SUPER MINDS SCIENCE AND TECHNOLOGY ACTIVITIES.
|
Wk |
Ls n |
Strand/ Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Ref l |
|
1 |
1 |
LIVING THINGS |
Skeleton and Muscles Functions of human skeleton |
By the end of the lesson the learner should be able to:
|
1. What is the main function of the human skeleton? |
|
|
|
|
|
|
2 |
|
Skeleton and Muscles Functions of human skeleton |
By the end of the lesson the learner should be able to:
|
1. What is the main function of the human skeleton? |
|
|
|
|
|
|
3 |
|
The breathing system |
By the end of the lesson the learner should be able to:
|
1. How can we prevent most of the illnesses of the breathing system? |
In groups leaners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) |
|
|
|
|
2 |
1 |
The breathing system |
By the end of the lesson the learner should be able to:
|
1. How can we prevent most of the illnesses of the breathing system? |
In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required |
|
|
||
|
2 |
The breathing system |
By the end of the lesson the learner should be able to:
|
1. How can we prevent most of the illnesses of the breathing system? |
In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required |
|
|
|||
|
3 |
The breathing system Human breathing system |
By the end of the lesson the learner should be able to:
|
1. How can we prevent most of the illnesses of the breathing system? |
In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required |
|
|
|||
|
4 |
The breathing system Diseases that affect the breathing system |
By the end of the lesson the learner should be able to:
|
1. How can we prevent most of the illnesses of the breathing system? |
In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) In groups learners discuss the functions of each part of the human breathing system (Nose, trachea, lungs, and diaphragm.) Note: - Mechanisms of breathing in and out not required |
|
|
|||
| 3 |
1 |
The breathing system Diseases that affect the breathing system |
By the end of the lesson the learner should be able to:
|
1. How can we prevent most of the illnesses of the breathing system? |
In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). Note: - Mechanisms of breathing in and out not required |
|
|
||
|
2 |
The breathing system Signs and symptoms of illness that affect the breathing system |
By the end of the lesson the learner should be able to:
|
1. How can we prevent most of the illnesses of the breathing system? |
In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). Note: - Mechanisms of breathing in and out not required |
|
|
|||
|
3 |
The breathing system Signs and symptoms of illness that affect the breathing system |
By the end of the lesson the learner should be able to:
|
1. How can we prevent most of the illnesses of the breathing system? |
In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). Note: - Mechanisms of breathing in and out not required |
|
|
|||
|
4 |
The breathing system Prevention of illness that affect the breathing system |
By the end of the lesson the learner should be able to:
|
1. How can we prevent most of the illnesses of the breathing system? |
In groups learners use visual aids and digital devices to observe, identify and record parts of the human breathing system (nose, trachea, lungs, diaphragm) learners discuss causes, signs, symptoms and prevention of diseases that affect the human breathing system (Colds, influenza, tuberculosis, pneumonia, asthma, coughs). Note: - Mechanisms of breathing in and out not required |
|
|
|||
| 4 |
1 |
The breathing system Modelling of the human breathing system |
By the end of the lesson the learner should be able to:
|
1. How can we prevent most of the illnesses of the breathing system? | Project: Learners work in groups to make models of the human breathing system using locally available materials. |
|
|
||
| 2 | The breathing system Modelling of the human breathing system |
By the end of the lesson the learner should be able to:
|
1. How can we prevent most of the illnesses of the breathing system? | Project: Learners work in groups to make models of the human breathing system using locally available materials. |
|
|
|||
| 3 | HEALTH EDUCATION | Diseases Water borne diseases: meaning of water borne diseases |
By the end of the lesson the learner should be able to:
Hint: biological names of causative agents of specific diseases not required |
|
Discuss the meaning of water borne and soil transmitted diseases. Learners to use digital devices to learn more about waterborne diseases, internal and external parasites. |
|
|
||
|
4 |
Diseases Water borne diseases: meaning of water borne diseases |
By the end of the lesson the learner should be able to:
Hint: biological names of causative agents of specific diseases not required |
|
Discuss the meaning of water borne and soil transmitted diseases. Learners are guided to identify the causes of (Typhoid, Bilharzia, Cholera and dysentery) |
|
|
|||
| 5 |
1 |
Diseases Water borne diseases signs, symptoms and prevention of water borne diseases |
By the end of the lesson the learner should be able to:
Hint: biological names of causative agents of specific diseases not required |
|
Discuss the meaning of water borne and soil transmitted diseases. Learners are guiided to identify the causes of (Typhoid, Bilharzia, Cholera and dysentery) discuss cause, signs, symptoms and preventive measures of typhoid, bilharzia, cholera |
|
|
||
|
2 |
External body parasite Soil Transmitted diseases |
Hint: biological names of causative agents of specific diseases not required |
|
Learners are guided to discuss the signs and symptoms of (scabies, lice and jiggers) Learners to the digital devices to learn more about waterborne diseases, internal and external parasites. |
|
|
|||
|
3 |
External body parasite Soil Transmitted diseasesBy the end of the lesson the learner should be able to: |
Hint: biological names of causative agents of specific diseases not required |
|
discuss the signs and symptoms of (scabies, lice and jiggers) learners use digital devices to learn more about waterborne diseases, internal and external parasites. |
|
|
|||
|
4 |
External body parasite Soil Transmitted diseases |
By the end of the lesson the learner should be able to:
Hint: biological names of causative agents of specific diseases not required |
|
discuss the signs and symptoms of (scabies, lice and jiggers) learners use digital devices to learn more about waterborne diseases, internal and external parasites. |
|
|
|||
| 6 |
1 |
Internal body parasites Causes of internal parasites |
By the end of the lesson the learner should be able to:
Hint: biological names of causative agents of specific diseases not required |
|
Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites. |
|
|
||
|
2 |
Internal body parasites Causes of internal parasites |
By the end of the lesson the learner should be able to:
Hint: biological names of causative agents of specific diseases not required |
|
Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites. |
|
|
|||
|
3 |
Internal body parasites |
By the end of the lesson the learner should be able to:
Hint: biological names of causative agents of specific diseases not required |
|
Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites. |
|
|
|||
|
4 |
Making a chart on internal and external parasites |
By the end of the lesson the learner should be able to:
Hint: biological names of causative agents of specific diseases not required |
|
Learners are guided to discuss cause, signs and symptoms of common internal parasites (round worms, pinworms, tape worms, hook worms). Learners to the digital devices to learn more about waterborne diseases, internal and external parasites. |
|
|
|||
| 7 |
1 |
ENVIRO NMENT | Solid waste management Identifying solid waste |
By the end of the lesson the learner should be able to:
|
1. How should solid waste be disposed? | Identify solid waste sample waste into that which decompose and that which does not decompose |
|
|
|
|
2 |
Solid waste management Classification of waste |
By the end of the lesson the learner should be able to:
|
1. How should solid waste be disposed? |
guided to discuss ways of managing different types of waste in their locality (To include Re-using, Re-cycling and Reducing). Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses |
|
|
|||
|
3 |
Solid waste management Classification of waste |
By the end of the lesson the learner should be able to:
|
1. How should solid waste be disposed? |
guided to discuss ways of managing different types of waste in their locality (To include Re-using, Re-cycling and Reducing). Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses |
|
|
|||
|
4 |
Solid waste management Managing solid waste –Reusing, recycling and reducing |
By the end of the lesson the learner should be able to:
|
1. How should solid waste be disposed? |
devices access and observe ways of managing different types solid of waste. measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste |
|
|
|||
| 8 |
1 |
Solid waste management Safety when handling solid waste |
By the end of the lesson the learner should be able to:
|
1. How should solid waste be disposed? |
devices access and observe ways of managing different types solid of waste. measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste |
|
|
||
|
2 |
Solid waste management Making a dustbin |
By the end of the lesson the learner should be able to:
|
1. How should solid waste be disposed? | Project 1: Learners to make dust bins for safe disposal of waste at home and in school using locally available materials. |
|
|
|||
|
3 |
Solid waste management Making toys and ornaments using solid waste |
By the end of the lesson the learner should be able to:
|
1. How should solid waste be disposed? |
Project 2: making of toys or ornaments from solid waste Learners are guided on safety measures in solid waste management in their locality Precaution: Learners to use protective gear and tools when handling waste |
|
|
|||
|
4 |
COMPUTING DEVICES | Handling data: word processing Meaning of word processing |
By the end of the lesson the learner should be able to:
|
|
computing devices, learners to practice how to create Word documents and key in information. |
|
|
||
| 9 |
1 |
Handling data: word processing Creating a word Document |
By the end of the lesson the learner should be able to:
|
|
Using computing devices, learners to practice how to create Word documents and key in information. |
|
|
||
|
2 |
Handling data: word processing Creating a word Document |
By the end of the lesson the learner should be able to:
|
|
computing devices, learners to practice how to create Word documents and key in information. |
|
|
|||
|
3 |
Handling data: word processing Creating a word Document |
By the end of the lesson the learner should be able to:
|
|
Using computing devices, learners to practice how to create Word documents and key in information. using computing devices, learners to practice how to edit Word document. |
|
|
|||
|
4 |
Handling data: word processing Editing a word document- changing text colour, case, alignment, |
By the end of the lesson the learner should be able to:
|
|
Using computing devices, learners to practice how to create Word documents and key in information. using computing devices, learners to practice how to edit Word document. |
|
|
|||
| 10 |
1 |
Handling data: word processing saving, retrieving a word document and safety when using computing devices |
By the end of the lesson the learner should be able to:
|
|
Using computing devices, learners to practice how to edit Word document. learners to practice how to save and retrieve documents stored in different locations of their computing devices in groups, learners to discuss and observe safety precautions when using computing devices. Project: Create and maintain a personal journal covering one term in word. |
Computing devices, tablets. Desktops and laptops
|
|||
|
2 |
Handling data: word processing Creating a personal Journal |
By the end of the lesson the learner should be able to:
|
|
Poject: Create and maintain a personal journal covering one term in word. |
Computing devices, tablets. Desktops and laptops
|
||||
|
3 |
Coding Simple programming |
By the end of the lesson the learner should be able to:
|
1. What coding skills can be applied in solving day to day problems? | In groups learners are guided to interact with patterns and games using computing devices |
Computing devices, tablets. Desktops and laptops
|
||||
|
4 |
Coding Pattern and games |
By the end of the lesson the learner should be able to;
|
1. What coding skills can be applied in solving day to day problems? | In groups learners are guided to interact with patterns and games using computing devices |
Computing devices, tablets. Desktops and laptops
|
||||
| 11 |
1 |
Simple programming using scratch |
By the end of the lesson the learner should be able to;
|
1. What coding skills can be applied in solving day to day problems? |
In groups learners are guided to interact with patterns and games using computing devices using computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action. |
Computing devices, tablets. Desktops and laptops
|
|||
|
2 |
Coding Creating animations using scratch |
By the end of the lesson the learner should be able to;
|
1. What coding skills can be applied in solving day to day problems? |
Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action. ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics. |
Computing devices, tablets. Desktops and laptops
|
||||
|
3 |
Coding Creating simple animations using scratch |
By the end of the lesson the learner should be able to;
|
1. What coding skills can be applied in solving day to day problems? |
Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action. ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics. |
Computing devices, tablets. Desktops and laptops
|
||||
|
4 |
Coding Creating a music tune |
By the end of the lesson the learner should be able to;
|
1. What coding skills can be applied in solving day to day problems? |
Learners are guided to interact with an application which simulates simple programming such as ‘scratch’ in order to identify features of its interface ng computing devices, learners practice the basics of arranging preprogrammed blocks together to create a logical action. ups, learners use online video tutorials to find out how to create simple games and discover how to create their own graphics. |
Computing devices, tablets. Desktops and laptops
|
