| 1 | 1 | Force and | Sound | By the end of the sub strand, the learner should be able to; a) demonstrate the movement of sound in nature, C) describe effects of loud sound in day-to-day life | 1. L How is sound produc ed? | - carry out activities to identify sources of sound, carry out an activity to demonstrate that sound travels in all directions from a source (listening to a loud sound from a common speaker from different directions and around corners), carry out an activity to demonstrate reflection of sound | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Force and | Sound | By the end of the sub strand, the learner should be able to; a) demonstrate the movement of sound in nature, C) describe effects of loud sound in day-to-day life | 1. L How is sound produc ed? | - carry out activities to identify sources of sound, carry out an activity to demonstrate that sound travels in all directions from a source (listening to a loud sound from a common speaker from different directions and around corners), carry out an activity to demonstrate reflection of sound | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Force and | Sound | By the end of the sub strand, the learner should be able to; a) demonstrate the movement of sound in nature, C) describe effects of loud sound in day-to-day life | 1. What are the effects of loud sound? | - echo (use of two tubes placed alongside a wall, a cliff, a large hall, a forest, a valley, between tall buildings) , discuss with peers the effects of loud sound in the environment, use digital or print media to search for the effects of loud sound in day-to-day life, discuss the role Of the government in addressing sound pollution _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Force and | Sound | By the end of the sub strand, the learner should be able to; a) demonstrate the movement of sound in nature, C) describe effects of loud sound in day-to-day life | 1. What are the effects of loud sound? | - echo (use of two tubes placed alongside a wall, a cliff, a large hall, a forest, a valley, between tall buildings) , discuss with peers the effects of loud sound in the environment, use digital or print media to search for the effects of loud sound in day-to-day life, discuss the role Of the government in addressing sound pollution _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Force and | Sound | By the end of the sub strand, the learner should be able to; a) demonstrate the movement of sound in nature, C) describe effects of loud sound in day-to-day life | 1. What are the effects of loud sound? | - echo (use of two tubes placed alongside a wall, a cliff, a large hall, a forest, a valley, between tall buildings) , discuss with peers the effects of loud sound in the environment, use digital or print media to search for the effects of loud sound in day-to-day life, discuss the role Of the government in addressing sound pollution _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Force and | Sound | By the end of the sub strand, the learner should be able to; a) appreciate the role of sound in day-to-day life _ | 1. What are the effects of loud sound? | - echo (use of two tubes placed alongside a wall, a cliff, a large hall, a forest, a valley, between tall buildings) , discuss with peers the effects of loud sound in the environment, use digital or print media to search for the effects of loud sound in day-to-day life, discuss the role Of the government in addressing sound pollution _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Force and | Sound | By the end of the sub strand, the learner should be able to; a) appreciate the role of sound in day-to-day life _ | 1. What are the effects of loud sound? | - echo (use of two tubes placed alongside a wall, a cliff, a large hall, a forest, a valley, between tall buildings) , discuss with peers the effects of loud sound in the environment, use digital or print media to search for the effects of loud sound in day-to-day life, discuss the role Of the government in addressing sound pollution _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Force and | Sound | By the end of the sub strand, the learner should be able to; a) appreciate the role of sound in day-to-day life _ | 1. What are the effects of loud sound? | - echo (use of two tubes placed alongside a wall, a cliff, a large hall, a forest, a valley, between tall buildings) , discuss with peers the effects of loud sound in the environment, use digital or print media to search for the effects of loud sound in day-to-day life, discuss the role Of the government in addressing sound pollution _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Force and | Sound | By the end of the sub strand, the learner should be able to; a) appreciate the role of sound in day-to-day life _ | 1. What are the effects of loud sound? | - echo (use of two tubes placed alongside a wall, a cliff, a large hall, a forest, a valley, between tall buildings) , discuss with peers the effects of loud sound in the environment, use digital or print media to search for the effects of loud sound in day-to-day life, discuss the role Of the government in addressing sound pollution _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Force and | Sound | By the end of the sub strand, the learner should be able to; a) appreciate the role of sound in day-to-day life _ | 1. What are the effects of loud sound? | - echo (use of two tubes placed alongside a wall, a cliff, a large hall, a forest, a valley, between tall buildings) , discuss with peers the effects of loud sound in the environment, use digital or print media to search for the effects of loud sound in day-to-day life, discuss the role Of the government in addressing sound pollution _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Force and | Sound | By the end of the sub strand, the learner should be able to; a) appreciate the role of sound in day-to-day life _ | 1. What are the effects of loud sound? | - echo (use of two tubes placed alongside a wall, a cliff, a large hall, a forest, a valley, between tall buildings) , discuss with peers the effects of loud sound in the environment, use digital or print media to search for the effects of loud sound in day-to-day life, discuss the role Of the government in addressing sound pollution _ | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Force and Energy | Heat transfer | - | 1. How is heat transferred thro ugh materials in nature ? | - brainstorm on the meanings Of the terms conduction, convection and radiation as used in heat transfer, perform experiments to demonstrate the modes Of heat transfer, Carry out experiments to identify good and poor conductors of heat, discuss with peers applications of heat transfer in day-to-day life @oking, melting, freezing, maintaining body temperature, imsulation), use digital or print media to search for applications of heat transfer in day | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Force and Energy | Heat transfer | - | 1. How is heat transferred thro ugh materials in nature ? | - brainstorm on the meanings Of the terms conduction, convection and radiation as used in heat transfer, perform experiments to demonstrate the modes Of heat transfer, Carry out experiments to identify good and poor conductors of heat, discuss with peers applications of heat transfer in day-to-day life @oking, melting, freezing, maintaining body temperature, imsulation), use digital or print media to search for applications of heat transfer in day | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Force and Energy | Heat transfer | - | 1. How is heat transferred thro ugh materials in nature ? | - brainstorm on the meanings Of the terms conduction, convection and radiation as used in heat transfer, perform experiments to demonstrate the modes Of heat transfer, Carry out experiments to identify good and poor conductors of heat, discuss with peers applications of heat transfer in day-to-day life @oking, melting, freezing, maintaining body temperature, imsulation), use digital or print media to search for applications of heat transfer in day | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Force and Energy | Heat transfer | - | 1. How is heat transferred thro ugh materials in nature ? | - brainstorm on the meanings Of the terms conduction, convection and radiation as used in heat transfer, perform experiments to demonstrate the modes Of heat transfer, Carry out experiments to identify good and poor conductors of heat, discuss with peers applications of heat transfer in day-to-day life @oking, melting, freezing, maintaining body temperature, imsulation), use digital or print media to search for applications of heat transfer in day | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
