Living Things and Their Environment.

Human Excretory System - Urinary system. (. Parts of the Urinary system.

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

identify the waste product excreted by the urinary system.
identify the parts of the urinary system.
discuss the parts of the urinary system(external appearance of the kidney)
draw and label the parts of the urinary system.

In groups,pairs,learners are guided to;
study the diagram of the urinary system and brainstorm on the its external parts.
search for information from other reference materials and internet on the parts of the urinary system.
discuss the parts of the urinary system.
draw and label the vessels and external parts of the urinary system.

What are the parts of the urinary system?

Top Scholar Integrated Science pg 98-99.
Charts.
Pictures.
Digital devices.

Assessment rubric. oral questions. Checklists. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Functions of the parts of the urinary system.
Human Excretory System - Urinary system. (. Kidney Disorders.

By the end of the lesson, the learner should be able to:
 use digital devices and reference materials to search for information on the functions of the parts of the urinary system.

In groups, pairs,learners are guided to;
brainstorm on the functions of the different parts of the urinary system.
use digital devices and reference materials to search for information on the functions of the parts of the urinary system.
discuss the functions of the parts of the urinary system.

What are the functions of the parts of the urinary system?

Top Scholar Integrated Science pg 99-100.
Digital devices.
Charts.
Top Scholar Integrated Science pg 101-102.
Posters.

Assessment rubric. oral questions. Written test. Checklists.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Identifying lifestyles that promote a healthy kidney and prevent kidney disorders.
Human Excretory System - Urinary System. (.Project.

By the end of the lesson, the learner should be able to:
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders. use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.

In groups,pairs,learners are guided to;
search the internet and other relevant materials for lifestyles that promote a healthy kidney and prevent kidney disorders.
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders.
use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.

which healthy lifestyles can we adopt to promote healthy kidneys?

Top Scholar Integrated Science pg 102-103
Digital devices.
Charts.
Realia.
Top Scholar Integrated Science pg 103 & 100.

Assessment rubric. observation schedule. Checklists. oral questions. Portfolios. Written test.

Force and Energy.

Static Electricity. (. Demonstrating the Existence of Static Charges.
Static Electricity. (. Methods of Charging Objects.(Rubbing or Friction)
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:
 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.
 explain what is induction. conduct an experiment on charging objects by induction using two balloon

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.
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 static electricity? How do materials acquire static charges?
What is charging by induction?

Top Scholar Integrated Science pg 105-106.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 107-108.
Top Scholar Integrated Science pg 108-110.
Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 111-113.

Assessment rubric. Checklists. observation schedule. oral questions.
Practical Work. Assessment rubric. Checklist. oral report.

Force and Energy.

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

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.
Top Scholar Integrated Science pg 115-118.
Requirements for the experiment.

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

Force and Energy.

Static Electricity. (. Uses of Static Charges.
Static Electricity. (.Dangers and Safety measures when dealing with static charges.

By the end of the lesson, the learner should be able to:
mention the equipment that uses electrostatics to function. use digital devices to find out how each of the equipment mentioned use electrostatic charges to function. describe how the equipment uses electrostatic to function.

In groups, pairs, learners are guided to:
mention the equipment that uses electrostatics to function.
use digital devices to find out how each of the equipment mentioned use electrostatic charges to function.
describe how the equipment uses electrostatic to function.

What are the uses of static charges? Which equipment uses electrostatic charges to function?

Top Scholar Integrated Science pg 118-119.
Digital devices.
Pictures.
Top Scholar Integrated Science pg 119-120.

Assessment rubric. oral questions. Written test. Checklist.

Force and Energy.

Electrical Energy-Sources of Electricity.
Electrical Energy-Solar power.

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

Identify the sources of electricity in pictures.
Study the pictures and Discuss where the sourceof electricity is coming from.
Search the internet for other sources of electricity.
Appreciate the different sources of electricity.

In groups,pairs,learners are guided to:
identify the sources of electricity.
discuss the various sources of electricity.
search the internet for other sources of electricity.

What are the sources of electricity?

Top Scholar Integrated Science pg 122-123.
Pictures.
Digital devices.
Top Scholar Integrated Science pg 123-124.
Videos.

Written tests. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy-Hydroelectric Power.
Electrical Energy-Geothermal Generators.
Electrical Energy-Wind power.
Electrical Energy- Simple Electrical Circuits.

By the end of the lesson, the learner should be able to:
;
Identify hydroelectric power as a source of electricity.
Discuss how electrical energy is produced.
Search and watch a video showing how a hydroelectric generator produces electricity.
Appreciate the hydroelectric power as a source of electricity.
;
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,pairs,learners are guided to:
discuss how electrical energy is produced.
find out and list where the hydroelectric power plants are found in Kenya.
Search and watch a video showing how a hydroelectric generator produces 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.

How is electric energy transmitted to various areas for use in your locality?
Where are wind power generators found in Kenya? How do wind power generators operate as a source of electricity?

Top Scholar Integrated Science pg 125-126.
Digital devices.
Videos.
Pictures.
Top Scholar Integrated Science pg 126-127.
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.

Assessment rubric. oral questions. Checklists.
Oral questions. Assessment rubric. Written test.

Force and Energy.

Electrical Energy-Setting up Simple Electrical Circuit in Parallel.
Electrical Energy.
Electrical Energy-Conductors and Non-Conductors of Electricity.

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

Practical work. Observation. Oral questions. Assessment rubric.

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.
Magnetism.
Magnetism-Uses of magnets in day to day life.

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.

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:
carry out practical activity with materials collected from environment and magnets.
record their observation and classify the materials as either magnetic or non-magnetic.
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 magnetic and non-magnetic materials?
What is the difference between force of attraction and force of repulsion?

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.
Top Scholar Pre-Technical Studies pg 145-146.
Bar magnets, strings and retort stand.
Digital devices
Top Scholar Integrated Science pg 147-148.
Pictures.
Digital devices.
Charts.
Flashcards.

Practical work. Assessment rubric. observation. Oral questions.
Practical work. Observation. Assessment rubric. 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;
Define the term Excretion.
List the components of the excretory system.
Identify the parts of the human skin.
Draw and label the identified parts of the human skin.
Appreciate the parts of the human skin.

In groups,pairs,learners are guided to:
search the internet or relevant textbook for the meaning of excretion and the components of excretory system and present.
study the charts , picture or photo of the human skin and identify the parts of the human skin.
draw and label the parts of the human skin in their exercise books.

What is Excretion? What are the components of the human excretory system? which parts of the skin do you know?

Active Integrated Science pg 110.
Pictures.
Charts.
Digital devices.
Dictionary.
Active Integrated Science pg 111.
Hand lens.
Internet.
Video clips.

Written tests. Observation. Checklists. Assessment rubric. 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;
State the functions of the parts of the human skin.
Describe the functions of the parts of the human skin.
Appreciate the functions of the parts of the human skin.

In groups,pairs,learners are guided to;
brainstorm on the functions of the parts of the human skin; (Epidermis,Sweat pores,Hair,Sweat glands,dermis)
search the internet or textbook for information on the functions of the parts of the human skin.
discuss and present their findings on the functions of the parts of the human skin.

What are the functions of the different parts of the human skin?

Active Integrated Science pg 111-112.
Chart.
Model of human skin.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 112-113.
School Field.

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

Which waste product is excreted by the kidney? What are the main components of urine?
How can we prevent kidney disorders?

Active Integrated Science pg 115.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 115-116.
Posters.
Picture of the kidney stones.
Active Integrated Science pg 117-118.
Pictures.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 118.
Posters.

Oral questions. Oral presentation. Written tests. Assessment rubric.
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.
Exercise books.
Active Integrated Science pg 117-119.

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

Living Things and Their Environment.
Force and Energy.
Force and Energy.

Human Excretory System: Assessment.
Electrical Energy.
Electrical Energy.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Attempt assessment questions on the sub-strand: Human Excretory System.

In pairs or individually,learners are guided to;
answer the questions on the sub-strand: Human Excretory System.

Assessment books.
Active Integrated Science pg 122-123.
Teacher's Assessment Questions.
Active Integrated Science pg 136-137.
Pictures.
Digital devices.
Internet.
Teacher's notes.
Teacher's notes

Written tests. Assessment rubric.

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.
Active Integrated Science pg 139.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder and six connecting wires.

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

Force and Energy
Force and Energy.

Electrical Energy.
Electrical Energy

By the end of the lesson, the learner should be able to:
lesson,
Outline the steps for setting up a simple electrical circuit in parallel.
Demonstrate the flow of electric current using simple circuit in parallel.
Enjoy setting up a simple electrical circuit in parallel.

Outline the steps of setting up a simple electrical circuit in which bulbs are in parallel.
Set up a simple electrical circuit in which bulbs are in parallel.
Enjoy setting up a simple electrical circuit in which bulbs are parallel.

In groups,learners are guided to;
prepare the requirements for the practical activity.
outline the steps for setting up a simple electrical circuit in parallel.
collaborate in setting up a simple electrical circuit in parallel.
In groups,learners are guided to;
prepare the requirements for the practical activity.
use the requirements prepared to set up a simple electrical circuit in which bulbs are in parallel.
record and discuss their observations.

What is the difference between the series and parallel arrangement of cells?
What is the difference between the arrangement of the bulbs in series and parallel?

Active Integrated Science pg 139-140.
Picture.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder, eight connecting wires.
Digital devices.
Active Integrated Science pg 140.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and seven connecting wires.
Active Integrated Science pg 140-141.
Digital devices.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and eight connecting wires.
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.

Practical Activity. Portfolio. Checklists. Observation. Assessment rubrics.
Practical activity. Oral questions. Assessment rubric. Observation. Checklists.

Force and Energy.

Electrical Energy.

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

Define the term Electrical appliances.
Identify common electrical appliances used in day to day life.
Discuss the use of each of the identified electrical appliances used in our day to day life.
Appreciate the use of electricity in our day to day life.

In pairs or groups,learners are guided to;
study pictures in learner's book and identify the electrical appliances by name and share in class.
state and discuss the uses of each of the identified electrical appliances.
search the internet for uses of some of the electrical appliances.

Which devices or instruments at your home or school use electricity? What do you use each of the devices or instruments for?

Active Integrated Science pg 142-143.
Pictures.
Digital devices.
Lesson notes.
Active Integrated Science pg 144-145.
Posters.
Digit devices.
Electronic devices manuals.

Checklists. Oral questions. Written tests. Observation.

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.

Conduct a practical activity to identify the magnetic and non-magnetic materials in the environment.
Classify materials as magnetic or non-magnetic .
Enjoy conducting the practical activity.

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.
In groups,learners are guided to:
collaborate in carrying out practical activities to determine the magnetic and non-magnetic materials in the environment.
observe and record their observations.
classify the materials that are magnetic and non-magnetic and share their work with peers.

How can you investigate the poles of magnet and magnetic strength?
Which materials are magnetic and non-magnetic in the environment?

Active Integrated Science pg 149.
Digital devices.
Bar magnets.
Paper and Iron filings.
Active Integrated Science pg 150-151.
Rollers.
Active Integrated Science pg 148.
Bar magnets.
Pieces of cotton thread, copper wire,iron nail,a piece of glass.
Plastic,Steel pin, Piece of aluminium, piece of wood.
Active Integrated Science PG 151-155.
Lesson notes.
Digital resources.

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

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
Appreciate the use of magnets in our daily life.

In groups,learners are guided to:
carry out a simple activity on separation of mixtures using magnet,determing direction.
observe and record their observations.
share their views on the practical activity.

How are magnets used in day to day life?

Active Integrated Science pg 151-152.
Mixture of iron fillings and sand or flour.
Bar magnets, piece of thread, magnetic compass and wooden support.
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.
Active Integrated Science pg 156.
Teacher's Assessment Questions.

Practical work. Oral questions. Observation schedule. Checklists.