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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 4 |
Living Things
|
Plants (Classification)
|
By the end of the
lesson, the learner
should be able to:
Define plants Collect pictures of different plants in their natural environment Have fun classifying plants into flowering and non-flowering |
Learners be guided to:
Define plants Collect pictures of different plants in their natural environment |
What are plants?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 2-3 |
Oral questions
Writing
Field work
|
|
| 1 | 5 |
Living Things
|
Plants (Classification)
|
By the end of the
lesson, the learner
should be able to:
Define plants Collect pictures of different plants in their natural environment Have fun classifying plants into flowering and non-flowering |
Learners be guided to:
Define plants Collect pictures of different plants in their natural environment |
What are plants?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 2-3 |
Oral questions
Writing
Field work
|
|
| 2 | 1 |
Living Things
|
Flowering and non-flowering plants
|
By the end of the
lesson, the learner
should be able to:
List/name flowering and non-flowering plants in English and the local language Showcase flowering plants in a photo album Appreciate flowering and non-flowering plants |
Learners be guided to:
List/name flowering and non-flowering plants in English and the local language Showcase flowering plants in a photo album |
What are the flowering plants in your locality?
|
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. 4-6 |
Oral questions
Writing
Field work
|
|
| 2 | 2-3 |
Living Things
|
Flowering and non-flowering plants
|
By the end of the
lesson, the learner
should be able to:
List/name flowering and non-flowering plants in English and the local language Showcase flowering plants in a photo album Appreciate flowering and non-flowering plants Use internet to safely search for examples of flowering and non-flowering plants Demonstrate safety in using the internet by not sharing private information Appreciate the internet as a source of information |
Learners be guided to:
List/name flowering and non-flowering plants in English and the local language Showcase flowering plants in a photo album Learners be guided to: Use internet to safely search for examples of flowering and non-flowering plants Demonstrate safety in using the internet by not sharing private information |
What are the flowering plants in your locality?
What is the internet? |
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. 4-6 Textbook Video clips Pictures Posters KLB Visionary science and technology Pg. 7 |
Oral questions
Writing
Field work
|
|
| 2 | 4 |
Living Things
|
Flowering and non-flowering plants
|
By the end of the
lesson, the learner
should be able to:
Use internet to safely search for examples of flowering and non-flowering plants Demonstrate safety in using the internet by not sharing private information Appreciate the internet as a source of information |
Learners be guided to:
Use internet to safely search for examples of flowering and non-flowering plants Demonstrate safety in using the internet by not sharing private information |
What is the internet?
|
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. 7 |
Oral questions
Writing
Field work
|
|
| 2 | 5 |
Living Things
|
Differentiating flowering from non-flowering plants
|
By the end of the
lesson, the learner
should be able to:
Differentiate flowering plants from non-flowering plants Discuss in groups the characteristics of flowering and non-flowering plants Display respect by working with others in harmony |
Learners be guided to:
Differentiate flowering plants from non-flowering plants Discuss in groups the characteristics of flowering and non-flowering plants |
What are the characteristics of flowering plants?
|
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. 8-9 |
Oral questions
Writing
Field work
|
|
| 3 | 1 |
Living Things
|
Observing safety when handling harmful plants
|
By the end of the
lesson, the learner
should be able to:
State safety precautions observed when handling harmful plants Demonstrate precautions taken when handling harmful plants in the environment Have fun handling plants while taking precautions |
Learners be guided to:
State safety precautions observed when handling harmful plants Demonstrate precautions taken when handling harmful plants in the environment |
What are the dos and don'ts when handling plants?
|
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. 10-11 |
Oral questions
Writing
Field work
|
|
| 3 | 2-3 |
Living Things
|
Observing safety when handling harmful plants
Importance of flowering plants |
By the end of the
lesson, the learner
should be able to:
State safety precautions observed when handling harmful plants Demonstrate precautions taken when handling harmful plants in the environment Have fun handling plants while taking precautions Work in groups to identify the importance of flowering plants Find out more about medicinal plants using the internet Appreciate plants as part of creation |
Learners be guided to:
State safety precautions observed when handling harmful plants Demonstrate precautions taken when handling harmful plants in the environment Learners be guided to: Work in groups to identify the importance of flowering plants Find out more about medicinal plants |
What are the dos and don'ts when handling plants?
What is the importance of flowering plants? |
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. 10-11 Textbook Video clips Pictures KLB Visionary science and technology Pg. 12-16 |
Oral questions
Writing
Field work
|
|
| 3 | 4 |
Living Things
|
Importance of flowering plants
|
By the end of the
lesson, the learner
should be able to:
Work in groups to identify the importance of flowering plants Find out more about medicinal plants using the internet Appreciate plants as part of creation |
Learners be guided to:
Work in groups to identify the importance of flowering plants Find out more about medicinal plants |
What is the importance of flowering plants?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 12-16 |
Oral questions
Writing
Field work
|
|
| 3 | 5 |
Living Things
|
Animals (vertebrates)
|
By the end of the
lesson, the learner
should be able to:
Identify and name animals in their locality Classify animals in their locality and their characteristics using the internet Observe safety precautions when dealing with animals |
Learners be guided to:
Identify and name animals in their locality Classify animals in their locality and their characteristics using the internet |
What are vertebrates?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.29-31 |
Oral questions
Writing
Field work
|
|
| 4 | 1 |
Living Things
|
Classifying animals into various groups of vertebrates
|
By the end of the
lesson, the learner
should be able to:
Identify various groups of vertebrates Use the internet to further research about vertebrates and their characteristics in groups Display respect for others' opinion while working in groups |
Learners be guided to:
Identify various groups of vertebrates Use the internet to further research about vertebrates and their characteristics in groups |
What are animal rights?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.32-34 |
Oral questions
Writing
Field work
|
|
| 4 | 2-3 |
Living Things
|
Classifying animals into various groups of vertebrates
|
By the end of the
lesson, the learner
should be able to:
Identify various groups of vertebrates Use the internet to further research about vertebrates and their characteristics in groups Display respect for others' opinion while working in groups |
Learners be guided to:
Identify various groups of vertebrates Use the internet to further research about vertebrates and their characteristics in groups |
What are animal rights?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.32-34 |
Oral questions
Writing
Field work
|
|
| 4 | 4 |
Living Things
|
Mammals as vertebrates
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of mammals as vertebrates using the internet Classify mammals according to their adaptation and differences using statements from the jigsaw Have fun creating posters or brochures on mammals for the community |
Learners be guided to:
Identify the characteristics of mammals as vertebrates using the internet Classify mammals according to their adaptation and differences using statements from the jigsaw |
What are mammals?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.35-38 |
Oral questions
Writing
Field work
|
|
| 4 | 5 |
Living Things
|
Mammals as vertebrates
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of mammals as vertebrates using the internet Classify mammals according to their adaptation and differences using statements from the jigsaw Have fun creating posters or brochures on mammals for the community |
Learners be guided to:
Identify the characteristics of mammals as vertebrates using the internet Classify mammals according to their adaptation and differences using statements from the jigsaw |
What are mammals?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.35-38 |
Oral questions
Writing
Field work
|
|
| 5 | 1 |
Living Things
|
Characteristics of birds
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of birds as vertebrates using the internet Describe the characteristics of birds as vertebrates using statements from the jigsaw Enjoy creating a photo album on birds for the community |
Learners be guided to:
Identify the characteristics of birds as vertebrates using the internet Describe the characteristics of birds as vertebrates using statements from the jigsaw |
What do birds feed on?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.39-41 |
Oral questions
Writing
Field work
|
|
| 5 | 2-3 |
Living Things
|
Characteristics of birds
Characteristics of reptiles |
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of birds as vertebrates using the internet Describe the characteristics of birds as vertebrates using statements from the jigsaw Enjoy creating a photo album on birds for the community Identify the characteristics of reptiles as vertebrates using the internet Describe the characteristics of reptiles as vertebrates using statements from the jigsaw Enjoy creating an album on reptiles |
Learners be guided to:
Identify the characteristics of birds as vertebrates using the internet Describe the characteristics of birds as vertebrates using statements from the jigsaw Learners be guided to: Identify the characteristics of reptiles as vertebrates using the internet Describe the characteristics of reptiles as vertebrates using statements from the jigsaw |
What do birds feed on?
What are reptiles? |
Textbook
Video clips Pictures KLB Visionary science and technology Pg.39-41 Textbook Video clips Pictures KLB Visionary science and technology Pg.41-44 |
Oral questions
Writing
Field work
|
|
| 5 | 4 |
Living Things
|
Characteristics of reptiles
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of reptiles as vertebrates using the internet Describe the characteristics of reptiles as vertebrates using statements from the jigsaw Enjoy creating an album on reptiles |
Learners be guided to:
Identify the characteristics of reptiles as vertebrates using the internet Describe the characteristics of reptiles as vertebrates using statements from the jigsaw |
What are reptiles?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.41-44 |
Oral questions
Writing
Field work
|
|
| 5 | 5 |
Living Things
|
Characteristics of amphibians
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of amphibians as vertebrates using the internet Describe the characteristics of amphibians as vertebrates using statements from the jigsaw Enjoy creating an album on amphibians |
Learners be guided to:
Identify the characteristics of amphibians as vertebrates using the internet Describe the characteristics of amphibians as vertebrates using statements from the jigsaw |
Where do amphibians live?
|
Textbook
Video clips Pictures Posters KLB Visionary science and technology Pg. |
Oral questions
Writing
Field work
|
|
| 6 | 1 |
Living Things
|
Characteristics of fish
|
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of fish as vertebrates using the internet Describe the characteristics of fish as vertebrates using statements from the jigsaw Enjoy creating an album on fish |
Learners be guided to:
Identify the characteristics of fish as vertebrates using the internet Describe the characteristics of fish as vertebrates using statements from the jigsaw |
What covers the body of fish?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 47-50 |
Oral questions
Writing
Field work
|
|
| 6 | 2-3 |
Living Things
Living Things |
Characteristics of fish
Parts of the breathing system |
By the end of the
lesson, the learner
should be able to:
Identify the characteristics of fish as vertebrates using the internet Describe the characteristics of fish as vertebrates using statements from the jigsaw Enjoy creating an album on fish Identify the parts of the breathing system Find out information, images and videos about the human breathing system Appreciate the need to breath fresh air by avoiding pollution of the environment |
Learners be guided to:
Identify the characteristics of fish as vertebrates using the internet Describe the characteristics of fish as vertebrates using statements from the jigsaw Learners be guided to: Identify the parts of the breathing system Find out information, images and videos about the human breathing system |
What covers the body of fish?
How does our body take in air? |
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 47-50 Textbook Video clips Pictures KLB Visionary science and technology Pg. 73-75 |
Oral questions
Writing
Field work
|
|
| 6 | 4 |
Living Things
|
Parts of the breathing system
|
By the end of the
lesson, the learner
should be able to:
Identify the parts of the breathing system Find out information, images and videos about the human breathing system Appreciate the need to breath fresh air by avoiding pollution of the environment |
Learners be guided to:
Identify the parts of the breathing system Find out information, images and videos about the human breathing system |
How does our body take in air?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 73-75 |
Oral questions
Writing
Field work
|
|
| 6 | 5 |
Living Things
|
Identifying the functions of the breathing system
|
By the end of the
lesson, the learner
should be able to:
Identify the functions of the major parts of the human breathing system- Discover more about the functions of the parts of the breathing system Enjoy using newspapers, radio, television and social media to find information about covid-19 and the breathing system |
Learners be guided to:
Identify the functions of the major parts of the human breathing system Discover more about the functions of the parts of the breathing system |
How does the corona virus affect the breathing system?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 76-78 |
Oral questions
Writing
Field work
|
|
| 7 | 1 |
Living Things
|
Diseases of the breathing system
|
By the end of the
lesson, the learner
should be able to:
Use the internet to search on diseases that affect the breathing system Create messages on diseases that affect the breathing system Have fun creating messages on diseases that affect the breathing system |
Learners be guided to:
Use the internet to search on diseases that affect the breathing system Create messages on diseases that affect the breathing system |
What diseases affect the human breathing system?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 79 |
Oral questions
Writing
Field work
|
|
| 7 | 2 |
Living Things
|
Diseases of the breathing system
|
By the end of the
lesson, the learner
should be able to:
Use the internet to search on diseases that affect the breathing system Create messages on diseases that affect the breathing system Have fun creating messages on diseases that affect the breathing system |
Learners be guided to:
Use the internet to search on diseases that affect the breathing system Create messages on diseases that affect the breathing system |
What diseases affect the human breathing system?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 79 |
Oral questions
Writing
Field work
|
|
| 7 | 1-3 |
Living Things
|
Diseases of the breathing system
|
By the end of the
lesson, the learner
should be able to:
Use the internet to search on diseases that affect the breathing system Create messages on diseases that affect the breathing system Have fun creating messages on diseases that affect the breathing system |
Learners be guided to:
Use the internet to search on diseases that affect the breathing system Create messages on diseases that affect the breathing system |
What diseases affect the human breathing system?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 79 |
Oral questions
Writing
Field work
|
|
| 7-8 |
Mid term |
||||||||
| 8 | 2-3 |
Living Things
|
Causes, signs and symptoms of diseases affecting the breathing system
|
By the end of the
lesson, the learner
should be able to:
Identify and discuss the causes, signs and symptoms and prevention of illnesses that affect the breathing system Summarize the causes, signs and symptoms and prevention of the diseases that affect the breathing system Appreciate the need to wash hands to avoid spread of breathing system diseases |
Learners be guided to:
Identify and discuss the causes, signs and symptoms and prevention of illnesses that affect the breathing system Summarize the causes, signs and symptoms and prevention of the diseases that affect the breathing system |
What are the signs of breathing system diseases?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 80-81 |
Oral questions
Writing
Field work
|
|
| 8 | 4 |
Living Things
|
Causes, signs and symptoms, the spread and prevention of the common cold and influenza
|
By the end of the
lesson, the learner
should be able to:
Identify the causes, signs and symptoms of the common cold and influenza Find out the spread and prevention of the common cold and influenza Appreciate washing of hands to prevent the spread of the common cold and influenza |
Learners be guided to:
Identify the causes, signs and symptoms of the common cold Find out the spread and prevention of the common cold |
What does it mean to contract the common cold?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 82-83 |
Oral questions
Writing
Field work
|
|
| 8 | 5 |
Living Things
|
Causes, signs and symptoms, the spread and prevention of the common cold and influenza
|
By the end of the
lesson, the learner
should be able to:
Identify the causes, signs and symptoms of the common cold and influenza Find out the spread and prevention of the common cold and influenza Appreciate washing of hands to prevent the spread of the common cold and influenza |
Learners be guided to:
Identify the causes, signs and symptoms of the common cold Find out the spread and prevention of the common cold |
What does it mean to contract the common cold?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 82-83 |
Oral questions
Writing
Field work
|
|
| 9 | 1 |
Living Things
|
Causes, signs and symptoms, the spread and prevention of asthma and pneumonia
|
By the end of the
lesson, the learner
should be able to:
Identify the causes, signs and symptoms of asthma and pneumonia Find out the spread and prevention of asthma and pneumonia Appreciate the need to prevent the spread of asthma and pneumonia |
Learners be guided to:
Identify the causes, signs and symptoms of asthma and pneumonia Find out the spread and prevention of asthma and pneumonia |
Which disease is asthma?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 84-85 |
Oral questions
Writing
Field work
|
|
| 9 | 2-3 |
Living Things
|
Causes, signs and symptoms, the spread and prevention of asthma and pneumonia
Tuberculosis |
By the end of the
lesson, the learner
should be able to:
Identify the causes, signs and symptoms of asthma and pneumonia Find out the spread and prevention of asthma and pneumonia Appreciate the need to prevent the spread of asthma and pneumonia Discuss the causes, signs and symptoms and prevention of tuberculosis Discuss the causes and prevention of coughs Have fun modelling the breathing system |
Learners be guided to:
Identify the causes, signs and symptoms of asthma and pneumonia Find out the spread and prevention of asthma and pneumonia Learners be guided to: Discuss the causes, signs and symptoms and prevention of tuberculosis Discuss the causes and prevention of coughs Model the breathing system |
Which disease is asthma?
What causes coughs? |
Textbook
Video clips Pictures KLB Visionary science and technology Pg. 84-85 Textbook Video clips Pictures KLB Visionary science and technology Pg.86-91 |
Oral questions
Writing
Field work
|
|
| 9 | 4 |
Living Things
|
Human Body (Sense organs)-Tongue
|
By the end of the
lesson, the learner
should be able to:
Identify the tongue as a sense organ. Observe your tongue using a mirror and tell what you see. Appreciate the tongue as a sense organ. |
Learners are guided to:
Identify the tongue as a sense organ. Observe your tongue using a mirror and tell what you see. |
What is the work of a tongue?
|
KLB Visionary science and technology Pg. 56-57
Textbook Video clips Pictures, charts |
Oral questions
Written tests
practicals
Field work
|
|
| 9 | 5 |
Living Things
|
Human Body (Sense organs)-Tongue
|
By the end of the
lesson, the learner
should be able to:
Identify the tongue as a sense organ. Observe your tongue using a mirror and tell what you see. Appreciate the tongue as a sense organ. |
Learners are guided to:
Identify the tongue as a sense organ. Observe your tongue using a mirror and tell what you see. |
What is the work of a tongue?
|
KLB Visionary science and technology Pg. 56-57
Textbook Video clips Pictures, charts |
Oral questions
Written tests
practicals
Field work
|
|
| 10 | 1 |
Living Things
|
Human Body (Sense organs)-Tongue
|
By the end of the
lesson, the learner
should be able to:
With guidance taste some salt, sugar, lemon and onion and find out areas of the tongue that sense different tastes. Draw a tongue and show the parts of the tongue that sense different tastes. Appreciate the work of the tongue. |
Learners are guided to taste some salt, sugar, lemon and onion and find out areas of the tongue that sense different tastes.
Learner to draw a tongue and show the parts of the tongue that sense different tastes. |
Which parts of the tongue tastes sweet?
|
KLB Visionary science and technology Pg. 56-57
Textbook Video clips Pictures, charts |
Oral questions
Written tests
practicals
Field work
|
|
| 10 | 2-3 |
Living Things
|
Human Body (Sense organs)-Tongue
|
By the end of the
lesson, the learner
should be able to:
With guidance taste some salt, sugar, lemon and onion and find out areas of the tongue that sense different tastes. Draw a tongue and show the parts of the tongue that sense different tastes. Appreciate the work of the tongue. Find out the functions of the tongue from the internet using digital devices and discuss them. Write down the functions of the tongue. Appreciate the functions of the tongue. |
Learners are guided to taste some salt, sugar, lemon and onion and find out areas of the tongue that sense different tastes.
Learner to draw a tongue and show the parts of the tongue that sense different tastes. Learners are guided to find out the functions of the tongue from the internet using digital devices and discuss them. Learner to write down the functions of the tongue. |
Which parts of the tongue tastes sweet?
What are the functions of the tongue? |
KLB Visionary science and technology Pg. 56-57
Textbook Video clips Pictures, charts |
Oral questions
Written tests
practicals
Field work
|
|
| 10 | 4 |
Living Things
|
Human Body (Sense organs)-Tongue
|
By the end of the
lesson, the learner
should be able to:
Find out the functions of the tongue from the internet using digital devices and discuss them. Write down the functions of the tongue. Appreciate the functions of the tongue. |
Learners are guided to find out the functions of the tongue from the internet using digital devices and discuss them.
Learner to write down the functions of the tongue. |
What are the functions of the tongue?
|
KLB Visionary science and technology Pg. 56-57
Textbook Video clips Pictures, charts |
Oral questions
Written tests
practicals
Field work
|
|
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