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?

- Grade 4 Science and Technology Learner's Book Digital devices
- Reference books
- Grade 4 Science and Technology Learner's Book Photographs of plants at different stages
- Grade 4 Science and Technology Learner's Book Photographs of plants at different times of day
- Reference materials

- 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
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:

- 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?

- Grade 4 Science and Technology Learner's Book Protective clothing (gloves, overcoat, gumboots)
- Digital devices / smartphones
- Grade 4 Science and Technology Learner's Book Collected plant specimens
- Protective clothing
- Grade 4 Science and Technology Learner's Book - Exercise books
- Reference books
- Grade 4 Science and Technology Learner's Book - Young uprooted plants, coloured water, clear glass containers, magnifying glass
- Razor blade (used with caution)
- Grade 4 Science and Technology Learner's Book - Young plants in soil, jembe, pair of scissors
- Protective clothing (gloves, gumboots)
- Grade 4 Science and Technology Learner's Book - Pictures of different plants

- 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:

- 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?

- Grade 4 Science and Technology Learner's Book - Balloons, string, young growing plants
- Posters on plant functions
- Grade 4 Science and Technology Learner's Book - Reference books
- Digital devices
- Grade 4 Science and Technology Learner's Book - Digital devices with paint application installed
- Internet access

- Practical observation - Oral questions

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:

- 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?

- Grade 4 Science and Technology Learner's Book - Digital devices with paint application
- Internet access
- Grade 4 Science and Technology Learner's Book - Exercise books
- Reference books
- Grade 4 Science and Technology Learner's Book - Poster on plant care

- Digital diagrams - Observation

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?

- Grade 4 Science and Technology Learner's Book - School garden or home garden
- Watering cans, manure
- Grade 4 Science and Technology Learner's Book - Exercise books
- Reference books
- Grade 4 Science and Technology Learner's Book - 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.

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?

- Grade 4 Science and Technology Learner's Book - Protective clothing
- Digital devices / smartphones
- Grade 4 Science and Technology Learner's Book - Photographs and videos from outdoor activity
- Reference books
- Grade 4 Science and Technology Learner's Book - Photographs of animals showing different characteristics
- Grade 4 Science and Technology Learner's Book - Reference books
- Photographs of animals at different life stages

- 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:

- 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?

- Grade 4 Science and Technology Learner's Book - Reference books
- Exercise books
- Grade 4 Science and Technology Learner's Book - Photographs of animals
- 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?

- Grade 4 Science and Technology Learner's Book - Exercise books
- Reference books
- Grade 4 Science and Technology Learner's Book - Photographs/videos from outdoor activity
- Digital devices
- Grade 4 Science and Technology Learner's Book - Photographs of local animals

- Written assignments - Self-assessment

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?

- Grade 4 Science and Technology Learner's Book - Reference books
- Digital devices with internet access
- Grade 4 Science and Technology Learner's Book - Classification table in exercise book
- Pictures of different animals
- Grade 4 Science and Technology Learner's Book - Old magazines, newspapers, journals, scissors, glue, scrapbook
- 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:

- 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?

- Grade 4 Science and Technology Learner's Book - Flash cards with messages on animal care
- Reference books
- Grade 4 Science and Technology Learner's Book - Flash cards, markers
- Grade 4 Science and Technology Learner's Book - Digital devices

- Oral questions - Written notes

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?

- Grade 4 Science and Technology Learner's Book - Diagrams of the digestive system
- Exercise books
- Grade 4 Science and Technology Learner's Book - Locally available materials for modelling
- Reference books
- Grade 4 Science and Technology Learner's Book - Digital devices with paint application
- Internet access

- Diagrams/drawings - Oral questions

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
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?

- Grade 4 Science and Technology Learner's Book - Diagrams of the digestive system
- Reference books
- Grade 4 Science and Technology Learner's Book - Reference books
- Digital devices
- Grade 4 Science and Technology Learner's Book - 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:

- 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?

- Grade 4 Science and Technology Learner's Book - Reference books
- Digital devices
- Exercise books
- Grade 4 Science and Technology Learner's Book - Poster-making materials
- Reference books

- Oral questions - Written notes

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:

- 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?

- Grade 4 Science and Technology Learner's Book - Reference books
- Exercise books
- Grade 4 Science and Technology Learner's Book - Exercise books
- Reference books
- Grade 4 Science and Technology Learner's Book - Flash cards and pictures of symptoms

- Written assignments - Oral questions

Living Things and Their Environment

Human Digestive System - Symptoms of unhealthy digestive system
Human Digestive System - Developing a health plan

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?

- Grade 4 Science and Technology Learner's Book - Flash cards with various symptoms
- Reference books
- Grade 4 Science and Technology Learner's Book - Reference books
- Exercise books
- Grade 4 Science and Technology Learner's Book - Kegan's weekly health plan table

- Oral questions - Written assignments

Living Things and Their Environment
Matter

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

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?

- Grade 4 Science and Technology Learner's Book - Exercise books
- Reference books
- Grade 4 Science and Technology Learner's Book - Personal health plans from previous lesson
- Grade 4 Science and Technology Learner's Book - Personal health plans
- Self-assessment checklist (Table 1.7)
- Grade 4 Science and Technology Learner's Book - Digital devices

- Written assignments - Peer assessment

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:

- Search for information on states of matter using digital media.
- Sort and classify items from Activity 1 pictures as solid, liquid or gas and record findings in a table.
- Develop the ability to classify substances into the correct state of matter.

In groups, learners are guided to:
- Search for information on states of matter using print or non-print materials
- Study Activity 1 pictures of items in different states of matter and identify which state each item belongs to
- Group the items in the pictures as solid, liquid or gas and write notes

How do we identify the three states of matter?

- Grade 4 Science and Technology Learner's Book - Digital devices with internet access
- Reference books
- Grade 4 Science and Technology Learner's Book - Collected substances from school environment
- Exercise books
- Grade 4 Science and Technology Learner's Book - Reference books
- Digital devices
- Grade 4 Science and Technology Learner's Book - Carton boxes, small stones, pen, exercise book, empty bottle
- Grade 4 Science and Technology Learner's Book - Small stones, clear containers of the same size, water, string, marker pen, cloth
- Grade 4 Science and Technology Learner's Book - Weighing machine, small stones, dry piece of cloth
- Grade 4 Science and Technology Learner's Book - Exercise books

- Oral questions - Observation

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 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:
- 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 does water look different in a bottle compared to a bowl?

- Grade 4 Science and Technology Learner's Book - Three different containers (bottle, water glass, bowl), water
- Exercise books
- Grade 4 Science and Technology Learner's Book - Three clear glasses of the same size and shape, water, marker pen, table
- Grade 4 Science and Technology Learner's Book - Weighing machine, water, empty bottle, empty bowl

- 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?

- Grade 4 Science and Technology Learner's Book - Balloons of different shapes, piece of thread
- Exercise books
- Grade 4 Science and Technology Learner's Book - Balloon, weighing machine, piece of thread
- Grade 4 Science and Technology Learner's Book - Completed Table 2.3 in exercise books
- Reference books

- Practical observation - Oral questions

Matter

Properties of matter - Importance of the different states of matter in day-to-day life
Management of solid waste - Classifying solid waste into decomposable and non-decomposable
Management of solid waste - Classifying solid waste into decomposable and non-decomposable

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

- Identify the importance of solids, liquids and gases in day-to-day life.
- Discuss real-life uses of the three states of matter from pictures.
- Appreciate the role of matter in everyday human life.

In groups, learners are guided to:
- Study Teacher Kazungu's pictures showing the importance of the three states of matter in day-to-day life
- Identify the state of matter in each picture and discuss how it is being used
- Discuss other importance of solids, liquids and gases with examples

How are the three states of matter important in our daily lives?

- Grade 4 Science and Technology Learner's Book - Pictures showing importance of states of matter
- Reference books
- Grade 4 Science and Technology Learner's Book - Exercise books
- Grade 4 Science and Technology Learner's Book - Pictures of solid and non-solid waste
- Grade 4 Science and Technology Learner's Book - Protective clothing (gloves, gumboots, face mask)
- Exercise books

- Oral questions - Written notes

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:

- 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.

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

What is the difference between decomposable and non-decomposable solid waste?

- Grade 4 Science and Technology Learner's Book - Collected solid waste samples
- Digital devices with internet access
- Grade 4 Science and Technology Learner's Book - Pictures of safe and unsafe solid waste handling
- Protective clothing
- Grade 4 Science and Technology Learner's Book - Protective clothing, broom, dustbins, marker pen, large sheet of paper
- Clean water and soap

- Written assignments - Observation

Matter

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

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

- 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:
- 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

How does poorly managed solid waste endanger the environment?

- Grade 4 Science and Technology Learner's Book - Digital devices with internet access
- Reference books
- Grade 4 Science and Technology Learner's Book - Reference books
- Exercise books

- 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 recycling and give examples of solid waste that can be recycled.
- Explain how waste materials are collected and processed into new items through recycling.
- Appreciate recycling as a way of reducing waste and protecting the environment.

In groups, learners are guided to:
- Discuss the meaning of recycling: making new items from used materials collected and taken to factories
- Give examples of recycling from the Usafi story: plastic bottles recycled into new plastic items; waste papers recycled into tissue papers
- Discuss other examples of recyclable waste from the locality

How does recycling help to manage solid waste?

- Grade 4 Science and Technology Learner's Book - Pictures of recycled products
- Reference books
- Grade 4 Science and Technology Learner's Book - Examples of re-used materials
- Grade 4 Science and Technology Learner's Book - Examples of reducing practices

- 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:

- Apply appropriate methods of waste management (recycle, re-use, reduce) to specific types of waste.
- Read and evaluate Akinyi's journal of waste management practices.
- Develop the habit of keeping records of sustainable waste management practices.

In groups, learners are guided to:
- Read and discuss Akinyi's journal showing her daily records of reducing, re-using and recycling waste
- Practise different methods of managing solid waste and keep a personal journal similar to Akinyi's
- Share journals with the teacher for review

How can we keep track of the solid waste management methods we practise daily?

- Grade 4 Science and Technology Learner's Book - Akinyi's journal (in course book)
- Exercise books for personal journals
- Grade 4 Science and Technology Learner's Book - Waste materials: straws, reeds, banana fibres or plastic containers
- Knife (used with caution)
- Grade 4 Science and Technology Learner's Book - Solid waste materials for toy-making
- Reference books

- Journal assessment - Observation

Matter

Management of solid waste - Importance of proper management of solid waste

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

- Identify reasons why proper management of solid waste is important.
- Interpret the conversation between Juma and Ashley and record reasons why proper solid waste management is important.
- Appreciate the importance of proper waste management for health and the environment.

In groups, learners are guided to:
- Study Activity 8: read the conversation between Juma and Ashley about the need for proper solid waste management
- Discuss why we should practise proper solid waste management: prevents diseases, keeps environment clean, protects animals, reduces air pollution
- Write short notes and share with classmates

Why is proper management of solid waste important for our environment?

- Grade 4 Science and Technology Learner's Book - Reference books
- Exercise books
- Grade 4 Science and Technology Learner's Book - Waste materials from home
- Guidance from parents or guardians
- Grade 4 Science and Technology Learner's Book - Exercise books
- Reference books
- Grade 4 Science and Technology Learner's Book - Personal journals from lesson 28

- Oral questions - Written notes

Matter

Water conservation - Meaning of water conservation

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

- Identify ways in which water is wasted at home and in school.
- Distinguish between using water carefully and wasting water from pictures.
- Develop awareness of water wastage in the environment.

In groups, learners are guided to:
- Study the starter activity table showing pictures in Column A (water wasted) and Column B (water used well) and identify which column shows water conservation
- Discuss how water is wasted at home and in school: leaving taps running, long showers, leaking pipes
- Write short notes on how water is wasted and share with classmates

In what ways is water wasted at home and in school?

- Grade 4 Science and Technology Learner's Book - Pictures of water wastage and conservation
- Reference books
- Grade 4 Science and Technology Learner's Book - Pictures from Banda's home activity
- Grade 4 Science and Technology Learner's Book - Reference books
- Digital devices

- Oral questions - Observation

Matter

Water conservation - Methods of conserving water

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

- Identify the three methods of conserving water: reducing, re-using and recycling.
- Search for, record and photograph examples of water conservation methods observed during the outdoor walk.
- Develop interest in conserving water through the three methods.

In groups, learners are guided to:
- Search for information on ways of conserving water through reducing, recycling and re-using using digital or print materials
- Take an outdoor walk with teacher guidance around the school neighbourhood to observe how people conserve water
- Take photographs of various water conservation methods observed and discuss with classmates

How can water be conserved through reducing, re-using and recycling?

- Grade 4 Science and Technology Learner's Book - Digital devices / smartphones for photographs
- Reference books
- Grade 4 Science and Technology Learner's Book - Poster of water conservation methods from Nyamati area
- Grade 4 Science and Technology Learner's Book - Pictures of drip irrigation and mulching

- Oral questions - Observation

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?

- Grade 4 Science and Technology Learner's Book - Reference books
- Digital devices
- Grade 4 Science and Technology Learner's Book - 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?

- Grade 4 Science and Technology Learner's Book - Reference books
- Digital devices
- Grade 4 Science and Technology Learner's Book
- Reference books
- Exercise books
- Table 2.6 in exercise books

- Oral questions - Written notes

Matter
Force and Energy
Force and Energy
Force and Energy
Force and Energy
Force and Energy
Force and Energy

Water conservation - Importance of conserving water
Force and its effects - Types of forces in nature
Force and its effects - Types of forces in nature
Force and its effects - Types of forces in nature
Force and its effects - Types of forces in nature
Force and its effects - Effects of force on objects in nature
Force and its effects - Effects of force on objects in nature

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

- Make a poster promoting water conservation awareness in the school or community.
- Create a water conservation awareness poster and complete Check Your Progress 2.3 by classifying conservation practices.
- Develop civic responsibility by sensitising others on the importance of water conservation.

In groups, learners are guided to:
- Make a poster with a message on water conservation awareness like Mwikali's poster
- Stick the poster on the school noticeboard, church noticeboard or local shop gate (with permission)
- Complete Check Your Progress 2.3: identify water wastage, classify Paul and Jane's practices, identify Chebet's water conservation method

How can we use posters to create water conservation awareness in our community?

- Grade 4 Science and Technology Learner's Book
- Poster-making materials
- Reference books
- Empty carton box, string
- Table, books, ball, small stone
- Pictures of pushing on rough and smooth surfaces
- Rough surface, smooth surface, wooden block, rubber band, string
- Exercise books
- Pictures of football game
- Balloons, plasticine or wet clay, rope for tug of war

- Poster assessment - Written assignments

Force and Energy

Force and its effects - Effects of force on objects in nature
Force and its effects - Uses of force in daily life
Force and its effects - Uses of force in daily life
Force and its effects - Uses of force in daily life

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

- Identify all five effects of force on objects: start movement, change direction, change shape, change speed and stop movement.
- Demonstrate multiple effects of force through activities.
- Value practical investigations as a way of learning about force.

In groups, learners are guided to:
- Carry out Activity 2: demonstrate all effects of force through the football, balloon and tug of war activities
- Discuss: force can start movement, change direction of movement, change shape, decrease or increase speed, stop movement and hold objects together
- Write and share notes consolidating all five effects of force

What are all the effects that force can have on objects?

- Grade 4 Science and Technology Learner's Book
- Ball, balloons, plasticine
- Reference books
- Pictures showing uses of force
- Digital devices
- Exercise books
- Pictures of friction-minimising methods

- Written assignments - Oral questions

Force and Energy

Force and its effects - Uses of force in daily life

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

- List all five methods of minimising friction between moving objects.
- Apply knowledge of friction reduction to given scenarios.
- Appreciate that reducing friction makes machines work more efficiently.

In groups, learners are guided to:
- Consolidate all five methods: smoothening rough surfaces; greasing or oiling movable parts; placing rollers between moving surfaces; placing ball bearings at movable metallic parts; streamlining the shape of objects
- Apply methods to scenarios: John's noisy wheelbarrow, squeaky door hinges
- Write notes and share with classmates

What are the five ways of minimising friction between moving objects?

- Grade 4 Science and Technology Learner's Book
- Reference books
- Exercise books
- Pictures showing importance of force

- Written assignments - Oral questions

Force and Energy

Force and its effects - Uses of force in daily life
Light - Sources of light in nature
Light - Sources of light in nature

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

- Review and consolidate all learning on force and its effects.
- Apply knowledge of force to new examples and scenarios from the locality.
- Appreciate how an understanding of force helps explain observations in nature.

In groups, learners are guided to:
- Review all content: meaning of force, types of force (gravity and friction), effects of force, uses of force, ways of minimising friction, applications of gravity and friction
- Discuss additional real-life examples of force from the school environment and locality
- Complete the sub-strand summary and self-assessment checklist

How does knowledge of force help us understand and explain the world around us?

- Grade 4 Science and Technology Learner's Book
- Reference books
- Exercise books
- Self-assessment checklist
- Digital devices with internet access
- Grade 4 Science and Technology Learner's Book - Word puzzle from course book

- Oral questions - Observation

Force and Energy

Light - Sources of light in nature
Light - Ways of lighting a house

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

- Discuss sources of light recalled from Grade 2 learning.
- Record and compare lists of light sources used at home and in school and classify each as natural or artificial.
- Develop the ability to connect prior knowledge to new learning about light.

In groups, learners are guided to:
- Recall what was learnt about sources of light in Grade 2 and discuss with classmates
- Identify and list sources of light used at home and in school
- Compare personal lists with classmates and add any new sources identified

Which sources of light do you use most at home and in school?

- Grade 4 Science and Technology Learner's Book
- Reference books
- Digital devices
- Exercise books
- Pictures of different house lighting methods

- Oral questions - Written notes

Force and Energy

Light - Ways of lighting a house
Light - Uses of light in day-to-day life
Light - Uses of light in day-to-day life

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

- Explain the difference between translucent and transparent roofing materials.
- Describe how sunlight can be used to light a house through windows and roofs.
- Value the use of natural light as a cost-effective way of lighting a house.

In groups, learners are guided to:
- Discuss: houses can be lit using sunlight through windows and roofs or artificial lighting such as candles, lamps and torches
- Explain translucent roofs: allow some light through but cannot see through them; transparent roofs: allow light through and you can see through clearly
- Write short notes and share with classmates

How can the sun be used to light a house during the day?

- Grade 4 Science and Technology Learner's Book
- Pictures of translucent and transparent roofing materials
- Reference books
- Pictures showing uses of light
- Digital devices
- Exercise books

- Oral questions - Written notes

Force and Energy

Light - Applications of light in our day-to-day life

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

- Identify applications of light in day-to-day life from pictures.
- Distinguish between uses of light and applications of light.
- Appreciate how light is applied in various aspects of daily life.

- Study Activity 6 pictures of applications of light used by Grade 4 learners (A, B, C, D) and discuss each application shown
- Discuss other applications of light not shown in the pictures
- Write short notes and share with classmates

How is light applied in different areas of our daily life?

- Grade 4 Science and Technology Learner's Book
- Pictures of applications of light
- Reference books
- Light poem from course book
- Exercise books

- Oral questions - Written notes

Force and Energy

Light - Applications of light in our day-to-day life

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

- Consolidate and review all learning in sub-strand 3.2 on light.
- Relate knowledge of light sources, uses and applications to real-life examples from the locality.
- Appreciate the contribution of light to safety, learning and everyday wellbeing.

In groups, learners are guided to:
- Review all content: meaning of light, natural and artificial sources, ways of lighting a house (translucent and transparent), uses of light, applications of light
- Discuss examples from the school and home environment
- Complete the sub-strand 3.2 self-assessment checklist (Table 3.2)

How does light contribute to safety, learning and our daily wellbeing?

- Grade 4 Science and Technology Learner's Book
- Self-assessment checklist (Table 3.2)
- Reference books
- Pictures of lighting scenarios
- Exercise books

- Oral questions - Self-assessment

Force and Energy

Heat - Meaning of heat in nature
Heat - Sources of heat in nature
Heat - Sources of heat in nature
Heat - Demonstrating uses of heat in day-to-day life

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

- Explain the meaning of heat as a form of energy.
- Carry out the cup activity by holding warm and cold liquid in cups and recording observations about the direction of heat flow.
- Appreciate that heat is felt rather than seen.

In groups, learners are guided to:
- Hold a cup of warm liquid with both palms and then a cup of cold liquid; discuss why the palms feel warm with the warm cup
- Search for information on the meaning of heat using print or non-print materials
- Conclude: heat is a form of energy that flows from hot surfaces to cold surfaces; we can feel its presence

What is heat and how can we detect it?

- Grade 4 Science and Technology Learner's Book
- Warm liquid in a glass cup, cold liquid in a glass cup
- Reference books
- Pictures of heat sources
- Fun activity from course book
- Exercise books
- Water, eggs, sufuria, spoon, kitchen gloves, heat source

- Oral questions - Observation

Force and Energy

Heat - Demonstrating uses of heat in day-to-day life
Heat - Safety measures when using heat

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

- Demonstrate drying as a use of heat through a practical activity.
- Observe and record evidence that heat dries clothes and grains.
- Appreciate heat as a practical resource for drying in daily life.

In groups, learners are guided to:
- Carry out Practical Activity 2: dip handkerchiefs in water, wring out and hang on a line in the sun; observe and record that they dry due to heat from the sun
- Carry out Practical Activity 3: spread maize grains on a surface in the sun; leave and observe that they dry due to heat
- Conclude that heat is used for drying clothes and grains

How does heat dry our clothes and grains?

- Grade 4 Science and Technology Learner's Book
- Water, basin, pegs, handkerchiefs, maize grains
- Exercise books
- Firewood, matchsticks, open field
- Protective clothing
- Pictures of heat safety measures
- Digital devices

- Practical observation - Written notes

Force and Energy

Heat - Safety measures when using heat
Heat - Importance of heat in day-to-day life
Heat - Importance of heat in day-to-day life
Heat - Importance of heat in day-to-day life
Heat - Importance of heat in day-to-day life

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

- List all safety measures to observe when using heat.
- Apply safety measures to specific situations involving different heat sources.
- Appreciate the importance of following safety rules when working with heat.

In groups, learners are guided to:
- Consolidate all five safety measures: always use protective clothing; avoid loose clothing near open flames; do not leave heat sources unattended; switch off electric heaters, cookers and iron boxes after use; avoid direct contact with open flames
- Discuss safety measures for each heat source: iron, electric heater, gas cooker, firewood
- Write short notes and share with classmates

Why is it dangerous to leave heat sources unattended?

- Grade 4 Science and Technology Learner's Book
- Reference books
- Exercise books
- Pictures of heat importance
- Digital devices
- Cotton cloth, woollen cloth, scissors, sewing needle, thread, tape measure
- Self-assessment checklist

- Written assignments - Oral questions