Mixtures

Mixtures - Types of mixtures

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

- Define the term mixture
- Identify examples of mixtures in the environment
- Show interest in learning about mixtures

- Learners study a picture showing maize and beans together
- Learners discuss what a mixture is
- Learners give examples of mixtures they know

What is a mixture?

- Oxford Everyday Science and Technology pg. 44
- Various mixtures (e.g., maize and beans)
- Pictures
- Digital devices

- Oral questions - Written assignments - Observation schedules - Group discussions

Mixtures

Mixtures - Types of mixtures

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

- Describe the different types of mixtures
- Find the meaning of 'homogeneous' and 'heterogeneous'
- Show curiosity in learning about types of mixtures

- Learners find the meaning of 'homogeneous' and 'heterogeneous' from a dictionary
- Learners study different mixtures and classify them as homogeneous or heterogeneous
- Learners complete a table classifying different mixtures

What is the difference between homogeneous and heterogeneous mixtures?

- Oxford Everyday Science and Technology pg. 45
- Dictionary
- Various mixtures
- Charts
- Classification charts
- Digital devices

- Dictionary skills assessment - Classification exercises - Oral questions - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Handpicking)
Mixtures - Separating heterogeneous mixtures (Winnowing)
Mixtures - Separating heterogeneous mixtures (Sieving)

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

- Demonstrate separating mixtures using handpicking
- Describe when handpicking is appropriate
- Show patience when separating mixtures

- Learners discuss traditional and modern methods of separating mixtures
- Learners separate a mixture of beans and maize by handpicking
- Learners discuss the method they have used

What determines the method to be used when separating mixtures?

- Oxford Everyday Science and Technology pg. 46
- Mixture of beans and maize
- Containers
- Oxford Everyday Science and Technology pg. 47
- Mixture of grains and chaff
- Winnowing tray
- Pictures
- Oxford Everyday Science and Technology pg. 48
- Sieve
- Mixture of beans and wheat flour
- Container

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Using a magnet)
Mixtures - Separating heterogeneous mixtures (Filtration)
Mixtures - Separating heterogeneous mixtures (Decantation)

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

- Demonstrate separating mixtures using a magnet
- Explain when using a magnet is appropriate
- Show curiosity in magnetic properties

- Learners mix iron filings and maize flour on a piece of paper
- Learners use a magnet to separate the mixture
- Learners discuss what happens when the magnet is held over the mixture

What happens when a magnet is held over a mixture containing iron?

- Oxford Everyday Science and Technology pg. 49
- Iron filings
- Maize flour
- Magnet
- Paper
- Oxford Everyday Science and Technology pg. 50
- Clean cloth
- String
- Two containers
- Water and sand
- Oxford Everyday Science and Technology pg. 51
- Water
- Sand
- Spoon
- Stick

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Separating heterogeneous mixtures (Using a separating funnel)
Mixtures - Application of separating mixtures in day-to-day life

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

- Demonstrate separating immiscible liquids
- Describe how a separating funnel works
- Show patience when using laboratory equipment

- Learners discuss how to separate water and oil
- Learners mix equal amounts of water and oil
- Learners use a separating funnel to separate the mixture

How does a separating funnel separate immiscible liquids?

- Oxford Everyday Science and Technology pg. 52
- Separating funnel
- Oil
- Water
- Three containers
- Retort stand and clamp
- Oxford Everyday Science and Technology pg. 53
- Pictures
- Charts
- Digital devices

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Mixtures - Application of separating mixtures in day-to-day life
Mixtures - Assessment
Mixtures - Assessment

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

- Describe how magnets are used in recycling
- Explain how filtration is used in water treatment
- Value the economic importance of separation methods

- Learners discuss how magnets are used in recycling industries
- Learners explain how filtration is applied in water treatment
- Learners write short notes on their findings

How are separation methods used in industries?

- Oxford Everyday Science and Technology pg. 54
- Pictures
- Charts
- Digital devices
- Assessment worksheets
- Various mixtures

- Oral presentations - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Water pollutants in water sources

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

- Define water pollution
- Identify water pollutants
- Show concern about water pollution

- Learners study a picture of polluted water
- Learners use a dictionary to search for the meaning of 'pollution'
- Learners discuss what water pollution is

What is water pollution?

- Oxford Everyday Science and Technology pg. 54
- Pictures of polluted water
- Dictionary
- Digital devices
- Oxford Everyday Science and Technology pg. 55
- Charts
- Pictures

- Oral questions - Written assignments - Dictionary skills - Observation schedules

Mixtures

Water Pollution - Effects of water pollution on living things

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

- Describe the effects of water pollution on plants
- Explain how polluted water affects plant growth
- Show concern for the health of plants

- Learners walk around the school compound to look for plants growing near polluted water
- Learners study a picture showing polluted water's effect on plants
- Learners discuss how polluted water affects plants

How does water pollution affect plants?

- Oxford Everyday Science and Technology pg. 56
- School compound
- Pictures
- Charts
- Digital devices
- Oxford Everyday Science and Technology pg. 57
- Videos
- Oxford Everyday Science and Technology pg. 58
- Internet connection

- Field observation - Oral questions - Written assignments - Group discussions

Mixtures

Water Pollution - Methods of reducing water pollution
Water Pollution - Methods of water treatment

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

- Identify sources of waste that pollute water
- Describe proper waste disposal methods
- Show responsibility in waste disposal

- Learners identify wastes that pollute water
- Learners discuss how these wastes get into water bodies
- Learners suggest ways to prevent water pollution from wastes

How can proper waste disposal reduce water pollution?

- Oxford Everyday Science and Technology pg. 59
- Pictures
- Charts
- Digital devices
- Oxford Everyday Science and Technology pg. 60
- Gloves
- Gumboots

- Oral questions - Written assignments - Group discussions - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Filtration)
Water Pollution - Methods of water treatment (Boiling)

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

- Demonstrate water treatment by filtration
- Describe when filtration is appropriate
- Value the importance of water treatment

- Learners search for information on water treatment methods
- Learners filter water with solid particles using a clean cloth
- Learners discuss what pollutants were removed during filtration

How does filtration make water cleaner?

- Oxford Everyday Science and Technology pg. 61
- Clean cloth
- Containers
- Water with solid particles
- Digital devices
- Sufuria
- Source of heat
- Filtered water
- Jug

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Methods of water treatment (Chemical treatment)
Water Pollution - Methods of water treatment (Solar treatment)
Water Pollution - Advocating for safe water sources

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

- Demonstrate water treatment using chemicals
- Explain how chemicals purify water
- Show responsibility when using chemicals

- Learners put water in a clean jerrycan
- Learners measure the correct amount of water treatment chemical
- Learners add the chemical and shake the mixture

How do water treatment chemicals make water safe?

- Oxford Everyday Science and Technology pg. 62
- Clean jerrycan
- Water
- Water treatment chemicals
- Oxford Everyday Science and Technology pg. 63
- Clean water bottles
- Sunny area
- Oxford Everyday Science and Technology pg. 64
- Charts
- Pictures
- Digital devices

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Mixtures

Water Pollution - Project: Making functional water filters

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

- Gather materials for making a water filter
- Follow steps to create a water filter
- Show creativity in making learning resources

- Learners collect materials for making a water filter
- Learners follow steps to make the water filter
- Learners support their water filter and place a container below it

How can we create a functional water filter?

- Oxford Everyday Science and Technology pg. 65
- Used plastic bottles
- Clean fine sand
- Gravel
- Charcoal
- Cotton wool
- Oxford Everyday Science and Technology pg. 66
- Completed water filter
- Dirty water
- Collection container

- Project assessment - Creativity - Teamwork - Observation schedules

Mixtures

Water Pollution - Assessment

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

- Define water pollution
- Describe ways of reducing water pollution
- Show commitment to water conservation

- Learners define water pollution
- Learners explain ways of reducing water pollution
- Learners identify clean and dirty water from pictures

What have we learned about water pollution?

- Oxford Everyday Science and Technology pg. 67
- Assessment worksheets
- Pictures
- Charts

- Written test - Oral questions - Observation schedules - Checklists

Force and Energy

Floating and Sinking - To show floating and sinking using different objects
Floating and Sinking - Factors that affect the floating and sinking of objects (Shape)

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

- Define the terms floating and sinking
- Distinguish between floating and sinking objects
- Show curiosity in observing floating and sinking

- Learners study pictures showing floating and sinking
- Learners discuss the meaning of 'sinking' and 'floating'
- Learners collect various materials from their local environment

Why do some objects float and others sink?

- Oxford Everyday Science and Technology pg. 68
- Pictures
- Various objects
- Digital devices
- Various materials (dry wood, metallic materials, plastic, cork, buoy, feathers)
- Water
- Basin
- Oxford Everyday Science and Technology pg. 69
- Bottle top
- Plasticine or clay
- Hammer

- Oral questions - Written assignments - Observation schedules - Group discussions

Force and Energy

Floating and Sinking - Factors that affect the floating and sinking of objects (Type of material and Size)
Floating and Sinking - Factors that affect the floating and sinking of objects (Weight)

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

- Investigate how material type affects floating and sinking
- Investigate how size affects floating and sinking
- Show interest in material properties

- Learners place an iron nail and a piece of wood of the same size on water
- Learners place a metallic ruler and a plastic ruler on water
- Learners place iron nails of different sizes on water
- Learners place pieces of sticks of different sizes on water

How do material type and size affect floating and sinking?

- Oxford Everyday Science and Technology pg. 70-71
- Iron nails of different sizes
- Pieces of wood of different sizes
- Metallic and plastic rulers
- Water
- Basin
- Oxford Everyday Science and Technology pg. 72
- Containers of same size
- Sand
- Cotton wool or feathers

- Practical skills assessment - Recording skills - Oral questions - Observation schedules

Force and Energy

Floating and Sinking - Application of floating and sinking in day-to-day life

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

- Identify applications of floating and sinking
- Explain how floating and sinking are used in daily life
- Appreciate the importance of floating and sinking

- Learners study pictures showing applications of floating and sinking
- Learners discuss how floating and sinking are applied in the pictures
- Learners brainstorm other applications of floating and sinking

How is the principle of floating and sinking applied in daily life?

- Oxford Everyday Science and Technology pg. 73
- Pictures
- Digital devices
- Charts
- Oxford Everyday Science and Technology pg. 74
- Oxford Everyday Science and Technology pg. 75
- Internet connection
- Textbooks
- Poster materials

- Oral presentations - Written assignments - Group discussions - Observation schedules

Force and Energy

Floating and Sinking - Project: Making lifesavers from floaters
Floating and Sinking - Assessment

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

- Gather materials for making lifesavers
- Follow steps to create floaters
- Show creativity in making learning resources

- Learners gather materials for making lifesavers
- Learners assemble plastic bottles in a circle
- Learners use sellotape to join the bottles together

How can we create a simple lifesaver?

- Oxford Everyday Science and Technology pg. 76
- Empty plastic bottles
- Sellotape
- Scissors
- Basin with water
- Completed lifesaver
- Rock
- Oxford Everyday Science and Technology pg. 77
- Assessment worksheets
- Drawing materials
- Various objects

- Project assessment - Creativity - Teamwork - Observation schedules

Force and Energy

Floating and Sinking - Assessment

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

- Explain different factors affecting floating and sinking
- Describe the importance of lifesavers
- Show responsibility in ensuring water safety

- Learners identify factors that affect floating and sinking
- Learners explain why lifesaver jackets are important
- Learners solve scenario-based problems on water safety

How can we apply our knowledge about floating and sinking to stay safe?

- Oxford Everyday Science and Technology pg. 77
- Assessment worksheets
- Pictures
- Charts
- Poster materials

- Written test - Oral presentations - Problem-solving skills - Observation schedules

Force and Energy

Floating and Sinking - Assessment
Sound Energy - Sources of sound in nature
Sound Energy - Sources of sound in nature

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

- Demonstrate understanding of all factors affecting floating and sinking
- Design solutions for water safety
- Value the application of scientific knowledge

- Learners explain how different factors affect floating and sinking
- Learners design simple floating devices for different purposes
- Learners discuss the importance of understanding floating and sinking

How can knowledge about floating and sinking help solve real problems?

- Oxford Everyday Science and Technology pg. 77
- Assessment worksheets
- Design materials
- Charts
- Oxford Everyday Science and Technology pg. 78
- Flute
- Whistle
- Digital devices
- Oxford Everyday Science and Technology pg. 79
- Drum
- Seeds, stones, or grains of sand
- Stick

- Problem-solving skills - Creativity assessment - Written test - Group discussions

Force and Energy

Sound Energy - Sources of sound in nature
Sound Energy - Movement of sound in nature

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

- Demonstrate how stringed instruments produce sound
- Explain how vibrations in strings produce sound
- Show creativity in making simple instruments

- Learners make a string instrument using a container and string
- Learners play the instrument by plucking the string
- Learners discuss how the instrument produces sound

How do stringed instruments produce sound?

- Oxford Everyday Science and Technology pg. 79
- Container
- String or rubber band
- Stick
- Oxford Everyday Science and Technology pg. 80
- Digital devices (radio or mobile phone)
- Open space
- Classroom

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Force and Energy

Sound Energy - Movement of sound in nature
Sound Energy - Effects of loud sound in day-to-day life

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

- Demonstrate how sound can be reflected
- Explain the concept of echo
- Show interest in investigating sound reflection

- Learners throw a ball against a wall and observe what happens
- Learners stand between walls of two buildings and clap
- Learners repeat the activity in a large empty hall, valley, or between tall buildings

What is an echo?

- Oxford Everyday Science and Technology pg. 81
- Ball
- Open spaces
- Buildings with walls
- Oxford Everyday Science and Technology pg. 82
- Two tubes (made from manila paper or carton)
- Clock or another sound source
- Board
- Quiet room
- Oxford Everyday Science and Technology pg. 83
- Pictures
- Digital devices
- Charts

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Force and Energy

Sound Energy - Effects of loud sound in day-to-day life
Sound Energy - Role of sound in day-to-day life

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

- Demonstrate the effects of loud sounds
- Compare reactions to loud and soft sounds
- Show responsibility in managing sound levels

- Learners study a picture of people covering their ears
- Learners blow a whistle loudly and observe classmates' reactions
- Learners blow a flute softly and observe classmates' reactions

How do people react to loud sounds?

- Oxford Everyday Science and Technology pg. 84
- Whistle
- Flute
- Pictures
- Digital devices
- Oxford Everyday Science and Technology pg. 85
- Story about sound pollution
- Oxford Everyday Science and Technology pg. 87
- Charts

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Force and Energy

Sound Energy - Project: Making a sound producing instrument

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

- Gather materials for making a flute
- Follow steps to create a flute
- Show creativity in making learning resources

- Learners gather materials for making a flute
- Learners make holes on the bamboo stick using a knife
- Learners close one of the open ends using masking tape

How can we create a simple flute?

- Oxford Everyday Science and Technology pg. 88
- Bamboo stick or hollow stick
- Masking tape
- Knife
- Oxford Everyday Science and Technology pg. 89
- Open tin and balloon (for drum)
- Carton box and strings (for guitar)
- Scissors
- Thread or rubber band

- Project assessment - Creativity - Practical skills - Observation schedules

Force and Energy

Sound Energy - Project: Creating a sound game using Scratch
Sound Energy - Assessment
Heat Transfer - Modes of heat transfer in nature

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

- Use digital tools to create a sound game
- Apply knowledge about sound in programming
- Show creativity in digital content creation

- Learners use Scratch to create a simple sound game
- Learners add sound effects using Sound blocks in Scratch
- Learners test and share their sound games

How can we create interactive sound games?

- Oxford Everyday Science and Technology pg. 90
- Computers or tablets with Scratch
- Internet connection
- Headphones
- Assessment worksheets
- Sound producing objects
- Charts
- Oxford Everyday Science and Technology pg. 91
- Dictionary
- Textbooks
- Digital devices

- Digital literacy skills - Creativity assessment - Project completion - Peer assessment

Force and Energy

Heat Transfer - Modes of heat transfer in nature (Conduction)
Heat Transfer - Modes of heat transfer in nature (Convection)

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

- Demonstrate heat transfer by conduction
- Explain how heat moves through solids
- Show interest in investigating heat transfer

- Learners fix a pin on a metal bar using wax
- Learners place the metal bar on a block of wood
- Learners heat the end of the metal bar near the pin and observe what happens
- Learners set up an experiment with a thin metal rod, wax, and three pins
- Learners observe which pin drops first when the rod is heated

How does heat move through solids?

- Oxford Everyday Science and Technology pg. 92-93
- Candle
- Matchbox
- Wax
- Pins
- Metal rods
- Block of wood
- Oxford Everyday Science and Technology pg. 94-95
- Sufuria
- Water
- Sand
- Source of heat
- Convection box
- Rag

- Practical skills assessment - Oral questions - Written assignments - Observation schedules

Force and Energy

Heat Transfer - Modes of heat transfer in nature (Radiation)
Heat Transfer - Classifying good and poor conductors of heat
Heat Transfer - Application of heat transfer in day-to-day life

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

- Demonstrate heat transfer by radiation
- Explain how heat travels through space
- Show curiosity about solar energy

- Learners go outside and stand in the sun
- Learners discuss how heat from the sun reaches them
- Learners study a picture of people around a fire and discuss how heat reaches them

How does heat from the sun reach us?

- Oxford Everyday Science and Technology pg. 96
- Sun
- Pictures
- Digital devices
- Oxford Everyday Science and Technology pg. 97-98
- Burning candle
- Thin wooden bar
- Thin metal bar
- Wax
- Pins
- Block of wood
- Various materials
- Oxford Everyday Science and Technology pg. 99-100
- Cooking utensils
- Items made of poor conductors

- Oral questions - Written assignments - Group discussions - Observation schedules

Force and Energy

Heat Transfer - Application of heat transfer in day-to-day life
Heat Transfer - Safety precautions when handling hot objects
Heat Transfer - Project: Making oven gloves

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

- Identify applications of convection and radiation
- Explain how convection and radiation are used in daily life
- Value the practical applications of heat transfer

- Learners study pictures showing applications of convection
- Learners discuss the application of convection in each picture
- Learners identify applications of radiation
- Learners discuss why houses in hot regions are painted white

How are convection and radiation applied in daily life?

- Oxford Everyday Science and Technology pg. 101-102
- Pictures
- Charts
- Digital devices
- Oxford Everyday Science and Technology pg. 104-105
- Poster on fire emergency
- Oxford Everyday Science and Technology pg. 106
- Woolen cloth or any thick cloth
- Thread
- Needle
- Scissors

- Oral questions - Written assignments - Group discussions - Observation schedules

Force and Energy

Heat Transfer - Project: Making a fireless cooker
Heat Transfer - Assessment
Heat Transfer - Assessment
Heat Transfer - Assessment

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

- Gather materials for making a fireless cooker
- Follow steps to create a fireless cooker
- Value energy conservation

- Learners gather materials for making a fireless cooker
- Learners wrap the inner surface of the basket using a heavy piece of cloth
- Learners create a cover for the basket
- Learners place a container with hot food in the fireless cooker
- Learners cover the fireless cooker
- Learners remove the food after some time and check if it is still hot

How can we make and use a simple fireless cooker?

- Oxford Everyday Science and Technology pg. 107
- Basket
- Heavy piece of cloth (old blanket)
- Thread
- Needle
- Container with hot food
- Assessment worksheets
- Pictures
- Charts
- Drawing materials

- Project assessment - Creativity - Practical skills - Written reports