the school compound prone to soil erosion
- Suggest measures to control soil erosion in identified areas

How can soil erosion control reduce water pollution?

- Mentor Science and Technology Learner's Book pg. 65
- Digital devices
- School compound
- Pictures showing soil erosion control

- Oral questions - Written assignments - Projects

Mixtures

Water Pollution - Basic Methods of Water Treatment (Boiling)

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

- Explain the process of boiling water
- Demonstrate boiling as a water treatment method
- Appreciate the importance of boiling water

The learner is guided to:
- Discuss the process of boiling water for treatment
- Observe pictures showing water boiling
- Discuss safety measures when boiling water

How does boiling make water safe?

- Mentor Science and Technology Learner's Book pg. 66
- Digital devices
- Pictures showing water boiling
- Heat source (under teacher supervision)

- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Basic Methods of Water Treatment (Filtration)
Water Pollution - Basic Methods of Water Treatment (Chemical Treatment)
Water Pollution - Basic Methods of Water Treatment (Solar Treatment)

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

- Explain the process of water filtration
- Demonstrate water filtration
- Show interest in water filtration methods

- Explain solar treatment of water
- Identify situations where solar treatment is appropriate
- Appreciate the use of renewable energy for water treatment

The learner is guided to:
- Discuss the process of water filtration
- Demonstrate simple water filtration using locally available materials
- Discuss the limitations of filtration
The learner is guided to:
- Discuss solar treatment of water
- Observe pictures showing solar water treatment
- Discuss the advantages and limitations of solar treatment

How effective is filtration in water treatment?
How effective is solar treatment of water?

- Mentor Science and Technology Learner's Book pg. 67
- Dirty water
- Filter materials (cloth, sand)
- Containers
- Mentor Science and Technology Learner's Book pg. 68
- Digital devices
- Pictures showing chemical water treatment
- Water treatment chemicals (under teacher supervision)
- Mentor Science and Technology Learner's Book pg. 69
- Digital devices
- Pictures showing solar water treatment
- Clear bottles for solar treatment demonstration

- Practical activities - Oral questions - Written assignments
- Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Water Filter Project Planning

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

- Plan a water filter project
- Identify materials needed for the water filter
- Show enthusiasm for the project

The learner is guided to:
- Discuss what a water filter should include
- Plan a water filter using locally available materials
- Identify materials needed for the water filter

How can we design an effective water filter?

- Mentor Science and Technology Learner's Book pg. 70
- Digital devices
- Pictures of water filters
- Planning worksheets

- Project plans - Oral questions - Peer assessment

Mixtures

Water Pollution - Water Filter Construction
Water Pollution - Water Filter Testing
Water Pollution - Water Filter Presentation

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

- Make a functional water filter
- Explain how the water filter works
- Show creativity in filter construction

The learner is guided to:
- Use locally available materials to make a water filter
- Layer the filtering materials in the correct order
- Test the water filter

How can we construct a functional water filter?

- Mentor Science and Technology Learner's Book pg. 70
- Plastic bottles
- Gravel, sand, charcoal, cloth
- Scissors, string
- Dirty water
- Mentor Science and Technology Learner's Book pg. 71
- Completed water filters
- Dirty water
- Clean containers
- Presentation space

- Projects - Demonstrations - Peer assessment