Force and Energy

Floating and Sinking - Demonstrating Floating and Sinking

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

- Explain the concept of floating and sinking
- Demonstrate floating and sinking using different materials
- Appreciate the occurrence of floating and sinking in nature

The learner is guided to:
- Work in groups to observe pictures of floating and sinking objects
- Walk around the school compound and collect different items
- Test the collected items for floating and sinking in water

Why do some materials float and others sink?

- Mentor Science and Technology Learner's Book pg. 73
- Various objects (wooden sticks, stones, bottle tops, etc.)
- Container with water
- Digital resources

- Observation schedules - Oral questions - Practical activities

Force and Energy

Floating and Sinking - Classifying Objects
Floating and Sinking - Factors Affecting Floating and Sinking (Shape)
Floating and Sinking - Factors Affecting Floating and Sinking (Weight)

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

- Classify objects as floaters or sinkers
- Predict whether objects will float or sink
- Show curiosity in exploring floating and sinking

The learner is guided to:
- Classify the tested objects into floaters and sinkers
- Use digital devices to find more examples of floaters and sinkers
- Create a chart showing classification of objects

How can we classify objects based on floating and sinking?

- Mentor Science and Technology Learner's Book pg. 74
- Various objects
- Container with water
- Digital devices
- Chart paper
- Mentor Science and Technology Learner's Book pg. 75
- Bottle tops
- Plasticine
- Hammer (teacher use only)
- Mentor Science and Technology Learner's Book pg. 76
- Containers of same size
- Sand, feathers or cotton wool
- Container with water

- Written assignments - Oral questions - Projects

Force and Energy

Floating and Sinking - Factors Affecting Floating and Sinking (Size)
Floating and Sinking - Applications (Swimming)
Floating and Sinking - Applications (Diving)

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

- Explain how size affects floating and sinking
- Demonstrate the effect of size on floating and sinking
- Appreciate that size does not affect floating and sinking

The learner is guided to:
- Conduct experiments with blocks of wood of different sizes
- Observe the effect of size on floating
- Discuss their observations and conclusions

How does size affect floating and sinking?

- Mentor Science and Technology Learner's Book pg. 77
- Blocks of wood of different sizes
- Container with water
- Digital resources
- Mentor Science and Technology Learner's Book pg. 78
- Digital devices
- Pictures showing swimming
- Art materials
- Pictures showing diving

- Practical activities - Oral questions - Written assignments

Force and Energy

Floating and Sinking - Applications (Lifesavers)
Floating and Sinking - Applications (Water Transport)

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

- Explain the importance of lifesavers
- Identify different types of lifesavers
- Appreciate the role of lifesavers in water safety

The learner is guided to:
- Discuss the importance of lifesavers
- Identify different types of lifesavers
- Discuss how lifesavers prevent drowning

How do lifesavers help prevent drowning?

- Mentor Science and Technology Learner's Book pg. 78
- Digital devices
- Pictures showing lifesavers
- Video resources
- Mentor Science and Technology Learner's Book pg. 79
- Pictures showing water vessels

- Oral questions - Written assignments - Projects

Force and Energy

Floating and Sinking - Applications (Floods and Rescue)
Floating and Sinking - Applications (Surfing)

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

- Explain how floating and sinking principles are applied during floods
- Identify flood safety measures
- Show concern for flood victims

The learner is guided to:
- Discuss how flooding affects communities
- Identify safety measures during floods
- Discuss how floating devices are used in rescue operations

How are floating principles applied in flood rescue?

- Mentor Science and Technology Learner's Book pg. 79
- Digital devices
- Pictures showing floods and rescue operations
- Video resources
- Pictures showing surfing

- Oral questions - Written assignments - Projects

Force and Energy

Floating and Sinking - Lifesaver Project Planning

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

- Plan a lifesaver project
- Identify materials needed for the lifesaver
- Show enthusiasm for the project

The learner is guided to:
- Discuss what a lifesaver should include
- Plan a lifesaver using locally available materials
- Identify materials needed for the lifesaver

How can we design effective lifesavers?

- Mentor Science and Technology Learner's Book pg. 80
- Digital devices
- Pictures of lifesavers
- Planning worksheets

- Project plans - Oral questions - Peer assessment

Force and Energy

Floating and Sinking - Lifesaver Construction
Floating and Sinking - Assessment Activities

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

- Make a functional lifesaver
- Explain how the lifesaver works
- Show creativity in lifesaver construction

The learner is guided to:
- Use locally available materials to make a lifesaver
- Ensure the lifesaver is functional
- Test the lifesaver in water (under teacher supervision)

How can we construct functional lifesavers?

- Mentor Science and Technology Learner's Book pg. 80
- Rubber tubes or plastics
- Air pump
- Rope
- Water source for testing
- Mentor Science and Technology Learner's Book pg. 83
- Assessment worksheets
- Digital resources
- Reference materials

- Projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Sources of Sound

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

- Define sound as a form of energy
- Identify sources of sound in the environment
- Appreciate the variety of sound sources

The learner is guided to:
- Discuss sound as a form of energy produced by vibration
- Identify different sources of sound in the environment
- Classify sound sources (blowing, hitting, plucking, shaking)

How is sound produced?

- Mentor Science and Technology Learner's Book pg. 84
- Various sound-producing objects
- Digital resources
- Charts

- Oral questions - Written assignments - Observation schedules

Force and Energy

Sound Energy - Sound Production by Hitting
Sound Energy - Sound Production by Plucking

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

- Demonstrate sound production by hitting
- Explain how hitting produces sound
- Show interest in exploring sound production

The learner is guided to:
- Use a drum to demonstrate sound production by hitting
- Observe the effect of hitting softly versus hitting hard
- Discuss their observations and conclusions

How does hitting objects produce sound?

- Mentor Science and Technology Learner's Book pg. 85
- Drums or improvised drums
- Digital resources
- Charts
- Mentor Science and Technology Learner's Book pg. 86
- Strings
- Desks
- Digital resources

- Practical activities - Oral questions - Observation schedules

Force and Energy

Sound Energy - Sound Production by Blowing

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

- Demonstrate sound production by blowing
- Explain how blowing produces sound
- Show interest in exploring sound production

The learner is guided to:
- Use a flute to demonstrate sound production by blowing
- Observe the effect of blowing softly versus strongly
- Discuss their observations and conclusions

How does blowing produce sound?

- Mentor Science and Technology Learner's Book pg. 87
- Flutes or improvised flutes
- Digital resources
- Charts

- Practical activities - Oral questions - Observation schedules

Force and Energy

Sound Energy - Movement of Sound (All Directions)
Sound Energy - Reflection of Sound (Echo)

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

- Explain that sound travels in all directions
- Demonstrate sound traveling in all directions
- Appreciate how sound travels

The learner is guided to:
- Conduct experiments to show that sound travels in all directions
- Observe that listeners at different positions can hear the same sound
- Discuss their observations and conclusions

How does sound travel?

- Mentor Science and Technology Learner's Book pg. 88
- Sound sources (radio, bell, etc.)
- Open space
- Digital resources
- Mentor Science and Technology Learner's Book pg. 89
- Tubes made of rolled manila paper
- Large walls or buildings

- Practical activities - Oral questions - Observation schedules

Force and Energy

Sound Energy - Multiple Echoes

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

- Explain multiple echoes
- Demonstrate the occurrence of multiple echoes
- Show interest in exploring multiple echoes

The learner is guided to:
- Conduct experiments to demonstrate multiple echoes
- Identify places where multiple echoes can be heard
- Discuss their observations and conclusions

How do multiple echoes occur?

- Mentor Science and Technology Learner's Book pg. 91
- Tubes made of rolled manila paper
- Environment with two walls or buildings
- Digital resources

- Practical activities - Oral questions - Written assignments

Force and Energy

Sound Energy - Sound Instrument Project (Drum)

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

- Design and make a drum
- Explain how the drum produces sound
- Show creativity in drum making

The learner is guided to:
- Identify materials needed for making a drum
- Make a drum using locally available materials
- Test the drum and make improvements

How can we make a functional drum?

- Mentor Science and Technology Learner's Book pg. 92
- Empty tins
- Dry animal skin or alternative
- Strings
- Sticks

- Projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Sound Instrument Project (Flute)
Sound Energy - Sound Instrument Project (Bell)

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

- Design and make a flute
- Explain how the flute produces sound
- Show creativity in flute making

The learner is guided to:
- Identify materials needed for making a flute
- Make a flute using locally available materials
- Test the flute and make improvements

How can we make a functional flute?

- Mentor Science and Technology Learner's Book pg. 93
- Straws, plastic pipes or bamboo
- Knife (teacher use only)
- Ruler
- Mentor Science and Technology Learner's Book pg. 94
- Old car or motorcycle rim
- Piece of metal
- Rope

- Projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Creating a Sound Game using Scratch

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

- Use Scratch to create a sound game
- Apply digital skills in sound programming
- Show creativity in digital sound creation

The learner is guided to:
- Learn the basics of Scratch programming
- Use Scratch to create a simple sound game
- Test and improve their sound games

How can technology enhance sound learning?

- Mentor Science and Technology Learner's Book pg. 95
- Computers with Scratch installed
- Digital resources
- Internet connection

- Digital projects - Demonstrations - Peer assessment

Force and Energy

Sound Energy - Effects of Loud Sound
Sound Energy - Effects of Sound Pollution

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

- Identify effects of loud sound on people
- Explain how loud sound can be harmful
- Show concern about noise pollution

The learner is guided to:
- Read a story about the effects of loud sound
- Discuss how loud sound affects people
- Identify situations where loud sound is harmful

What are the effects of loud sound?

- Mentor Science and Technology Learner's Book pg. 96
- Digital devices
- Charts showing effects of loud sound
- Video resources
- Mentor Science and Technology Learner's Book pg. 97
- Charts
- Art materials

- Oral questions - Written assignments - Projects

Force and Energy

Sound Energy - Government Role in Addressing Sound Pollution

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

- Explain the role of government in addressing sound pollution
- Identify sound regulations
- Show appreciation for sound pollution control

The learner is guided to:
- Discuss the role of government in addressing sound pollution
- Identify sound regulations and their importance
- Create awareness posters on sound regulation

How does the government address sound pollution?

- Mentor Science and Technology Learner's Book pg. 98
- Digital devices
- Charts showing government roles
- Reference materials

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Meaning of Heat Transfer
Heat Transfer - Conduction

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

- Define heat transfer
- Explain the importance of heat transfer
- Appreciate the role of heat in daily life

The learner is guided to:
- Discuss heat as a form of energy
- Identify examples of heat transfer in daily life
- Discuss the importance of heat transfer

What is heat transfer?

- Mentor Science and Technology Learner's Book pg. 100
- Digital devices
- Charts showing heat transfer
- Video resources
- Mentor Science and Technology Learner's Book pg. 101
- Hot water in containers
- Metallic spoons
- Candles, matches, long nails
- Digital resources

- Oral questions - Written assignments - Observation schedules

Force and Energy

Heat Transfer - Good and Poor Conductors

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

- Classify materials as good or poor conductors of heat
- Test different materials for heat conduction
- Appreciate the importance of heat conductivity

The learner is guided to:
- Test different materials for heat conduction
- Classify materials as good or poor conductors
- Discuss applications of good and poor conductors

How can we classify materials based on heat conductivity?

- Mentor Science and Technology Learner's Book pg. 103
- Hot water
- Various materials (metal, wood, plastic)
- Cooking fat or petroleum jelly
- Digital resources

- Practical activities - Oral questions - Written assignments

Force and Energy

Heat Transfer - Applications of Conduction
Heat Transfer - Convection

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

- Identify applications of heat conduction
- Explain how conduction is applied in daily life
- Show interest in conduction applications

The learner is guided to:
- Identify applications of heat conduction in daily life
- Visit the school kitchen to observe utensils
- Discuss why cooking utensils are made of specific materials

How is heat conduction applied in daily life?

- Mentor Science and Technology Learner's Book pg. 105
- Digital devices
- Pictures showing applications
- School kitchen (if available)
- Mentor Science and Technology Learner's Book pg. 108
- Containers with water
- Heat sources (under teacher supervision)
- Sand, paper bits
- Carton boxes

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Applications of Convection

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

- Identify applications of convection
- Explain how convection is applied in daily life
- Show interest in convection applications

The learner is guided to:
- Identify applications of convection in daily life (heating liquids, cooling liquids, body cooling, wind)
- Discuss how convection works in these applications
- Create illustrations showing convection applications

How is convection applied in daily life?

- Mentor Science and Technology Learner's Book pg. 112
- Digital devices
- Pictures showing applications
- Art materials

- Oral questions - Written assignments - Projects

Force and Energy

Heat Transfer - Radiation
Heat Transfer - Applications of Radiation

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

- Explain heat transfer by radiation
- Demonstrate heat transfer through radiation
- Show interest in exploring radiation

The learner is guided to:
- Discuss radiation as heat transfer without material contact
- Conduct experiments to demonstrate radiation
- Discuss their observations and conclusions

How does heat move through space?

- Mentor Science and Technology Learner's Book pg. 113
- Heat sources (under teacher supervision)
- Cooking fat or petroleum jelly
- Tables
- Digital resources
- Mentor Science and Technology Learner's Book pg. 115
- Digital devices
- Pictures showing applications
- Art materials

- Practical activities - Oral questions - Observation schedules

Force and Energy

Heat Transfer - Safety Precautions

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

- Identify safety precautions when handling heat
- Demonstrate proper safety measures
- Show responsibility when handling heat

The learner is guided to:
- Discuss safety precautions when handling heat
- Demonstrate proper safety measures
- Create a safety guide for handling heat

How can we safely handle heat?

- Mentor Science and Technology Learner's Book pg. 116
- Digital devices
- Pictures showing safety measures
- Protective equipment

- Practical activities - Oral questions - Projects

Force and Energy

Heat Transfer - Fire Emergency Response
Heat Transfer - Oven Gloves Project
Heat Transfer - Fireless Cooker Project

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

- Identify ways to respond to fire emergencies
- Demonstrate proper fire emergency responses
- Show responsibility in emergency situations

The learner is guided to:
- Discuss ways to respond to fire emergencies
- Demonstrate proper emergency responses
- Create an emergency response plan

How should we respond to fire emergencies?

- Mentor Science and Technology Learner's Book pg. 117
- Digital devices
- Pictures showing emergency responses
- Charts
- Mentor Science and Technology Learner's Book pg. 118
- Old pieces of heavy clothing
- Scissors
- Sewing needles and thread
- Marker pens
- Mentor Science and Technology Learner's Book pg. 119
- Old cotton cloth
- Basket, bucket or clean dustbin with lid
- Sewing needles and thread

- Practical activities - Oral questions - Projects