Force and Energy.

Static Electricity. (. Demonstrating the Existence of Static Charges.
Static Electricity. (. Methods of Charging Objects.(Rubbing or Friction)

By the end of the lesson, the learner should be able to:
 identify the two forms of electricity. carry out an experiment to demonstrate the existence of static charges. rub different objects to show the presence of static charges in objects.

In groups,pairs,learners are guided to:
search the meaning of static electricity from the internet.
identify the two forms of electricity.
carry out an experiment to demonstrate the existence of static charges.
rub different objects to show the presence of static charges in objects.
record and discuss the observations made.

What is static electricity? How do materials acquire static charges?

Top Scholar Integrated Science pg 105-106.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 107-108.

Assessment rubric. Checklists. observation schedule. oral questions.

Force and Energy.

Static Electricity. (. Methods of charging objects. (induction)
Static Electricity. (. Methods of charging objects.(Induction)

By the end of the lesson, the learner should be able to:
 explain what is induction. conduct an experiment on charging objects by induction using two balloon

In groups,pairs,learners are guided to;
explain what is induction.
conduct an experiment on charging objects by induction using two balloons.
observe, record and discuss the observations made.

What is charging by induction?

Top Scholar Integrated Science pg 108-110.
Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 111-113.

Practical Work. Assessment rubric. Checklist. oral report.

Force and Energy.

Static Electricity. (. Types of Charges.

By the end of the lesson, the learner should be able to:
 use digital devices to search and watch videos on types of charges and write their findings. differentiate between like charges and unlike charges. conduct an experiment to demonstrate the types of charges using a balloon and a ruler

In groups, pairs,learners are guided to;
use digital devices to search and watch videos on types of charges and write their findings.
differentiate between like charges and unlike charges.
conduct an experiment to demonstrate the types of charges using a balloon and a ruler.
observe and discuss the observations made.

What is the difference between like and unlike charges?

Top Scholar Integrated Science pg 113-115.
Requirements for the practical.
Digital devices.

Practical work. Assessment rubric. observation schedule. Checklists. oral questions.

Force and Energy.

Static Electricity. (. Effects of Force between Charged Objects.
Static Electricity. (. Uses of Static Charges.

By the end of the lesson, the learner should be able to:
conduct an experiment to demonstrate the effects of force between charged objects. observe and record the observations from the experiment. discuss the effects of force between charged objects.

In groups,pairs,learners are guided to;
conduct an experiment to demonstrate the effects of force between charged objects.
observe and record the observations from the experiment.
discuss the effects of force between charged objects.

What is the difference between attraction and repulsion force?

Top Scholar Integrated Science pg 115-118.
Requirements for the experiment.
Top Scholar Integrated Science pg 118-119.
Digital devices.
Pictures.

Assessment rubric. Practical work. Checklists. observation schedule.

Force and Energy.

Static Electricity. (.Dangers and Safety measures when dealing with static charges.
Electrical Energy-Sources of Electricity.

By the end of the lesson, the learner should be able to:
discuss the dangers when dealing with static charges. discuss the safety measures when dealing with static charges.

In groups,pairs,learners are guided to;
search the internet the dangers that may occur when dealing with static charges.
discuss the dangers when dealing with static charges.
discuss the safety measures when dealing with static charges.(include lightnin

What are the dangers of static charges? Why is it advisable to switch off the car engine when fueling in a petrol station?

Top Scholar Integrated Science pg 119-120.
Digital devices.
Top Scholar Integrated Science pg 122-123.
Pictures.

Written test. oral questions. Checklists. Assessment rubric.

Force and Energy.

Electrical Energy-Solar power.
Electrical Energy-Hydroelectric Power.

By the end of the lesson, the learner should be able to:
;
Identify solar power as source of electricity
Discuss how solar energy is used in the locality.
Search the internet for more information on how the solar panel converts energy from the sun to electrical energy.
Appreciate the solar power as source of electricity.

In groups,pairs,learners are guided to:
describe how solar power is stored.
discuss ways in which solar energy is used in the locality.
search the internet for more information on how the solar panel converts energy from the sun to electrical energy.

How is electric energy from the solar panel stored?

Top Scholar Integrated Science pg 123-124.
Pictures.
Digital devices.
Videos.
Top Scholar Integrated Science pg 125-126.

Assessment rubric. Written test. Oral questions.

Force and Energy.

Electrical Energy-Geothermal Generators.

By the end of the lesson, the learner should be able to:
;
Identify geothermal generator as a source of electricity.
Discuss how geothermal generators operate as a source of electricity.
Search and watch a video showing geothermal power generators producing electricity.
Appreciate geothermal generators aa sources of electricity.

In groups,pairs, learner are guided to;
search and watch a video showing geothermal power generators producing electricity.
discuss how geothermal generators operate as source of electricity.
find out and list where geothermal power stations are found in Kenya.

How do geothermal generators operate as source of electricity?

Top Scholar Integrated Science pg 126-127.
Pictures.
Digital devices.

Assessment rubric. Written test. Checklist. Oral questions.

Force and Energy.

Electrical Energy-Wind power.
Electrical Energy- Simple Electrical Circuits.

By the end of the lesson, the learner should be able to:
;
Identify wind power generators as a source of electricity.
Discuss how wind power generators operate as a source of electricity.
Search and watch a video showing how wind turbine generators produce electricity.
Appreciate wind power generators as source of electricity.

In groups,learners are guided to:
study the picture in learner's book and identify the source of electricity.
search and watch a video showing how wind turbine generators produce electricity.
discuss how wind power generators operate as a source of electricity.
list areas where wind power generators are found in Kenya.

Where are wind power generators found in Kenya? How do wind power generators operate as a source of electricity?

Top Scholar Pre-Technical Studies pg 127-128.
Pictures.
Digital devices.
Top Scholar Pre-Technical Studies pg 129-130.
Dry cells, torch bulbs, connecting copper wires and switch.

Oral questions. Assessment rubric. Written test.

Force and Energy.

Electrical Energy-Setting up Simple Electrical Circuit in Parallel.
Electrical Energy.

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

List the requirements for setting up simple electrical circuit in parallel.
Describe setting up a simple electrical circuit in parallel.
Set up simple electrical circuit in parallel using the necessary requirements.
Enjoy setting up simple electrical circuit in parallel.

In groups,learners are guided to:
Observe pictures and list the requirements for setting up a simple electrical circuit in parallel.
search the internet what is a parallel arrangements in a circuit.
discuss how to setup a simple electrical circuit in parallel.
setup a simple electrical circuit in parallel.

What is a parallel arrangement in a circuit?

Top Scholar Pre-Technical pg 131-132.
Digital devices.
Pictures.
Dry cells, bulbs, connecting copper wires and switch.
Top Scholar Pre-Technical Studies pg 133-135.
Dry cells, pieces of copper wire, two switches, bulbs.

Practical work. Observation. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy-Conductors and Non-Conductors of Electricity.

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

State the meaning of good conductors and non-conductors of electricity.
List examples of good conductors and non-conductors of electricity.
Classify materials as conductors and non-conductors of electricity.
Carry out experiments to classify materials as conductors and non-conductors of electricity.
Enjoy classifying the different materials as either conductor or non-conductor.

In groups,learners are guided to:
find the meaning of good conductors and non-conductors of electricity from the internet.
list examples of materials that are good conductors and non-conductors of electricity.
Classify the materials as either conductors or non-conductors of electricity.
carry out experiments to classify materials as conductors and non-conductors of electricity.

What is the difference between conductors and non-conductirs of electricity?

Top Scholar Pre-Technical Studies pg 135-137.
Digital devices.
Pictures.
Requirements for experiments:dry cells,bulb, copper wire, metallic spoon, aluminum foil, rubber band,steel wool,nail, pencil rib,paper,10 shilling coin etc.

Assessment rubric. Practical work. Checklists. Written test. Oral questions.

Force and Energy.

Electrical Energy -Electrical Appliances.
Electrical Energy -Safety Measures when Dealing with Electrical Appliances.

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

Identify electrical appliances in the locality.
Discuss the uses of the electrical appliances in the locality.
Make flashcards showing the electrical appliances used in the locality.
Appreciate the uses of the different electrical appliances in our daily lifes.

In groups,pairs,learners are guided to:
study pictures in learner's book, identify and name the electrical appliances.
discuss the uses of the identified electrical appliances in the locality.
make flashcards showing the different electrical appliances used in the locality.

What is an electrical appliance? What are the uses of the different electrical appliances?

Pictures.
Top Scholar Pre-Technical Studies pg 137-138.
Digital devices.
Flashcards.
Top Scholar Pre-Technical Studies pg 139-140.
Charts.

Written tests. Checklists. Assessment rubric. Oral questions.

Force and Energy.

Electrical Energy - Self-Assessment Questions.
Magnetism-Magnetic and Non-Magnetic Materials.

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

Attempt all the questions on the sub-strand.

Individually,in pairs,learners to:
answer the questions on the sub-strand.

Top Scholar Pre-Technical Studies pg 140.
Assessment books.
Top Scholar Pre-Technical Studies pg 141.
Magnets.
Materials from the environment.

Assessment rubric. Written test. Checklists.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Carry out experiments using magnets and different materials from the environment.
Classify the materials in the environment as magnetic or non-magnetic.
Enjoy classifying the materials as either magnetic or non-magnetic.

In groups,learners are guided to:
carry out practical activity with materials collected from environment and magnets.
record their observation and classify the materials as either magnetic or non-magnetic.

What is the difference between magnetic and non-magnetic materials?

Magnets
Materials collected from environment.
Top Scholar Pre-Technical Studies pg 142-143.
Digital devices.
Top Scholar Pre-Technical Studies pg 143-144.
Bar magnet,iron fillings and flour.

Practical work. Assessment rubric. observation. Oral questions.

Force and Energy.

Magnetism.

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

Differentiate between like ad unlike poles of a magnet.
Investigate the force between like and unlike poles of magnets.
Search for videos and animations on effect between poles of a magnet.

In groups,learners are guided to:
differentiate between unlike and like poles of a magnet.
carry out a practical activities showing attraction between two unlike poles and repulsion between two like poles of magnet.
record and explain the observations made from the activity.

What is the difference between force of attraction and force of repulsion?

Top Scholar Pre-Technical Studies pg 145-146.
Bar magnets, strings and retort stand.
Digital devices

Practical work. Observation. Assessment rubric. Oral questions.

Force and Energy.
Living Things and Their Environment.

Magnetism-Uses of magnets in day to day life.
Human Excretory System.

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

List the equipment that use magnets in our day to day life.
Identify the uses of magnets in day to day life.
Discuss the uses of magnets in day to day life.
Make flashcards and charts showing the equipment that use magnets and their uses.
Appreciate the uses of magnets in day to day life activities.

In groups,learners are guided to;
study the pictures in learner's book and name the equipment that use magnets.
identify and discuss the uses of magnets in day to day life.
make charts and flashcards showing the equipment that uses magnets and their uses.

How are magnets used in day to day life?

Top Scholar Integrated Science pg 147-148.
Pictures.
Digital devices.
Charts.
Flashcards.
Active Integrated Science pg 110.
Dictionary.

Checklists. Written tests. Oral questions. Assessment rubric.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Use the hand lens to observe the back of the hand.
Identify the hairs and the sweat pores.
Search the internet for videos on the structure of the human skin.
Enjoy observing the external parts of the skin using the hand lens

Individually,or in groups,learners are guided to:
use a hand lens to observe the external parts of the human skin (,hair and sweat pores)
identify and describe the hairs and sweat pores as observed through the hand lens and present.
Use digital devices to search for a video on the structure of the human skin and discuss their observation.

Where are the sweat pores and hair located in the skin? Which layers make up the skin?

Active Integrated Science pg 111.
Hand lens.
Digital devices.
Internet.
Video clips.
Active Integrated Science pg 111-112.
Chart.
Model of human skin.
Teacher's Notes.

Practical work. Observation. Written tests. Oral questions.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the functions of the human skin.
Identify the waste products excreted through the human skin.
Carry out an activity to determine the waste products excreted by human skin.
Acknowledge the waste products excreted by the skin.

In groups,pairs,learners are guided to:
outline the other functions of the human skin.
mention the waste products excreted by the human skin.
carry out an activity (running around the field or jogging)outside the class to determine the waste products excreted by the human skin.
discuss the main components of the human sweat.

Which waste products are excreted through the human skin? What are the other functions of the human skin?

Active Integrated Science pg 112-113.
School Field.
Teacher's Notes.

Practical Activity. Observation. Oral questions. Written tests.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the parts of the Urinary system.
Draw and label the different parts of the urinary system.
Acknowledge the parts of the urinary system.

In groups,pairs,learners are guided to;
Study the chart or picture showing the urinary system.
identify the parts of the urinary system from the chart or pictures presented.
discuss the position of each of the parts of the urinary system.
draw and label the parts of the urinary system in their books and charts.

Which parts form the urinary system?

Active Integrated Science pg 113.
Pictures.
Chart showing the urinary system.
Digital devices.
Active Integrated Science pg 114-115.
Chart/Model of kidney.
Video clips.

Oral questions. Written tests. Self and peer assessment. Assessment rubric. Checklists.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the components of the urine.
Discuss the waste products excreted through the kidneys.
Search the internet for information on the contents of human urine.
Acknowledge the waste product excreted through the kidney.

In groups,pairs,learners are guided to;
mention the waste product excreted through the kidney.
search the contents of human urine from the internet.
discuss their findings from the internet and present in class.

Which waste product is excreted by the kidney? What are the main components of urine?

Active Integrated Science pg 115.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 115-116.
Posters.
Picture of the kidney stones.

Oral questions. Oral presentation. Written tests. Assessment rubric.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the ways of preventing kidney disorders.
Discuss the ways of preventing kidney disorders.
Prepare posters on ways of preventing kidney disorders.
Appreciate the ways of preventing kidney disorders.

In groups,pairs,learners are guided to;
study the pictures in learner's book and state the ways of preventing kidney disorders.
search the internet for additional information on the ways of preventing kidney disorders.
discuss the ways of preventing kidney disorders.
prepare educative posters both online and physical on ways of preventing kidney disorders.

How can we prevent kidney disorders?

Active Integrated Science pg 117-118.
Pictures.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 118.
Posters.

Assessment rubric. Observation. Oral questions. Project. Written tests.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the healthy lifestyles that promote healthy kidneys.
Discuss the healthy lifestyles that promote healthy kidneys.
Prepare posters on the healthy lifestyles that promote kidney health.
Desire to practice the healthy lifestyles to promote healthy kidneys.

In groups,learners are guided to;
brainstorm and present on the healthy lifestyle that promote healthy kidneys.
search for information from the internet or textbook on the healthy lifestyles that promote healthy kidneys.
discuss the healthy lifestyles that promote healthy kidneys.
prepare posters showing the healthy lifestyles that promote healthy kidneys.

Which healthy lifestyles habits can we practice to promote healthy kidneys?

Active Integrated Science pg 119.
Internet.
Digital devices.
Posters.
Teacher's Notes.

Written tests. Assessment rubric. Checklists. Oral questions. Oral discussion.

Living Things and Their Environment.

Human Excretory System.
Human Excretory System: Assessment.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the format of daily log on activities that promote skin and kidney health.
Develop and maintain a daily log on activities that promote skin and kidney health.
Develop discipline in maintaining a daily log on activities that promote skin and kidney health.

In groups, individually or in pairs,learners are guided to;
discuss on how to prepare a daily log on activities that promote skin and kidney health.
develop a daily log on the activities that promote skin and kidney health.

Why is it important to develop and maintain a daily log on activities that promote skin and kidney health?

Internet.
Exercise books.
Digital devices.
Teacher's Notes.
Active Integrated Science pg 117-119.
Assessment books.
Active Integrated Science pg 122-123.
Teacher's Assessment Questions.

Assessment rubrics. Checklists. Portfolios. Rating scale. Observation schedule.

Force and Energy.

Electrical Energy.

By the end of the lesson, the learner should be able to:
;
Identify the sources of electricity in the environment.
Discuss the sources of electricity in the environment.
Search the internet for information on the sources of electricity.
Appreciate the different sources of electricity.

In groups,learners are guided to;
study the pictures in the learner's book and identify the some of the sources of electricity.
search the internet for information on how the sources of electricity in nature works (hydro-electric power,geothermal,solar and wind power) and note down their findings.
discuss the information found on the sources of electricity used in the environment.

What are the sources of electricity in the environment?

Active Integrated Science pg 136-137.
Pictures.
Digital devices.
Internet.
Teacher's notes.
Teacher's notes

Assessment rubrics. Oral questions. Written tests. Checklists.

Force and Energy.

Electrical Energy.

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

Define the term electrical circuit.
Discuss the components of the electrical circuit.
Search the internet for video clips on how to make a simple electrical circuit in series and parallel.
Desire to make electrical circuits in series and parallel.

In groups,learners are guided to;
use digital devices to search the internet for clips on making a simple electrical circuit.
state the meaning of an electrical circuit.
list the components used in making a simple electrical circuit.
discuss the functions of the components of the electrical circuit.

What is an electrical circuit? What are the components of an electrical circuit?

Active Integrated Science pg 138-139.
Digital devices.
Video clips.
Internet.

Observation. Oral questions. Oral discussion. Written tests. Assessment rubrics.

Force and Energy.
Force and Energy

Electrical Energy.

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

Outline the steps for setting up a simple electrical circuit in series.
Demonstrate the flow of electric current using simple electric circuit in series.
Enjoy setting up a simple electrical circuit in series.

In groups,pairs,learners are guided to;
prepare the requirements for the activity.
outline the steps for setting up a simple electrical circuit in which dry cells are in series.
collaborate in setting up a simple electrical circuit in series using electrical apparatus.

How do you set up a simple electrical circuit in series?

Active Integrated Science pg 139.
Digital devices.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder and six connecting wires.
Active Integrated Science pg 139-140.
Picture.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder, eight connecting wires.

Practical Activity. Checklists. Assessment rubrics. Observation schedule Oral questions.

Force and Energy.

Electrical Energy.
Electrical Energy

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

Outline the steps for setting up a simple electrical circuit in which bulbs are in series.
Demonstrate flow of electric current using simple electric circuit in which bulbs are in series.
Enjoy setting up a simple electrical circuit in which bulbs are in series.

In groups, learners are guided to:
prepare the requirements for the practical activity.
collaborate in setting up a simple electrical circuit in which bulbs are in series.
record and discuss their observations.

How do you set up a simple electrical circuit in which bulbs are in series?

Active Integrated Science pg 140.
Digital devices.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and seven connecting wires.
Active Integrated Science pg 140-141.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and eight connecting wires.

Practical activity. Assessment rubric. Observation schedule. Oral questions.

Force and Energy.

Electrical Energy
Electrical Energy.

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

Differentiate between a conductor and non-conductor of electricity.
Conduct experiments to classify materials as either conductors or non-conductors of electricity.
Enjoy carrying out the experiments.

In groups,learners are guided to;
perform experiments to classify materials as either conductors or non-conductors of electricity.
state the difference between conductors and non-conductors of electricity.
list the conductors and non-conductors of electricity.

What is the difference between conductors and non-conductors of electricity?

Active Integrated Science pg 141-142.
Two dry cells, torch bulb,dry cell holder,bulb holder,three connecting wires.
Objects made of different materials e.g plastic strip, silver coin, piece of wood, piece of paper,iron nail, piece of cloth, aluminium strip, copper wire, steel pin & piece of glass.
Active Integrated Science pg 142-143.
Pictures.
Digital devices.
Lesson notes.

Practical activity. Assessment rubrics. observation schedule. Checklists. Oral questions.

Force and Energy.

Electrical Energy.

By the end of the lesson, the learner should be able to:
;
Identify the safety measures to observe when handling electrical appliances.
Discuss the safety measures to observe when handling electrical appliances.
Prepare posters showing the safety measures to observe when handling electrical appliances.
Acknowledge and adhere to the safety measures when handling electrical appliances at home or school.

In groups, pairs, learners are guided to;
read through the user manuals of various electrical appliances and look for the safety measures to observe when handling them.
search online or in print materials for the safety measures to observe when handling electrical appliances.
discuss the safety measures to observe when handling electrical appliances at home or school.
collaborate in preparing posters showing the safety measures to observe when handling electrical appliances and display in class or school.

Which safety measures should you observe when handling electrical appliances at home?

Active Integrated Science pg 144-145.
Posters.
Digit devices.
Electronic devices manuals.

Oral questions. Written tests. Checklists.

Force and Energy.

Electrical Energy.
Electrical Energy. Self-Assessment.

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

Explore the uses of electricity in our environment.
Appreciate the uses of electricity in day to day life.

In groups,learners to:
collaborate in discussing how people use electricity in their locality.
write down their discussion points and share/present their points in class.

How is electricity used in day to day life?

Active Integrated Science pg 145-146.
Active Integrated Science pg 147.

Written tests. Checklists. Assessment rubrics. Rating scale.

Force and Energy.

Magnetism.

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

Identify the properties of a magnet.
use digital devices to search for information on the properties of magnets.
Appreciate the properties of magnets.

In. groups or pairs ,learners are guided to:
brainstorm on the meaning of magnet and present in class.
use digital devices to search for information on the properties of magnets and note them down.
discuss the properties of the magnets.

What is a Magnet? What are the properties of magnets?

Digital devices.
Lesson notes.
Bar magnets.
Strings and Stands.

Written tests. Oral questions. Checklists.

Force and Energy.

Magnetism.

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

Conduct a practical activity on the poles and magnetic strength properties of magnets.
Explain their observation made from the activities.
Enjoy conducting the practical activities.

In groups,learners are guided to:
collaboratively carry out activities to demonstrate properties of a magnet (poles and magnetic strength properties)
observe and record their observations.
explain their observations and give a conclusion.

How can you investigate the poles of magnet and magnetic strength?

Active Integrated Science pg 149.
Digital devices.
Bar magnets.
Paper and Iron filings.

Practical work. Checklists. Observation. Written test. Oral questions.

Force and Energy.

Magnetism.

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

conduct an activity to investigate the nature of force between different poles of magnets.
Enjoy conducting the practical activity on the basic law of magnetism.

In groups, learners are guided to;
collaborate in conducting a practical activity to investigate the force between like and unlike poles of magnets.
observe and record their observations.
explain their observation and give a conclusion.

What happens when like poles and unlike poles come close to each other? How can you investigate the force between like and unlike poles of magnets?

Active Integrated Science pg 150-151.
Bar magnets.
Rollers.
Active Integrated Science pg 148.
Pieces of cotton thread, copper wire,iron nail,a piece of glass.
Plastic,Steel pin, Piece of aluminium, piece of wood.

Practical work. Checklists. Observation. Written test. Oral questions.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Identify the uses of magnets in day to day life.
Use digital devices to search for information on the uses of magnets in our daily lifes.
Appreciate the applications of magnets in day to day life.

In groups,learners to are guided to:
brainstorm on the uses of magnets in their day to day life.
search the internet or offline for information on the uses of magnets in their daily life.
discuss the uses of magnets in our daily life and present in class.

How are magnets used in day to day life?

Active Integrated Science PG 151-155.
Lesson notes.
Digital resources.
Active Integrated Science pg 151-152.
Mixture of iron fillings and sand or flour.
Bar magnets, piece of thread, magnetic compass and wooden support.

Oral questions. Assessment rubrics. Written tests Checklists.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Conduct simple activities to determine the uses of magnets in our daily life.
Enjoy conducting the practical activities.

In groups,learners are guided to;
collaborate in conducting simple practical activities on uses of magnets (use of magnets in speakers, magnetic screwdriver & in displaying objects)
observe and record their observations.
share their findings with peers.

How are magnets used in our daily life?

Speakers, Magnetic screwdriver.
Bar magnet.
Sheet of paper, piece of iron sheet and electrical device with screws.
Active Integrated Science pg 153-154.
Active Integrated Science pg 151-155.
Internet.
Digital resources.

Practical work. Checklists. Oral questions.

Force and Energy.

Magnetism.

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

Attempt assessment questions on the sub-strand: Magnetism.

Individually or in pairs,learners are guided to:
answer assessment questions on the sub-strand: Magnetism.

Active Integrated Science pg 156.
Teacher's Assessment Questions.

Written tests. Checklists. Rating scale. Assessment rubric.