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
- Spotlight Science and Technology Grade 4 pg. 3
- Photographs of plants at different stages

- Oral questions - Observation

Living Things and Their Environment

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

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

- Explain how plants respond to changes in the environment, move and remove waste.
- Classify the characteristic shown in each photograph of plants at different times of day.
- Develop curiosity about how plants respond to their environment.

- 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:
- Study Lorna's photographs of plants on a cloudy morning and sunny afternoon and discuss the characteristic shown
- Study photographs of a plant before and after touch and identify the characteristic shown
- Discuss how plants fold leaves, shed old leaves and remove tannins or wax as waste
- 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

How do plants respond to changes in the environment?
Why are roots important for keeping a plant in the ground?

- Spotlight Science and Technology Grade 4 pg. 4
- Photographs of plants at different times of day
- Reference materials
- 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)
- 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
- Spotlight Science and Technology Grade 4 pg. 16
- Balloons, string, young growing plants
- Posters on plant functions

- Oral questions - Written notes
- 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:

- 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.

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

How do all the external parts of a plant work together?

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

- Oral questions - Written assignments

Living Things and Their Environment

Plants - Functions of external parts of a plant
Plants - Care for plants

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
- Spotlight Science and Technology Grade 4 pg. 22
- Poster on plant care

- Written assignments - Self-assessment checklist

Living Things and Their Environment

Plants - Care for plants
Animals - Characteristics of animals as living things

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

- Describe ways of caring for plants such as watering, weeding and applying manure.
- Practise caring for plants in the school or home environment.
- Develop responsibility and a positive attitude towards caring for plants.

In groups, learners are guided to:
- Discuss ways of caring for plants: watering young plants, applying manure, weeding
- With guidance from parents or guardians, practise caring for plants at home
- Discuss what happens to plants that are not cared for

How do we care for plants in our environment?

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

- Observation - Practical activity

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.

- 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:
- 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
- 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

How do we observe characteristics of animals safely in the environment?
How do different animals show that they are living things?

- Spotlight Science and Technology Grade 4 pg. 27
- Protective clothing
- Digital devices / smartphones
- 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
- Spotlight Science and Technology Grade 4 pg. 30
- Photographs of animals at different life stages

- Observation - Written notes
- 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
- Spotlight Science and Technology Grade 4 pg. 39
- Photographs of animals
- Spotlight Science and Technology Grade 4 pg. 40
- Digital devices

- 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:

- 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
Animals - Vertebrates and invertebrates
Animals - Vertebrates and invertebrates

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
- 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 - Observation

Living Things and Their Environment

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

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.

- 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.

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
- 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

How can we create a record of vertebrates and invertebrates in our environment?
How do we care for the animals around us?

- Spotlight Science and Technology Grade 4 pg. 35
- Old magazines, newspapers, journals, scissors, glue, scrapbook
- Reference books
- Flash cards with messages on animal care
- Spotlight Science and Technology Grade 4 pg. 37
- Flash cards, markers
- Reference books
- Spotlight Science and Technology Grade 4 pg. 41
- Digital devices
- Diagrams of the digestive system
- Exercise books

- Portfolio assessment - Observation
- Practical activity - 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
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.

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

Why is it important to know all parts of the digestive system in the correct order?

- Spotlight Science and Technology Grade 4 pg. 53
- Diagrams of the digestive system
- Reference books
- Spotlight Science and Technology Grade 4 pg. 44
- Digital devices
- Spotlight Science and Technology Grade 4 pg. 45
- Flash cards with symptoms
- Pictures of symptoms

- Written assignments - Oral questions

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
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:

- 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.

- 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.

In groups, learners are guided to:
- 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
- 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

How do our daily habits affect the health of our digestive system?
How can I evaluate whether a person's habits maintain a healthy digestive system?

- Spotlight Science and Technology Grade 4 pg. 48
- Reference books
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 50
- Poster-making materials
- Spotlight Science and Technology Grade 4 pg. 51
- 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

- Oral questions - Observation
- Written assignments - Oral questions

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:

- Distinguish symptoms of an unhealthy digestive system from those of other illnesses.
- Sort a mixed set of flash cards and select only those showing symptoms of an unhealthy digestive system.
- Develop awareness of the need to report health symptoms to a professional.

In groups, learners are guided to:
- Study Mark's flash cards with symptoms of different diseases and choose only those that relate to an unhealthy digestive system
- Discuss how to tell digestive system symptoms apart from symptoms of other conditions
- Discuss what steps to take when these symptoms are noticed

How can you tell if symptoms are related to the digestive system?

- Spotlight Science and Technology Grade 4 pg. 45
- Flash cards with various symptoms
- Reference books
- Spotlight Science and Technology Grade 4 pg. 46
- Exercise 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:

- 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
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 50
- Personal health plans from previous lesson

- Oral questions - Written assignments

Living Things and Their Environment
Matter
Matter
Matter

Human Digestive System - Developing a health plan
Properties of matter - Categorising substances into the three states of matter
Properties of matter - Categorising substances into the three states of matter
Properties of matter - Categorising substances into the three states of matter

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

- Review and consolidate all learning in sub-strand 1.3 on the human digestive system.
- Evaluate own health plan and identify areas for improvement.
- Appreciate the importance of maintaining a healthy digestive system for overall wellbeing.

In groups, learners are guided to:
- Review all content from sub-strand 1.3: parts of the digestive system, symptoms of an unhealthy digestive system, and ways of maintaining a healthy digestive system
- Evaluate personal health plans and identify areas for improvement
- Complete self-assessment checklist for sub-strand 1.3 (Table 1.7)

How well do I understand how to keep my digestive system healthy?

- Spotlight Science and Technology Grade 4 pg. 54
- Personal health plans
- Self-assessment checklist (Table 1.7)
- Spotlight Science and Technology Grade 4 pg. 55
- Digital devices
- Reference books
- Spotlight Science and Technology Grade 4 pg. 56
- Digital devices with internet access
- Collected substances from school environment
- Exercise books

- Self-assessment - Written assignments

Matter

Properties of matter - Categorising substances into the three states of matter
Properties of matter - Properties of the three states of matter
Properties of matter - Properties of the three states of matter
Properties of matter - Properties of the three states of matter
Properties of matter - Properties of the three states of matter

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

- Consolidate the classification of substances into the three states of matter.
- Distinguish between substances that can be touched and those that cannot.
- Appreciate that understanding states of matter helps us understand the world around us.

- Identify that liquids do not have a definite shape.
- Carry out a practical activity to demonstrate that liquids take the shape of their container.
- Develop curiosity about how liquids behave in different containers.

In groups, learners are guided to:
- Review: matter in solid or liquid form can be touched; gaseous matter cannot be touched
- Complete a summary table of substances classified as solid, liquid and gas from the school environment and locality
- Discuss and share classification tables with classmates
- Carry out Practical Activity 4: pour water into different containers (bottle, glass, bowl) and observe the shape it takes each time
- Conclude that liquids do not have a definite shape; they take the shape of their container
- Write short notes and share with classmates

Why is it important to know the three states of matter?
Why does water look different in a bottle compared to a bowl?

- Spotlight Science and Technology Grade 4 pg. 56
- Reference books
- Digital devices
- Spotlight Science and Technology Grade 4 pg. 59
- Carton boxes, small stones, pen, exercise book, empty bottle
- Spotlight Science and Technology Grade 4 pg. 60
- Small stones, clear containers of the same size, water, string, marker pen, cloth
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 61
- Weighing machine, small stones, dry piece of cloth
- Spotlight Science and Technology Grade 4 pg. 63
- Three different containers (bottle, water glass, bowl), water
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 64
- Three clear glasses of the same size and shape, water, marker pen, table
- Spotlight Science and Technology Grade 4 pg. 65
- Weighing machine, water, empty bottle, empty bowl

- Written assignments - Oral questions
- Practical observation - Oral questions

Matter

Properties of matter - Properties of the three states of matter

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

- Identify that gases do not have a definite shape and take up the shape of their container.
- Carry out a practical activity to demonstrate that gases occupy space and take the shape of their container.
- Develop investigative skills through practical activities on gases.

In groups, learners are guided to:
- Carry out Practical Activity 7: blow air into balloons of different shapes, observe the shape and press lightly to show gases change shape
- Untie one balloon and observe air escaping to show gases occupy space
- Conclude that gases do not have a definite shape and take up the shape of their container

What happens to air when it is blown into a balloon?

- Spotlight Science and Technology Grade 4 pg. 67
- Balloons of different shapes, piece of thread
- Exercise books
- Spotlight Science and Technology Grade 4 pg. 68
- Balloon, weighing machine, piece of thread

- Practical observation - Oral questions

Matter

Properties of matter - Properties of the three states of matter
Properties of matter - Importance of the different states of matter in day-to-day life
Properties of matter - Importance of the different states of matter in day-to-day life

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

- Summarise and compare the properties of solids, liquids and gases.
- Complete a comparison table of properties of the three states of matter.
- Appreciate how understanding properties of matter helps explain everyday observations.

In groups, learners are guided to:
- Consolidate properties of all three states: solids (definite shape, volume, mass), liquids (indefinite shape, definite volume and mass), gases (indefinite shape and volume, definite mass)
- Complete Table 2.3 comparing properties of the three states of matter
- Discuss and share completed tables with classmates

How are the properties of solids, liquids and gases similar and different?

- Spotlight Science and Technology Grade 4 pg. 68
- Completed Table 2.3 in exercise books
- Reference books
- Spotlight Science and Technology Grade 4 pg. 69
- Pictures showing importance of states of matter
- Exercise books

- Written assignments - Oral questions

Matter

Management of solid waste - Classifying solid waste into decomposable and non-decomposable

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

- Define the term solid waste and identify solid waste in the school environment.
- Distinguish between solid waste and non-solid waste from pictures.
- Appreciate the importance of identifying and properly handling solid waste.

In groups, learners are guided to:
- Study Teacher Pasaka's pictures of waste and identify which pictures show solid waste
- Discuss the meaning of waste (material we do not use or require any more) and solid waste
- Discuss: picture A shows well-disposed waste; pictures B and D show poorly disposed waste

What is solid waste and where do we find it?

- Spotlight Science and Technology Grade 4 pg. 72
- Pictures of solid and non-solid waste
- Reference books
- Spotlight Science and Technology Grade 4 pg. 73
- Protective clothing (gloves, gumboots, face mask)
- Exercise books

- Oral questions - Observation

Matter

Management of solid waste - Classifying solid waste into decomposable and non-decomposable
Management of solid waste - Dangers of solid waste to the environment

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

- Classify solid waste into decomposable and non-decomposable.
- Distinguish between waste that rots and waste that does not rot.
- Develop systematic thinking through sorting and classifying solid waste.

- Identify dangers of solid waste to the environment.
- Search for and record information on dangers of solid waste and extract specific dangers from Nemaiyan's composition.
- Develop concern for environmental health and safety.

In groups, learners are guided to:
- Discuss the meaning of decomposable waste (waste that can rot) and non-decomposable waste (waste that cannot rot)
- Group the waste collected during the outdoor walk into decomposable and non-decomposable categories
- Search digital or print materials for more information on decomposable and non-decomposable waste
- Search for information on dangers of solid waste to the environment using print or non-print materials
- Study the picture of animals grazing at a dump site and discuss dangers to animals and to people living nearby
- Read Nemaiyan's composition and list the dangers mentioned: trapping animals, dirty air, attracting rats, animals mistaking waste for food

What is the difference between decomposable and non-decomposable solid waste?
How does poorly managed solid waste endanger the environment?

- Spotlight Science and Technology Grade 4 pg. 74
- Collected solid waste samples
- Digital devices with internet access
- Spotlight Science and Technology Grade 4 pg. 76
- Pictures of safe and unsafe solid waste handling
- Protective clothing
- Spotlight Science and Technology Grade 4 pg. 77
- Protective clothing, broom, dustbins, marker pen, large sheet of paper
- Clean water and soap
- Spotlight Science and Technology Grade 4 pg. 79
- Digital devices with internet access
- Reference books
- Spotlight Science and Technology Grade 4 pg. 80
- Exercise books

- Written assignments - Observation
- Oral questions - Written notes

Matter

Management of solid waste - Methods of managing waste in the environment

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

- Identify the three methods of managing solid waste: recycling, re-using and reducing.
- Search for and record information on methods of managing solid waste and classify examples from the Usafi story as recycle, re-use or reduce.
- Develop interest in managing solid waste responsibly.

In groups, learners are guided to:
- Search for information on methods of managing solid waste using digital media or print materials
- Study the story of how people in Usafi area manage solid waste: storing items in old containers (re-using), taking plastic bottles to a factory (recycling), taking waste paper to make tissue paper (recycling)
- Identify the method being used in each case

What are the methods used to manage solid waste?

- Spotlight Science and Technology Grade 4 pg. 80
- Digital devices with internet access
- Reference books
- Spotlight Science and Technology Grade 4 pg. 81
- Pictures of recycled products
- Spotlight Science and Technology Grade 4 pg. 83
- Examples of re-used materials

- Oral questions - Written notes

Matter

Management of solid waste - Methods of managing waste in the environment

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

- Define reducing and describe practices that reduce the amount of waste generated.
- Record examples of reducing waste from home and school and classify them in a table alongside re-using and recycling examples.
- Develop responsible habits that minimise waste generation.

In groups, learners are guided to:
- Discuss the meaning of reducing: methods that lower the amount of waste generated
- Discuss examples: not using disposable plastic utensils; using baskets instead of disposable shopping bags
- Name waste from the locality that can be managed through reducing

How can we reduce the amount of solid waste we produce?

- Spotlight Science and Technology Grade 4 pg. 84
- Examples of reducing practices
- Reference books
- Spotlight Science and Technology Grade 4 pg. 83
- Akinyi's journal (in course book)
- Exercise books for personal journals

- Oral questions - Written assignments

Matter

Management of solid waste - Methods of managing waste in the environment
Management of solid waste - Importance of proper management of solid waste

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

- Make a dustbin from locally available waste materials.
- Follow step-by-step instructions to construct a dustbin from waste materials.
- Appreciate creativity and problem-solving as tools for managing solid waste.

In groups, learners are guided to:
- Watch a video clip showing how to make a dustbin from waste materials such as straws, reeds, banana fibres or plastic containers
- Collect materials, plan the steps and make a dustbin from chosen waste materials
- Present and display completed dustbins to classmates

How can we use waste materials to make useful items like dustbins?

- Spotlight Science and Technology Grade 4 pg. 85
- Waste materials: straws, reeds, banana fibres or plastic containers
- Knife (used with caution)
- Spotlight Science and Technology Grade 4 pg. 87
- Solid waste materials for toy-making
- Reference books
- Exercise books

- Practical activity - Observation

Matter

Management of solid waste - Importance of proper management of solid waste
Management of solid waste - Importance of proper management of solid waste
Water conservation - Meaning of water conservation

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

- Make a dustbin at home using waste materials with guidance from parents or guardians.
- Use the self-made dustbin to dispose of solid waste at home.
- Develop personal responsibility for solid waste management at home.

- Review and consolidate all learning in sub-strand 2.2 on management of solid waste.
- Demonstrate solid waste management at home by engaging family members in reducing, re-using or recycling an item.
- Develop a commitment to practising proper solid waste management at home and in school.

In groups, learners are guided to:
- With help from parents or guardians, make a dustbin at home using waste materials found at home
- Use the completed dustbin to dispose of solid waste materials at home
- Discuss the experience and share with classmates in the next lesson
- Review all content: classifying waste, dangers, methods (recycle, re-use, reduce) and importance of proper management
- Share knowledge of solid waste management methods with parents, guardians or siblings at home
- Engage family members in activities that involve reducing, re-using and recycling solid waste

How can making our own dustbin help us manage solid waste at home?
How can we encourage our families to manage solid waste properly?

- Spotlight Science and Technology Grade 4 pg. 87
- Waste materials from home
- Guidance from parents or guardians
- Spotlight Science and Technology Grade 4 pg. 89
- Exercise books
- Reference books
- Spotlight Science and Technology Grade 4 pg. 89
- Personal journals from lesson 28
- Reference books
- Spotlight Science and Technology Grade 4 pg. 91
- Pictures of water wastage and conservation

- Practical activity - Observation
- Oral questions - Observation

Matter

Water conservation - Meaning of water conservation
Water conservation - Methods of conserving water

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

- Explain the meaning of water conservation.
- Compare pictures of Caroline, Jayden and George and record which individuals are practising water conservation and why.
- Value the need to use water wisely to prevent wastage.

In groups, learners are guided to:
- Study pictures of Caroline, Jayden and George at Banda's home and identify who uses water carefully and who wastes water
- Discuss the meaning of water conservation: the practice of using water without wasting it
- Recite the water conservation poem and discuss what it is about

What is water conservation and why is it important?

- Spotlight Science and Technology Grade 4 pg. 92
- Pictures from Banda's home activity
- Reference books
- Spotlight Science and Technology Grade 4 pg. 94
- Digital devices
- Digital devices / smartphones for photographs

- Oral questions - Written notes

Matter

Water conservation - Methods of conserving water

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

- Describe specific methods of conserving water shown in pictures from Nyamati area.
- Group observed water conservation practices as reducing, re-using or recycling.
- Value the role of community practices in water conservation.

In groups, learners are guided to:
- Study the Nyamati area poster with pictures: turn off tap after use, wash clothes, sprinkle waste water on dusty compound, filter water, boil filtered water, build a dam to trap rain water
- Discuss how each practice conserves water and group it as reducing, re-using or recycling
- Share and discuss findings with classmates

How do people in our community conserve water?

- Spotlight Science and Technology Grade 4 pg. 95
- Poster of water conservation methods from Nyamati area
- Reference books
- Spotlight Science and Technology Grade 4 pg. 97
- Pictures of drip irrigation and mulching

- Oral questions - Written notes

Matter

Water conservation - Methods of conserving water

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

- Define recycling water and give examples of how water can be recycled.
- Record the meanings of recycling and reducing water and compile examples of each method from the locality.
- Appreciate the variety of methods available for conserving water.

In groups, learners are guided to:
- Discuss recycling water: processing and treating waste water to obtain clean water; examples include building dams and filtering
- Discuss reducing water: methods that lower the amount of water wasted; examples include turning off taps, taking shorter showers, drip irrigation
- Write short notes and share with classmates

How are recycling and reducing water different from each other?

- Spotlight Science and Technology Grade 4 pg. 98
- Reference books
- Digital devices
- Spotlight Science and Technology Grade 4 pg. 97
- David's journal (in course book)
- Exercise books

- Oral questions - Written assignments

Matter

Water conservation - Importance of conserving water

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

- Identify the importance of conserving water at home and in school.
- Search for and record information on the importance of conserving water using textbooks and reference materials.
- Appreciate why water conservation is critical for humans, animals and plants.

In groups, learners are guided to:
- Read textbooks and reference materials on the importance of conserving water
- Discuss personal experiences of conserving water at home and in school
- Begin studying the story of the people of Kisima County to identify the importance of water conservation

Why is it important to conserve water?

- Spotlight Science and Technology Grade 4 pg. 98
- Reference books
- Digital devices
- Spotlight Science and Technology Grade 4 pg. 101
- Exercise books
- Table 2.6 in exercise books
- Spotlight Science and Technology Grade 4 pg. 103
- Poster-making materials

- Oral questions - Written notes