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.

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

What safety precautions should we observe when handling plants?

- 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

- Oral questions - 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:

- 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:
- 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

Which parts of the plant are labelled A, B, C and D in the diagram?

- 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)

- 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.

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

- Oral questions - Written assignments

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:

- 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:
- 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 we use the paint application to draw a plant?

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

- 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.

- 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

Why should we care 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

- Oral questions - Written notes

Living Things and Their Environment

Plants - Care for plants

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

- 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.

In groups, learners are guided to:
- 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

How do I show what I have learnt about caring for plants?

- Spotlight Science and Technology Grade 4 pg. 24
- Exercise books
- Reference 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:

- 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.

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?

Which characteristics of living things are shown by the animals you observed?

- Spotlight Science and Technology Grade 4 pg. 28
- Photographs and videos from outdoor activity
- 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 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 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 different animals show that they are living things?

- 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.

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

Which characteristics of living things can you identify in photographs of animals?

- Spotlight Science and Technology Grade 4 pg. 39
- Photographs of animals
- 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:

- 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:
- 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

What is the complete list of characteristics that show animals are living things?

- Spotlight Science and Technology Grade 4 pg. 40
- Reference books
- Digital devices

- 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.

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

What is the difference between a vertebrate and an invertebrate?

- Spotlight Science and Technology Grade 4 pg. 31
- Reference books
- Digital devices with internet access

- Oral questions - Written notes

Living Things and Their Environment

Animals - Vertebrates and invertebrates

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

- 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:
- 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

How do we classify animals as vertebrates or invertebrates?

- Spotlight Science and Technology Grade 4 pg. 32
- Classification table in exercise book
- Pictures of different animals

- 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

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.

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

How do we care for the animals around us?

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

- 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:

- 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:
- 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

What are the parts of the human digestive system?

- Spotlight Science and Technology Grade 4 pg. 41
- Digital devices
- Reference books

- 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

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

- 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:

- 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:
- 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

What are the signs that someone has an unhealthy digestive system?

- Spotlight Science and Technology Grade 4 pg. 44
- 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:

- 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.

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

Why is brushing teeth important for 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 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 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

How do our daily habits affect the health of our digestive system?

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

- 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

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.

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

How can I evaluate whether a person's habits maintain a healthy digestive system?

- Spotlight Science and Technology Grade 4 pg. 53
- Exercise books
- Reference books

- 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:

- 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:
- 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

What should we do when we notice symptoms of an unhealthy digestive system?

- 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

- 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.

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

How do I plan to maintain a healthy digestive system every week?

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

- Written assignments - Peer assessment

Living Things and Their Environment

Human Digestive System - Developing a health plan

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

- 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:
- 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 can we help our families maintain a healthy digestive system?

- 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)

- Observation - Oral questions