By the end of the sub strand the learner should be able to:

1. Differentiate between flowering and non- flowering plants
2. Identify flowering and non- flowering plants in the environment
3. develop interest in classifying plants 

1. What is the main difference between flowering plants and non-flowering plants?

• Learners are guided to collect green plants in their locality.
• Learners are guided to take excursion to identify and classify flowering and non- flowering plants in their locality
• Learners are guided to digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality 

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

By the end of the sub strand the learner should be able to:

1. Identify the two classification of plants
2. classify plants into flowering and nonflowering
3. develop interest in classifying plants   

1. What is the main difference between flowering plants and non-flowering plants?

Learners are guided to

• Collect green plants in their locality.
  Learners are guided to excursion to identify and classify flowering and non- flowering plants in their locality digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

By the end of the sub strand the learner should be able to:

1. identify the two classification of plants
2. Classify plants into flowering and non- flowering plants
3. develop interest in
   classifying plants 

1. What is the main difference between flowering plants and non-flowering plants?

• Learners are guided to: Collect green plants in their locality.
• Learners are guided to: excursion to identify and classify flowering and non- flowering plants in their locality digital devices such as 

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work - camera phones and tablets to take photos of flowering and non-flowering plants in their locality

By the end of the sub strand the learner should be able to:

1. classify plants into flowering and non- flowering plants
2. Demonstrate precautions taken when handling harmful plants in the environment.
3. develop interest in classifying plants 

1. What is the main difference between flowering plants and non-flowering plants? 

• Learners are guided to: digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality
• Learners are guided to: Discuss the precautions taken when handling harmful plants. 

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

  By the end of the sub strand the learner should be able to:

1. classify plants into flowering and non- flowering plants
2. Demonstrate precautions taken when handling harmful plants in the environment.
3. develop interest in classifying plants

1. What is the main difference between flowering plants and non-flowering plants? 

•  Learners are guided to: digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality
• Learners are guided to: Discuss the precautions taken when handling harmful plants. 

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

 By the end of the sub strand the learner should be able to:

1. Specify the importance of flowering plants.
2. Draw and colour flowering plants
3. develop interest in classifying plants 

1. What is the main difference between flowering plants and non-flowering plants?

• Learners are guided to: Collect Green plants in their locality.
• Learners are guided to: excursion to identify and classify flowering and non- flowering plants in their locality
• Learners are guided to: digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality
• Learners are guided to: Discuss the Importance of flowering plant.

•  Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work
5. questions and answer methods

 By the end of the sub strand the learner should be able to:

1. Specify the importance of flowering plants.
2. Draw and colour flowering plants
3. develop interest in classifying plants 

1. What is the main difference between Flowering plants and non-flowering plants? 

• Learners are guided to:
  Collect green plants in their locality.
• Learners are guided to: excursion to identify and classify flowering and non- flowering plants in their locality
• Learners are guided to: digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality
• Learners are guided to: Discuss the importance of flowering plant.

• Convectional laboratory resources and improvised resources from the environment

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

By the end of the sub strand the learner should be able to:

1. Use digital devices to observe flowering and non- flowering plants
2. Draw and colour flowering plants
3. develop interest in classifying plants

1. What is the main difference between flowering plants and non-flowering plants? 

• Learners are guided to: Collect green plants in their locality.
• Learners are guided to: excursion to identify and classify flowering and non- flowering plants in their locality
• Learners are guided to: digital devices such as camera phones and tablets to take photos of flowering and non-flowering plants in their locality 

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

By the end of the sub strand, the learner should be able to:

1. Define the term fungi
2. Identify fungi in their locality
3. Develop curiosity in explaining the meaning of fungi

1.  What is the economic importance of fungi?

• Learners are guided to: Collect fungi such as bread moulds, puffballs, yeast and mushroom.
• Learners are guided to: Search for more examples of fungi using digital devices.
  Hint
  -Avoid handling toadstools- Scientific names and process of making food not required 

• Convectional laboratory resources and improvised resources from the environment

1. question and answer method,
2. class quizzes
3. individual performance assessment
4. project work

 By the end of the sub strand, the learner should be able to:

1. identify fungi in their locality
2. state the importance of fungi to human beings
3. appreciate the economic importance of fungi in the environment 

1.  What is the economic importance of fungi?

•  Learners are guided to: discuss the economic importance of moulds(yeast and mushroom)
  Hint
  -Avoid handling toadstools
  - Scientific names and process of making food not required

•  Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment
4. project work

By the end of the sub strand, the learner should be able to:

1.  identify fungi in their locality
2. state the importance of fungi to human beings
3. appreciate the economic
   importance of fungi in the environment 

1. What is the economic importance of fungi? 

• Learners are guided to: discuss the economic importance of moulds (yeast and mushroom)
  
  Hint
  -Avoid handling toadstools
  - Scientific names and process of making food not required 

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

 By the end of the sub strand, the learner should be able to:

1. State the precautions to take when handling fungi.
2. Observe safety when handling fungi
3.  appreciate the economic importance of fungi in the
   environment 

1. What is the economic importance of fungi?

• Learners are guided to:
  Discuss precaution to take when handling fungi such as bread moulds
  Hint
  -Avoid handling toadstools
  - Scientific names and process of making food not required 

• Convectional laboratory resources and

1.   question and answer method,
2. class quizzes
3. individual performance improvised resources from the environment assessment and
4. project work

 By the end of the sub strand, the learner should be able to:

1. State the precautions to take when handling fungi.
2. Observe safety when handling fungi
3. appreciate the economic importance of fungi in the environment 

1. What is the economic importance of fungi? 

• Learners are guided to: Discuss precaution to take when handling fungi such as bread moulds
  Hint
  -Avoid handling toadstools
  - Scientific names and process of making food not required 

• Convectional laboratory resources

1. question and answer method,
2. class quizzes And improvised resources from 
3. individual Environment performance assessment and
4. project work

By the end of the sub strand,
the learner should be able to:

1. Observe fungi using digital devices
2. Mention some fungi that we should avoid handling
3. appreciate the economic importance of fungi in the environment 

1.  What is the Economic importance of fungi? 

• Learners are guided to: Search for more examples of fungi using digital devices.
  Discuss precaution to take when handling fungi such as bread moulds
• Learners are guided to:
  Discuss the economic importance of moulds(yeast and mushroom)
  
  Hint
  -Avoid handling toadstools
  - Scientific names and process of making food not required  

• Convectional laboratory resources and From the environment

1.  question and answer method,
2. class quizzes
3. Improvised resources
4. individual performance
    assessment 
5. project work

By the end of the sub strand the
learner should be able to:

1. Explain what a vertebrate in the group of animals is.
2. Identify vertebrates in the immediate environment
3. develop interest in characteristics of vertebrates in their locality  

1.  What differentiates
   Mammals from birds?
2. What are the differences between mammals and reptiles?

• The school and neighborhood to observe and identify different vertebrates  

• Convectional lab resources, improvised resources from the environment 

1. question and answer method
2. class quizzes
3. individual performance assessment and
4. project work

By the end of the sub strand the learner should be able to:

1. group vertebrates into mammals, birds, reptiles fish and amphibians
2.  identify the animals in the various groups of vertebrates
3. develop interest in characteristics of
   vertebrates in their locality In group learners to explore

1.  What differentiates mammals from birds?
2. What are the differences between mammals and reptiles?

• the school and neighborhood to observe and identify different vertebrates 

• Convectional laboratory resources and improvised resources from the environment

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

 By the end of the sub strand the learner should be able to:

1. group vertebrates into mammals, birds, reptiles fish and amphibians
2. Identify major characteristics of each group of vertebrates.
3. develop interest in
   characteristics of vertebrates in their locality 

1. What differentiates mammals from birds?
2. What are the differences between mammals and reptiles? 

• Learners are guided to: major characteristics of mammals. 

• Convectional laboratory resources and improvised resources from the environment

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

Animals: Vertebrates Birds 

 By the end of the sub strand the learner should be able to:

1. group vertebrates into mammals, birds, reptiles fish and amphibians
2. Identify major characteristics of each group of vertebrates.
3.  develop interest in characteristics of vertebrates in their locality

1. What differentiates mammals from birds?
2. What are the differences between mammals and reptiles? 

• In groups learners to: Discuss major characteristics of birds

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

Animals: Vertebrates Fish 

By the end of the sub strand the learner should be able to:

1. group vertebrates into mammals, birds, reptiles fish and amphibians
2. Identify major characteristics of each group of vertebrates.
3. develop interest in characteristics of vertebrates in their locality 

1. What differentiates mammals from birds?
2. What are the differences between mammals and reptiles?

• In groups learners to: Discuss major characteristics of fish

•  Convectional laboratory resources and improvised   resources from the environment 

1. question and answer method,
2. class quizzes Major characteristics of fish.
   Use digital devices to learn
   More about vertebrates.
3. individual performance assessment and
4. project work

By the end of the sub strand the learner should be able to:

1. group vertebrates into mammals, birds, reptiles fish and amphibians
2. Identify major characteristics of each group of vertebrates.
3. develop interest in characteristics of vertebrates in their locality 

1. What differentiates mammals from birds?
2. What are the differences between mammals and reptiles? 

• In groups learners to: Discuss major characteristics of reptiles

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

By the end of the sub strand the learner should be able to:

1. group vertebrates into mammals, birds, reptiles fish and amphibians
2.  Identify major characteristics of each group of vertebrates.
3. develop interest in characteristics of vertebrates in their locality 

1. What differentiates mammals from birds?
2. What are the differences between mammals and reptiles? 

• In groups learners to: Discuss major characteristics of amphibians

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

1. What differentiates mammals from birds?
2. What are the differences between mammals and reptiles?  

• Safety when handling animals precaution when handling different animals in their locality 

•  Convectional laboratory resources and improvised resources from the environment

1. question and answer method,
2. class quizzes
3. individual performance assessment 
4. project work

Animals: Vertebrates  

By the end of the sub strand the
learner should be able to: 1.

a. Make a portfolio on the different classes of vertebrates
b. Observe safety when handling materials
c. develop interest in characteristics of
vertebrates in their locality different animals in their locality

1. What differentiates mammals from birds?
2. What are the differences between mammals and reptiles?

• Making a portfolio of different animals in the locality 
• Project 1:making a photo album of categories of different animals

•  Convectional laboratory resources and improvised resources from the environment

1. question and answer method, precaution when handling
2. class quizzes
3. individual performance assessment and
4. project work

 By the end of the sub strand the learner should be able to:

1. Make a portfolio on the different classes of vertebrates
2. Observe safety when handling materials
3. develop interest in characteristics of
   vertebrates in their locality 

1. What differentiates mammals from birds?
2. What are the differences between mammals and reptiles?

• Making a portfolio : observe and identify different vertebrates
• Project 1:making a photo album of categories of different animals

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

 By the end of the sub strand the learner should be able to:

1. Identify the various sense organs in a human being.
2. Draw and colour the various sense organs
3. Appreciate the importance of sense organs

1. What role do sense organs play in human beings?
2. Why is it important to care for the body sense organs? guided to identify sense organs in their bodies (Nose, ears, eyes, skin and tongue).
   NB: Details of internal structure not required.

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

By the end of the sub strand the learner should be able to:

1. State the functions of the various sense organs
2. Watch a video clip on the functions of sense organs
3. Appreciate the importance of sense organs 

1. What role do sense organs play in human beings?
2. Why is it important to care for the body sense organs?
   NB: Details of internal structure not required.

• Learners are guided to watch a video to showing functions of sense organs.

•  Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

 By the end of the sub strand the learner should be able to:

1. Identify and fill crosswords on sense organs
2. Explain functions of sense organs in a human being.
3. Demonstrate the care of the various sense organs. 

1. What role do sense organs play in human beings?
2. Why is it important to care for the body sense organs?
   NB: Details of internal structure not required.

• Learners are guided to fill crosswords on sense organs.

•  Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

 By the end of the sub strand the learner should be able to:

1. Observe the sense organs using a hands lens and record their observation
2. Explain functions of sense organs in a human being.
3. Appreciate the importance of sense organs

1. What role do sense organs play in human beings?
2. Why is it important to care for the body sense organs? NB: Details of internal structure not required.
    

• Learners in groups observe the skin, nose and ears using the hand lens.
• Learners record their findings and explain observations. 

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

 By the end of the sub strand the learner should be able to:

1. Identify the various sense organs in a human being.
2. State ways of caring for the various sense organs
3. Demonstrate the care of the various sense organs. 

1. What role do sense organs play in human beings?
2.  Why is it important to care for the body sense organs?
   NB: Details of internal structure not required.

• Learners in groups guided to discuss how to care for their sensory organs. 

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

By the end of the sub strand the learner should be able to:

1. Identify the various sense organs in a human being.
2.  State ways of caring for the various sense organs
3. Demonstrate the care of the various sense organs.

1. What role do sense organs play in human beings?
2. Why is it important to care for the body sense organs?
   NB: Details of internal structure not required.

• Learners in groups guided to discuss how to care for their sensory organs.

• Convectional laboratory resources and improvised resources from the environment 

1.  question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work 

 By the end of the sub strand the learner should be able to:

1. Watch a video clip and observe the parts of a human skeleton
2. Draw and colour the human skeleton
3. Appreciate the importance of the human skeleton 

1. What is the main function of the human skeleton? 

• Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones). NB: Detailed structure not required 

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method, of a human 
2. class quizzes skeleton 
3. individual performance assessment 
4. project work

By the end of the sub strand the learner should be able to:

1. State the parts of human skeleton.
2. Model a human skeleton
3. Appreciate the importance of the human skeleton

1. What is the main function of the human skeleton? 

• Learners are guided to discuss parts of a human skeleton 
• NB: Detailed structure not required

• Convectional laboratory resources and  Improvised resources,  From the environment

1.  question and answer method,
2. class quizzes
3. individual performance assessment 
4. project work

By the end of the sub strand the learner should be able to:

1. State the parts of human skeleton.
2.  Model a human skeleton
3. Appreciate the importance of the human skeleton 

1.  What is the main function of the human skeleton?  

• NB: Detailed structure not required
• Leaners are guided to discuss parts of a human skeleton

• Convectional laboratory resources and improvised resources from the environment 

1.  question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

By the end of the sub strand the learner should be able to:

1. State the different types of muscles
2.  Watch a video clip on the different types of muscles
3. Appreciate the importance of muscles

1. What is the main function of the human skeleton? 

• NB: Detailed structure not required
• Learners are guided to discuss state the different types of muscles  

• Convectional laboratory resources and improvised resources from the environment

1.   question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

 By the end of the sub strand the learner should be able to:

1. State the functions of skeletal muscle in a human being.
2. Watch a video clip on the functions of skeletal muscles
3. Develop curiosity in explaining the importance of skeletal muscles in
   human beings 

1. What is the main function of the human skeleton? 

• Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones).
• NB: Detailed structure not required
• Learners in groups discuss cuss the functions of skeletal muscles. 

• Convectional laboratory resources and improvised resources from the environment

1. question and answer method,
2. class quizzes
3. individual performance assessment and
4. project work

By the end of the sub strand the learner should be able to:

1. State the functions of skeletal muscle in a human being.
2. Watch a video clip on the functions of skeletal muscles
3. Develop curiosity in explaining the importance of skeletal muscles in
   human beings

1. What is the main function of the human skeleton? 

• Learners are guided to watch a video to observe the parts of human skeleton (Skull, backbone, ribcage, limb bones).
• NB: Detailed structure not required
• Learners discuss the functions of skeletal muscles. 

• Convectional laboratory resources and improvised resources from the environment 

1. question and answer method, skeletal muscles
2. class quizzes
3. individual performance assessment and
4. project work