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

- Observation schedules - Oral questions - Written tests

Living Things and Their Environment

Classification of Plants - Non-flowering Plants
Classification of Plants - Safety when Handling Plants

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

- Name different non-flowering plants in their environment
- Identify the characteristics of non-flowering plants
- Appreciate the value of non-flowering plants

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

What are the characteristics of non-flowering plants?

- Mentor Science and Technology Learner's Book pg. 4
- Digital resources
- Non-flowering plants from the environment
- Digital devices
- Protective gear (gloves, gumboots)
- Plant images/charts

- Portfolio - Observation schedules - Oral questions

Living Things and Their Environment

Classification of Plants - Parts of a Flower

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

- Identify the parts of a flower
- Draw and label parts of a flower
- Appreciate the beauty of flowers

The learner is guided to:
- Work in groups to observe and identify various parts of a flower
- Draw and label the parts of a flower
- Use digital devices with drawing applications to create a flower and label its parts

What are the parts of a flower?

- Mentor Science and Technology Learner's Book pg. 7
- Digital devices
- Flowers
- Charts showing parts of a flower

- Portfolio - Projects - Written quizzes

Living Things and Their Environment

Classification of Plants - Function of Flower Parts

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

- Describe the functions of flower parts
- Relate each flower part to its function
- Value the importance of each part of a flower

The learner is guided to:
- Discuss the functions of each part of a flower
- Create a table showing parts of a flower and their functions
- Share findings with peers

What are the functions of the different parts of a flower?

- Mentor Science and Technology Learner's Book pg. 8
- Flowers
- Charts showing parts of a flower
- Digital devices
- Mentor Science and Technology Learner's Book pg. 9

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Classification of Plants - Importance of Flowers in Nature
Classification of Plants - Classification Activities

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

- Explain the importance of flowers in nature
- Give examples of the benefits of flowers
- Develop positive attitude towards conservation of flowering plants

The learner is guided to:
- Discuss the importance of flowers in nature
- Identify the different benefits derived from flowers
- Share findings with peers

Why are flowers important in nature?

- Mentor Science and Technology Learner's Book pg. 10
- Digital resources
- Charts
- Pictures of different flowers
- Plants in the environment
- Digital cameras
- Protective gear

- Oral questions - Written quizzes - Assessment rubrics

Living Things and Their Environment

Classification of Plants - Digital Skills Application

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

- 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:
- 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 can digital technology enhance plant classification?

- Mentor Science and Technology Learner's Book pg. 11
- Digital devices
- Internet resources
- Digital storage media

- 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 - 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

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

- Digital projects - Peer assessment - Teacher observation

Living Things and Their Environment

Classification of Plants - Plant Care Activities

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

- Demonstrate plant care practices
- Explain importance of plant conservation
- Show responsibility in caring for plants

The learner is guided to:
- Discuss how to care for both flowering and non-flowering plants
- Identify plants in the school compound that need care
- Participate in plant care activities in the school compound

Why is plant conservation important?

- Mentor Science and Technology Learner's Book pg. 12
- Plants in the school compound
- Gardening tools
- Watering equipment

- Observation schedules - Projects - Peer assessment

Living Things and Their Environment

Classification of Plants - Assessment Activities

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

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

How well have we understood plant classification?

- Mentor Science and Technology Learner's Book pg. 12
- Assessment worksheets
- Plant specimens
- Charts

- Written quizzes - Oral questions - Self-assessment

Living Things and Their Environment

Vertebrates - General Characteristics

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

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

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

What are the key features of vertebrates?

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

- Observation schedules - Oral questions - Written assignments

Living Things and Their Environment

Vertebrates - Classification Overview

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

- Observation schedules - Written quizzes - Portfolios

Living Things and Their Environment

Vertebrates - Classification Overview

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

- Observation schedules - Written quizzes - Portfolios

Living Things and Their Environment

Vertebrates - Mammals

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

- Identify the characteristics of mammals
- Name different mammals in their environment
- Appreciate the value of mammals

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

What are the distinct features of mammals?

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

- Oral questions - Written assignments - Observation schedules

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

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

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

What are the distinct features of reptiles?

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

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Amphibians

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

- 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 amphibians
- Discuss the characteristics of amphibians
- Identify amphibians found in their locality

What are the distinct features of amphibians?

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

- Oral questions - Written assignments - Observation schedules

Living Things and Their Environment

Vertebrates - Fish

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

- Identify the characteristics of fish
- Name different types of fish
- Appreciate the value of fish

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

What are the distinct features of fish?

- Mentor Science and Technology Learner's Book pg. 19
- Digital devices
- 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 - 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

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

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

How can we safely observe and handle animals?

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

- Oral questions - Observation schedules - Role-plays

Living Things and Their Environment

Vertebrates - Portfolio Project Planning

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

- Plan a portfolio project on vertebrates
- Identify materials needed for the project
- Show enthusiasm for the portfolio project

The learner is guided to:
- Discuss what a portfolio is and its purpose
- Plan a portfolio project on different categories of vertebrates
- Identify materials needed for the portfolio project

How can we organize information on vertebrates effectively?

- Mentor Science and Technology Learner's Book pg. 24
- Portfolio materials
- Digital devices
- Pictures of vertebrates

- Projects - Observation schedules - Peer assessment

Living Things and Their Environment

Vertebrates - Portfolio Development

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

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

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 create informative vertebrate portfolios?

- Mentor Science and Technology Learner's Book pg. 24
- Portfolio materials
- Digital devices
- Pictures of vertebrates

- 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

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

- Presentations - Peer assessment - Teacher observation

Living Things and Their Environment

Vertebrates - Portfolio Presentation

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

- Presentations - Peer assessment - Teacher observation

Living Things and Their Environment
Mixtures

Vertebrates - Assessment Activities
Mixtures - Meaning of Mixtures

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

- Demonstrate knowledge of vertebrate classification
- Apply skills in identifying vertebrate characteristics
- Show positive attitude towards vertebrate diversity

The learner is guided to:
- Complete assessment activities on vertebrate classification
- Identify vertebrates based on given characteristics
- Discuss their responses with peers

How well have we understood vertebrate classification?

- Mentor Science and Technology Learner's Book pg. 24
- Assessment worksheets
- Pictures of vertebrates
- Digital devices
- Mentor Science and Technology Learner's Book pg. 39
- Digital devices
- Different types of mixtures
- Worksheets

- Written quizzes - Oral questions - Self-assessment

Mixtures

Mixtures - Identifying Mixtures in the Environment

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

- Identify different mixtures in the environment
- Classify mixtures according to their states of matter
- Show curiosity in exploring mixtures in the environment

The learner is guided to:
- Walk around the school compound to identify mixtures
- Create a table showing mixtures identified, their states of matter, and substances used
- Share findings with classmates

How can we identify mixtures in our environment?

- Mentor Science and Technology Learner's Book pg. 40
- School environment
- Worksheets
- Digital devices

- Portfolios - Observation schedules - Oral questions

Mixtures

Mixtures - Homogeneous Mixtures
Mixtures - Heterogeneous Mixtures

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

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

The learner is guided to:
- Prepare mixtures of water and sugar/salt
- Observe the uniformity of the mixture
- Discuss characteristics of homogeneous mixtures

What makes a mixture homogeneous?

- 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

- Oral questions - Practical activities - Written assignments

Mixtures

Mixtures - Types of Mixtures (Solid-Solid)
Mixtures - Types of Mixtures (Solid-Liquid)

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

- Define solid-solid mixtures
- Identify examples of solid-solid mixtures
- Show interest in exploring solid-solid mixtures

The learner is guided to:
- Identify and prepare examples of solid-solid mixtures
- Discuss characteristics of solid-solid mixtures
- Classify solid-solid mixtures as homogeneous or heterogeneous

How can solid-solid mixtures be identified?

- Mentor Science and Technology Learner's Book pg. 43
- Various solid materials (flour, sand, salt)
- Containers
- Digital resources
- Mentor Science and Technology Learner's Book pg. 44
- Water, various solids (salt, sugar, sand, flour)
- Stirring rods

- Oral questions - Practical activities - Written assignments

Mixtures

Mixtures - Types of Mixtures (Liquid-Liquid)

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

- Define liquid-liquid mixtures
- Identify examples of liquid-liquid mixtures
- Show interest in exploring liquid-liquid mixtures

The learner is guided to:
- Prepare various liquid-liquid mixtures
- Observe and classify them as homogeneous or heterogeneous
- Discuss characteristics of liquid-liquid mixtures

How can liquid-liquid mixtures be classified?

- Mentor Science and Technology Learner's Book pg. 45
- Various liquids (water, milk, cooking oil, kerosene)
- Containers
- Stirring rods

- Oral questions - Practical activities - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Winnowing)
Mixtures - Separating Heterogeneous Mixtures (Picking)

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

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

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

How is winnowing used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 47
- Mixtures of light and heavy particles (rice and husks)
- Containers
- Mats
- Mentor Science and Technology Learner's Book pg. 48
- Mixtures with big solid particles (maize and beans)
- Trays

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Sieving)

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

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

How is sieving used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 49
- Mixtures of particles of different sizes
- Sieves
- Containers

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Using Magnet)

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

- Explain the use of a magnet to separate mixtures
- Demonstrate the use of a magnet to separate mixtures
- Show interest in magnetic separation

The learner is guided to:
- Discuss the principle of magnetic separation
- Demonstrate separation of mixtures using a magnet
- Identify applications of magnetic separation in daily life

How are magnets used to separate mixtures?

- Mentor Science and Technology Learner's Book pg. 52
- Mixtures containing magnetic materials
- Magnets
- Containers
- Gloves

- Practical activities - Oral questions - Written assignments

Mixtures

Mixtures - Separating Heterogeneous Mixtures (Filtration)

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

- 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 filtration
- Demonstrate separation of mixtures by filtration
- Identify applications of filtration in daily life

How is filtration used to separate mixtures?

- 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 (Filtration)

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

- 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 filtration
- Demonstrate separation of mixtures by filtration
- Identify applications of filtration in daily life

How is filtration used to separate mixtures?

- 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)

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

- Practical activities - Oral questions - Written assignments