Living Things and Their Environment

Plants - Characteristics of plants as living things

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

- Identify living and non-living things in the environment.
- Observe and record evidence that plants are living things.
- Appreciate the importance of distinguishing living from non-living things.

In groups, learners are guided to:
- Study photographs of a bean plant, rabbit, stone and chair at different times and discuss which are living things
- Search digital media for information on characteristics of plants as living things
- Write short notes and share findings with classmates

What makes plants living things?

- Spotlight Science and Technology Grade 4 pg. 2
- Digital devices
- Reference books

- Oral questions - Observation

Living Things and Their Environment

Plants - Characteristics of plants as living things

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

- Describe how plants feed, grow and reproduce as characteristics of living things.
- Record observations of plant characteristics from photographs and field activity.
- Value careful observation as a way of understanding living things.

In groups, learners are guided to:
- Study Wema's maize farm photographs at different times of the year and identify characteristics shown
- Study photographs of stems of plants and identify which characteristic is shown
- Write short notes and share with classmates

How do plants show that they feed, grow and reproduce?

- Spotlight Science and Technology Grade 4 pg. 3
- Photographs of plants at different stages
- Reference books
- Spotlight Science and Technology Grade 4 pg. 4
- Photographs of plants at different times of day
- Reference materials

- Observation - Written notes

Living Things and Their Environment

Plants - Characteristics of plants as living things
Plants - Functions of external parts of a plant

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

- State all characteristics of plants as living things including breathing and dying.
- Demonstrate safe practices when handling plants during outdoor activities.
- Appreciate the need for safety when handling plants in the environment.

- Name and label the external parts of a plant from a diagram.
- Identify external parts labelled on a diagram drawn by a classmate.
- Develop accuracy in identifying and labelling parts of a plant.

In groups, learners are guided to:
- Take a walk in the school compound to observe and record characteristics of plants as living things
- Discuss safety precautions when handling plants: do not touch without permission, wear gloves, use forceps, wash hands
- Consolidate all eight characteristics: feed, grow, reproduce, remove waste, respond, die, move, breathe
- Study Caleb's labelled plant diagram and identify the parts labelled A, B, C and D
- Draw a well-labelled diagram of a plant in exercise books
- Sing the plant song and relate each verse to the correct plant part

What safety precautions should we observe when handling plants?
Which parts of the plant are labelled A, B, C and D in the diagram?

- Spotlight Science and Technology Grade 4 pg. 5
- Protective clothing (gloves, overcoat, gumboots)
- Digital devices / smartphones
- Spotlight Science and Technology Grade 4 pg. 8
- Collected plant specimens
- Protective clothing
- Spotlight Science and Technology Grade 4 pg. 10
- Exercise books
- Reference books
- Spotlight Science and Technology Grade 4 pg. 13
- Young uprooted plants, coloured water, clear glass containers, magnifying glass
- Razor blade (used with caution)

- Oral questions - Observation
- Diagrams/drawings - Oral questions

Living Things and Their Environment

Plants - Functions of external parts of a plant

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

- Demonstrate that roots hold plants strongly in the soil through a practical activity.
- Compare plants with intact roots to those with cut roots.
- Appreciate the critical role roots play in anchoring plants.

In groups, learners are guided to:
- Carry out Practical Activity 2: attempt to pull young plants from soil; uproot one with a jembe, cut its roots, replant and try to pull again
- Discuss observations: plants with roots are harder to pull; plants without roots pull out easily
- Conclude that roots hold plants strongly in the soil

Why are roots important for keeping a plant in the ground?

- Spotlight Science and Technology Grade 4 pg. 14
- Young plants in soil, jembe, pair of scissors
- Protective clothing (gloves, gumboots)
- Spotlight Science and Technology Grade 4 pg. 15
- Pictures of different plants
- Reference books

- Practical observation - Written notes

Living Things and Their Environment

Plants - Functions of external parts of a plant

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

- Describe the functions of leaves: making food and removing excess water.
- Conduct a practical activity to show that plants remove excess water through leaves.
- Value experimental evidence in understanding how plant parts function.

In groups, learners are guided to:
- Cover a leaf with a balloon tied with string, place in sunlight for 2–3 hours and observe water droplets inside the balloon
- Study Jane's posters on functions of leaves and discuss: leaves make food and remove excess water
- Write short notes on the functions of leaves

How do leaves help a plant to stay healthy?

- Spotlight Science and Technology Grade 4 pg. 16
- Balloons, string, young growing plants
- Posters on plant functions

- Practical observation - Oral questions

Living Things and Their Environment

Plants - Functions of external parts of a plant

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

- Consolidate functions of all external parts of a plant.
- Draw and label the external parts of a plant and match each part to its correct function.
- Appreciate how all external parts work together for plant survival.

- Use the paint application to begin drawing a plant diagram digitally.
- Follow step-by-step instructions to open the paint application and draw the outline of a plant.
- Develop digital literacy skills by using a paint application for science.

In groups, learners are guided to:
- Review and discuss functions of all four external parts: roots, stem, leaves, flowers
- Match each part to its function through group discussion
- Search for information on functions of flowers using digital media or reference books
- Open the paint application on a digital device by searching on the search bar
- Choose paint from the application list and open the paint window
- Use the brush tool to draw the ground level and stem of a plant

How do all the external parts of a plant work together?
How do we use the paint application to draw a plant?

- Spotlight Science and Technology Grade 4 pg. 17
- Reference books
- Digital devices
- Spotlight Science and Technology Grade 4 pg. 18
- Digital devices with paint application installed
- Internet access

- Oral questions - Written assignments
- Observation - Digital work in progress

Living Things and Their Environment

Plants - Functions of external parts of a plant

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

- Complete a digital drawing of a plant with all external parts using the paint application.
- Label all external parts of the drawn plant using the text tool.
- Develop confidence in using digital tools to present scientific information.

In groups, learners are guided to:
- Continue paint activity: draw leaves, roots and flowers of the plant using chosen brush tools
- Colour the plant using the colour toolbar
- Label all parts (roots, stem, leaves, flowers) using the text tool and share the completed diagram with classmates

How do we label a plant diagram using the paint application?

- Spotlight Science and Technology Grade 4 pg. 19
- Digital devices with paint application
- Internet access

- Digital diagrams - Observation

Living Things and Their Environment

Plants - Functions of external parts of a plant

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

- Evaluate understanding of external parts of plants through revision questions.
- Complete Check Your Progress 1.1 questions by identifying plant parts from a diagram and stating their functions.
- Appreciate the importance of self-assessment in monitoring own learning.

In groups, learners are guided to:
- Complete Check Your Progress 1.1: find plant part names in a puzzle and write the function of each
- Answer the question: Mercy described two functions — identify which part she described
- Guide Kylan through steps for drawing parts of a plant using a digital application

How well do I understand the functions of external parts of plants?

- Spotlight Science and Technology Grade 4 pg. 21
- Exercise books
- Reference books

- Written assignments - Self-assessment checklist

Living Things and Their Environment

Plants - Care for plants

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

- Identify reasons why we need to care for plants.
- Interpret a poster on plant care and record reasons why we need to care for plants.
- Appreciate the importance of plants to humans, animals and the environment.

- Consolidate understanding of the need to care for plants by answering revision questions.
- Share plant care information with family members and demonstrate caring for plants by watering, weeding or applying manure.
- Develop a sense of responsibility towards plants in the environment.

- Study a poster made by Grade 4 learners with messages on why plants should be cared for
- Discuss reasons for caring for plants: plants are used as medicine, they are the main source of food, they are home to animals, they beautify the environment
- Write short notes and share with classmates
- Complete Check Your Progress 1.1 questions on plant care and safety precautions
- Answer question 6: identify safety precautions taken by Jemima and explain why they are important
- Share information on plant care with parents, guardians or siblings

Why should we care for plants?
How do I show what I have learnt about caring for plants?

- Spotlight Science and Technology Grade 4 pg. 22
- Poster on plant care
- Reference books
- Spotlight Science and Technology Grade 4 pg. 23
- School garden or home garden
- Watering cans, manure
- Spotlight Science and Technology Grade 4 pg. 24
- Exercise books
- Reference books

- Oral questions - Written notes
- Written assignments - Oral questions

Living Things and Their Environment

Animals - Characteristics of animals as living things

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

- Identify safety measures observed when handling animals.
- Search for and record information on characteristics of animals as living things using digital media.
- Appreciate the need for safety when observing and handling animals.

In groups, learners are guided to:
- Search digital media for information on characteristics of animals as living things
- Study pictures showing safety measures when handling animals and name each measure
- Discuss additional safety measures: keep distance, do not disturb animals, use forceps, wash hands after handling

Why should we observe safety measures when handling animals?

- Spotlight Science and Technology Grade 4 pg. 26
- Digital devices with internet access
- Reference books

- Oral questions - Written notes

Living Things and Their Environment

Animals - Characteristics of animals as living things

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

- Identify and record characteristics of animals as living things during an outdoor activity.
- Demonstrate safe practices when observing animals in the school compound.
- Value careful observation as a way of learning about animals.

In groups, learners are guided to:
- Wear protective clothing and take a walk in the school compound and neighbourhood with teacher guidance
- Observe animals and record their characteristics; take photographs and videos
- Discuss observations and write short notes in exercise books

How do we observe characteristics of animals safely in the environment?

- Spotlight Science and Technology Grade 4 pg. 27
- Protective clothing
- Digital devices / smartphones

- Observation - Written notes

Living Things and Their Environment

Animals - Characteristics of animals as living things

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

- Describe characteristics of animals as living things using photographs as evidence.
- Use notes, photographs and videos from outdoor activity to discuss characteristics.
- Develop the ability to relate real observations to scientific concepts.

- Explain how animals breathe, feed, reproduce and remove waste as characteristics of living things.
- Use Elvis's photographs to classify and record which characteristics of living things are shown by each animal.
- Appreciate that different animals show the same characteristics in different ways.

In groups, learners are guided to:
- Study photographs from the outdoor activity and identify which characteristics of living things are shown
- Discuss Activity 2: use notes, photographs and videos to describe characteristics of animals as living things
- Discuss Mzee Matano's farm: what characteristics did Mrima and Naima observe?
- Study Elvis's photographs of animals showing different characteristics of living things
- Discuss how different animals breathe, feed (flesh, vegetation or both), reproduce (birth or eggs) and remove waste (urine, dung, sweat)
- Write short notes and share with classmates

Which characteristics of living things are shown by the animals you observed?
How do different animals show that they are living things?

- Spotlight Science and Technology Grade 4 pg. 28
- Photographs and videos from outdoor activity
- Reference books
- Spotlight Science and Technology Grade 4 pg. 29
- Photographs of animals showing different characteristics
- Reference books

- Oral questions - Written notes

Living Things and Their Environment

Animals - Characteristics of animals as living things

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

- Explain how animals move, grow and respond to changes in the environment.
- Record examples of animals showing movement, growth and response using photographs or field observations.
- Develop curiosity about how different animals move and grow.

In groups, learners are guided to:
- Discuss how animals move: some fly, some walk, some swim
- Discuss how animals grow: babies grow into adults, kids grow into adult goats, fingerlings grow into fish
- Discuss how animals respond to bad environmental conditions by moving away

How do animals move, grow and respond to their environment?

- Spotlight Science and Technology Grade 4 pg. 30
- Reference books
- Photographs of animals at different life stages

- Oral questions - Written notes

Living Things and Their Environment

Animals - Characteristics of animals as living things

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

- Explain how animals die as a characteristic of living things.
- Compile and record all eight characteristics of animals as living things in a summary table.
- Appreciate the similarities between characteristics of plants and animals.

In groups, learners are guided to:
- Discuss how animals die: due to old age, illness, hunger or being killed
- Consolidate all eight characteristics of animals as living things: breathe, feed, reproduce, remove waste, move, grow, respond, die
- Compare characteristics of animals with those of plants studied earlier

How are the characteristics of animals similar to those of plants?

- Spotlight Science and Technology Grade 4 pg. 30
- Reference books
- Exercise books

- Written assignments - Oral questions

Living Things and Their Environment

Animals - Characteristics of animals as living things

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

- Apply knowledge of animal characteristics to new photographs and examples.
- Classify photographs of animals by identifying which characteristics of living things are shown in each.
- Develop critical thinking when analysing evidence of living things.

- Review and reinforce all eight characteristics of animals as living things.
- Distinguish animals from non-living things using observable characteristics.
- Value accuracy when classifying things as living or non-living.

In groups, learners are guided to:
- Study photographs A, B, C and D from Check Your Progress 1.2 and identify characteristics shown in each
- Discuss additional examples from the school neighbourhood
- Write true or false for given sentences about characteristics of animals
- Review all eight characteristics with fresh examples using familiar animals from the locality
- Discuss additional examples: animals that lay eggs vs those that give birth; different forms of breathing
- Consolidate and write a complete summary of characteristics of animals as living things

Which characteristics of living things can you identify in photographs of animals?
What is the complete list of characteristics that show animals are living things?

- Spotlight Science and Technology Grade 4 pg. 39
- Photographs of animals
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 40
- Reference books
- Digital devices

- Written assignments - Oral questions
- Oral questions - Written notes

Living Things and Their Environment

Animals - Characteristics of animals as living things

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

- Evaluate own understanding of characteristics of animals as living things using self-assessment.
- Answer revision questions on characteristics of animals as living things.
- Develop the habit of reviewing own learning for improvement.

In groups, learners are guided to:
- Complete revision questions: group a list of animals as vertebrates or invertebrates and write true or false for sentences about animal characteristics
- Complete self-assessment checklist for progress in sub-strand 1.2
- Share answers and discuss corrections with classmates

How well do I understand the characteristics of animals as living things?

- Spotlight Science and Technology Grade 4 pg. 39
- Exercise books
- Reference books
- Photographs/videos from outdoor activity
- Digital devices

- Written assignments - Self-assessment

Living Things and Their Environment

Animals - Characteristics of animals as living things

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

- Relate specific characteristics to animals found in the school locality.
- Present outdoor activity findings by matching observed animals to the characteristics of living things they display.
- Develop responsible behaviour towards animals in the environment.

In groups, learners are guided to:
- Review all outdoor activity observations: which animals were seen and which characteristics did they show?
- Discuss any animals not yet covered and apply the eight characteristics to explain why they are living things
- Discuss animal welfare: what happens to animals in the locality and why should we care about them?

Which animals in our environment show the most observable characteristics of living things?

- Spotlight Science and Technology Grade 4 pg. 40
- Photographs of local animals
- Digital devices

- Oral questions - Observation

Living Things and Their Environment

Animals - Vertebrates and invertebrates

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

- Define the terms vertebrate and invertebrate.
- Distinguish vertebrates from invertebrates based on the presence or absence of a backbone.
- Appreciate the diversity of animals in the environment.

- Classify animals as vertebrates or invertebrates using a classification table.
- Give reasons for classifying animals as vertebrates or invertebrates.
- Develop systematic thinking skills through classification activities.

In groups, learners are guided to:
- Search digital media for information on vertebrates and invertebrates
- Discuss the meaning of vertebrates (animals with a backbone) and invertebrates (animals without a backbone)
- Touch the middle of the back to feel the backbone and determine whether humans are vertebrates or invertebrates
- Complete Activity 4: write a list of animals from the locality and group each as vertebrate or invertebrate in a table with reasons
- Study pictures of animals A to U in Activity 5 and identify which are vertebrates and which are invertebrates
- Present classification work to classmates

What is the difference between a vertebrate and an invertebrate?
How do we classify animals as vertebrates or invertebrates?

- Spotlight Science and Technology Grade 4 pg. 31
- Reference books
- Digital devices with internet access
- Spotlight Science and Technology Grade 4 pg. 32
- Classification table in exercise book
- Pictures of different animals

- Oral questions - Written notes
- Written assignments - Oral questions

Living Things and Their Environment

Animals - Vertebrates and invertebrates

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

- Give examples of vertebrates and invertebrates found in the locality.
- Design and make a portfolio of vertebrates and invertebrates.
- Value creative methods of recording and presenting scientific information.

In groups, learners are guided to:
- Discuss and record examples of vertebrates: cows, camels, lions, giraffes, birds, goats, sheep, snakes, frogs, lizards
- Discuss examples of invertebrates: bees, houseflies, snails, ticks, cockroaches, millipedes, spiders, mosquitoes
- Make a portfolio by cutting animal pictures from magazines, grouping them as vertebrates or invertebrates and sticking them in a scrapbook

How can we create a record of vertebrates and invertebrates in our environment?

- Spotlight Science and Technology Grade 4 pg. 35
- Old magazines, newspapers, journals, scissors, glue, scrapbook
- Reference books

- Portfolio assessment - Observation

Living Things and Their Environment

Animals - Care for animals

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

- Identify reasons why we need to care for animals.
- Interpret flash cards and complete sentences about what we get from animals to record reasons for caring for animals.
- Appreciate the benefits that animals provide to people and the environment.

- Read reference materials on the need to care for animals and discuss findings
- Study Juma's sentences about what we get from animals: eggs from chickens, milk and meat from cows, wool and meat from sheep, honey from bees, tourism from wild animals
- Study flash cards from Grade 4 learners with messages on the need to care for animals

Why should we care for animals?

- Spotlight Science and Technology Grade 4 pg. 35
- Flash cards with messages on animal care
- Reference books

- Oral questions - Written notes

Living Things and Their Environment

Animals - Care for animals
Human Digestive System - Parts of the digestive system

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

- Describe ways of caring for animals such as feeding, providing shelter and clean water.
- Create a flash card with a personal message on the need to care for animals.
- Develop responsibility and empathy towards animals in the environment.

- Identify and name the parts of the human digestive system.
- Use a diagram to trace and record the path food takes through the human digestive system from mouth to anus.
- Appreciate the importance of knowing the organs of the digestive system.

In groups, learners are guided to:
- Discuss ways of caring for animals: proper feeding, clean water, provision of shelter, vaccination and veterinary care
- Make a personal flash card with a message on the need to care for animals
- Share flash cards with classmates and discuss what might happen if animals are not cared for
- Study the starter activity pictures: a boy eating, the digestive system, and waste removal, and discuss how they relate
- Search for information on parts of the human digestive system using digital media
- Name the seven parts: mouth, gullet, stomach, small intestine, large intestine, rectum, anus

How do we care for the animals around us?
What are the parts of the human digestive system?

- Spotlight Science and Technology Grade 4 pg. 37
- Flash cards, markers
- Reference books
- Spotlight Science and Technology Grade 4 pg. 41
- Digital devices
- Reference books

- Practical activity - Oral questions
- Oral questions - Observation

Living Things and Their Environment

Human Digestive System - Parts of the digestive system

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

- Label a diagram of the human digestive system correctly.
- Draw and label the human digestive system and sequence the parts correctly from mouth to anus.
- Develop accuracy when drawing and labelling scientific diagrams.

In groups, learners are guided to:
- Study the diagram of the human digestive system in Activity 1 and write the names of parts labelled A, B, C, D and E
- Draw and label the human digestive system in exercise books
- Discuss how food moves through each part in the correct sequence

In what order do the parts of the digestive system appear?

- Spotlight Science and Technology Grade 4 pg. 41
- Diagrams of the digestive system
- Exercise books

- Diagrams/drawings - Oral questions

Living Things and Their Environment

Human Digestive System - Parts of the digestive system

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

- Model the human digestive system using locally available materials.
- Name and explain each part of the digestive system in the model.
- Value hands-on activities as a way of learning about the human body.

In groups, learners are guided to:
- Use locally available materials to create a model of the human digestive system
- Name all parts of the digestive system in the completed model and explain what happens at each part
- Share and compare models with classmates

How can we model the human digestive system?

- Spotlight Science and Technology Grade 4 pg. 43
- Locally available materials for modelling
- Reference books
- Spotlight Science and Technology Grade 4 pg. 50
- Digital devices with paint application
- Internet access

- Practical activity - Observation

Living Things and Their Environment

Human Digestive System - Parts of the digestive system
Human Digestive System - Healthy digestive system

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

- Consolidate knowledge of the parts and structure of the human digestive system.
- Answer Check Your Progress questions on parts of the digestive system.
- Value accuracy when identifying and naming parts of the human body.

- Identify symptoms of an unhealthy digestive system from a real-life scenario.
- Identify and record symptoms of an unhealthy digestive system from Oyuga's mother's letter and search for additional symptoms.
- Develop empathy and concern for the health of others.

In groups, learners are guided to:
- Answer Check Your Progress 1.3 question 1: name the parts labelled A, B, C, D and E on the digestive system diagram
- Review and consolidate all seven parts: mouth, gullet, stomach, small intestine, large intestine, rectum, anus
- Discuss the role of each part as food passes through the digestive system
- Read Oyuga's mother's letter describing symptoms: stomach pain, bloating and vomiting, and identify the condition described
- Search for information on other symptoms of an unhealthy digestive system using print and digital materials
- Write short notes and share with classmates

Why is it important to know all parts of the digestive system in the correct order?
What are the signs that someone has an unhealthy digestive system?

- Spotlight Science and Technology Grade 4 pg. 53
- Diagrams of the digestive system
- Reference books
- Spotlight Science and Technology Grade 4 pg. 44
- Reference books
- Digital devices

- Written assignments - Oral questions
- Oral questions - Written notes

Living Things and Their Environment

Human Digestive System - Healthy digestive system

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

- List all symptoms of an unhealthy human digestive system.
- Select and record correct symptoms of an unhealthy digestive system from a mixed set of pictures and flash cards.
- Appreciate the importance of seeking medical attention when symptoms appear.

In groups, learners are guided to:
- Study Teacher Barikiwa's pictures showing symptoms of an unhealthy digestive system and name the symptoms shown in pictures A and B
- Select flash cards with symptoms of an unhealthy digestive system from a mixed set
- Record all six symptoms: stomach ache, bloating, presence of worms, diarrhoea, vomiting and constipation

Which symptoms tell us that the digestive system is unhealthy?

- Spotlight Science and Technology Grade 4 pg. 45
- Flash cards with symptoms
- Pictures of symptoms

- Oral questions - Written assignments

Living Things and Their Environment

Human Digestive System - Healthy digestive system

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

- Describe ways of maintaining a healthy digestive system.
- Extract and record ways of maintaining a healthy digestive system from Doctor Makori's conversation with learners.
- Value professional medical advice in maintaining a healthy digestive system.

- Read the conversation between Grade 4 learners and Doctor Makori at Mponya Hospital
- List ways of maintaining a healthy digestive system from the conversation: exercising, drinking enough water, brushing teeth, deworming
- Add eating healthy foods as a fifth way of maintaining a healthy digestive system

How can we maintain a healthy digestive system?

- Spotlight Science and Technology Grade 4 pg. 46
- Reference books
- Digital devices

- Oral questions - Written notes

Living Things and Their Environment

Human Digestive System - Healthy digestive system

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

- Explain why brushing teeth and deworming are important for maintaining digestive health.
- Record and demonstrate the correct tooth-brushing routine and the correct deworming schedule for maintaining digestive health.
- Develop personal hygiene habits that support a healthy digestive system.

- Explain how exercising, eating healthy foods and drinking enough water maintain digestive health.
- Evaluate Ben's diet of chips, sausages and soda and record whether it maintains a healthy digestive system.
- Appreciate that personal choices directly affect digestive health.

In groups, learners are guided to:
- Discuss the importance of brushing teeth in the morning and evening before sleeping for digestive health
- Discuss deworming: medicine should be taken every three months as advised by a doctor
- Write notes on how dental hygiene and deworming contribute to a healthy digestive system
- Discuss how daily exercise supports digestive health
- Discuss the importance of eating a balanced diet and drinking enough water every day
- Evaluate Ben's diet of chips, sausages and soda and discuss whether it maintains a healthy digestive system

Why is brushing teeth important for a healthy digestive system?
How do our daily habits affect the health of our digestive system?

- Spotlight Science and Technology Grade 4 pg. 46
- Reference books
- Digital devices
- Spotlight Science and Technology Grade 4 pg. 48
- Reference books
- Exercise books

- Oral questions - Written notes
- Oral questions - Observation

Living Things and Their Environment

Human Digestive System - Healthy digestive system

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

- Describe the importance of a healthy digestive system.
- Create a personal awareness poster on the importance of a healthy digestive system.
- Develop a positive attitude towards maintaining a healthy body.

- Study Angoro Primary School learners' poster on the importance of a healthy human digestive system
- Discuss: a healthy digestive system keeps us free from diarrhoea, vomiting, bloating, constipation and stomach ache
- Write notes and create a personal awareness poster on the importance of a healthy digestive system

Why is it important to maintain a healthy digestive system?

- Spotlight Science and Technology Grade 4 pg. 50
- Poster-making materials
- Reference books

- Oral questions - Poster assessment

Living Things and Their Environment

Human Digestive System - Healthy digestive system

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

- Review and consolidate all five ways of maintaining a healthy digestive system.
- Compile a summary table linking each of the five ways of maintaining digestive health to the specific disease or symptom it prevents.
- Appreciate that consistent healthy habits prevent digestive diseases.

In groups, learners are guided to:
- Consolidate all five ways: brushing teeth, deworming, exercising, eating healthy foods, drinking enough water
- Discuss how each way prevents specific symptoms (e.g. deworming prevents presence of worms; brushing teeth prevents tooth decay that affects digestion)
- Write a summary of ways of maintaining a healthy digestive system with their benefits

How does each habit help to keep the digestive system healthy?

- Spotlight Science and Technology Grade 4 pg. 51
- Reference books
- Exercise books

- Written assignments - Oral questions

Living Things and Their Environment

Human Digestive System - Healthy digestive system
Human Digestive System - Symptoms of unhealthy digestive system

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

- Answer revision questions on maintaining a healthy digestive system.
- Evaluate given dietary habits and judge whether they maintain digestive health.
- Develop the habit of making healthy choices in daily life.

- Identify all six symptoms of an unhealthy digestive system.
- Record all six symptoms of an unhealthy digestive system and match each to what it indicates about the digestive system.
- Appreciate the importance of acting promptly when symptoms appear.

In groups, learners are guided to:
- Answer Check Your Progress 1.3 questions 3 and 4: evaluate Ben's diet; write true or false for given sentences about healthy digestive habits
- Answer question 5: identify signs and symptoms shown by Kevin who visited a doctor
- Discuss the overall importance of maintaining a healthy digestive system
- Review and consolidate all six symptoms: stomach ache, bloating, presence of worms, diarrhoea, vomiting and constipation
- Study the pictures from Activity 4 and name the symptoms shown in pictures A and B
- Discuss what each symptom indicates and why medical attention should be sought

How can I evaluate whether a person's habits maintain a healthy digestive system?
What should we do when we notice symptoms of an unhealthy digestive system?

- Spotlight Science and Technology Grade 4 pg. 53
- Exercise books
- Reference books
- Spotlight Science and Technology Grade 4 pg. 44
- Flash cards and pictures of symptoms
- Reference books
- Spotlight Science and Technology Grade 4 pg. 45
- Flash cards with various symptoms

- Written assignments - Oral questions
- Oral questions - Written assignments

Living Things and Their Environment

Human Digestive System - Symptoms of unhealthy digestive system

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

- Consolidate understanding of symptoms of an unhealthy digestive system.
- Answer revision questions on symptoms from a case study.
- Value seeking medical attention when digestive symptoms are noticed.

- Review all six symptoms using Oyuga's letter and Teacher Barikiwa's pictures as reference points
- Answer Check Your Progress 1.3 question 2: list the signs and symptoms Dama was showing
- Discuss what learners would do if they or a classmate showed these symptoms

Why is it important to recognise symptoms of an unhealthy digestive system early?

- Spotlight Science and Technology Grade 4 pg. 46
- Reference books
- Exercise books

- Written assignments - Oral questions

Living Things and Their Environment

Human Digestive System - Developing a health plan

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

- Describe what a health plan for maintaining a healthy digestive system should include.
- Evaluate Kegan's weekly health plan for completeness and adequacy.
- Appreciate the value of planning and routine in maintaining personal health.

In groups, learners are guided to:
- Study Kegan's weekly plan showing exercising, eating a balanced diet, brushing teeth, drinking water and washing hands
- Evaluate whether each day of Kegan's plan is adequate for maintaining a healthy digestive system
- Discuss what a complete health plan should include and identify any gaps in Kegan's plan

What makes a good weekly health plan for the digestive system?

- Spotlight Science and Technology Grade 4 pg. 48
- Kegan's weekly health plan table
- Reference books

- Oral questions - Written assignments

Living Things and Their Environment

Human Digestive System - Developing a health plan

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

- Develop a personal weekly health plan for maintaining a healthy digestive system.
- Develop and record a personal weekly health plan that includes all five key practices for maintaining a healthy digestive system.
- Develop personal responsibility for maintaining a healthy digestive system.

- Share a personal health plan with family members at home.
- Present and explain the personal health plan to family members and record their feedback.
- Develop a sense of responsibility towards the health of the family.

In groups, learners are guided to:
- Develop a personal weekly health plan using a table similar to Kegan's, incorporating: exercising, eating healthy foods, brushing teeth, drinking water and washing hands
- Include a reminder to deworm every three months in the plan
- Share and give feedback on each other's health plans with classmates
- Share the completed health plan from lesson 51 with parents, guardians or siblings at home
- Explain why each habit in the plan (exercising, healthy eating, brushing teeth, drinking water, deworming) is important for the digestive system
- Suggest helping family members create their own health plan for the digestive system

How do I plan to maintain a healthy digestive system every week?
How can we help our families maintain a healthy digestive system?

- Spotlight Science and Technology Grade 4 pg. 48
- Exercise books
- Reference books
- Spotlight Science and Technology Grade 4 pg. 50
- Personal health plans from previous lesson
- Reference books
- Spotlight Science and Technology Grade 4 pg. 54
- Personal health plans
- Self-assessment checklist (Table 1.7)

- Written assignments - Peer assessment
- Observation - Oral questions