| 1 | 1 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - brainstorm on the meaning of levers as simple machines | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - brainstorm on the meaning of levers as simple machines | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - brainstorm on the meaning of levers as simple machines | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - brainstorm on the meaning of levers as simple machines | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - work collaboratively to identify Birts of a lever, carry out activities to group levers into the three classes, carry out activities to demonstrate the use of common levers as simple machines, use digital or print media to search for information on how levers make work easier in day-to-day life. Project: Learners are guided to make and use a beam balance from locally available materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - work collaboratively to identify Birts of a lever, carry out activities to group levers into the three classes, carry out activities to demonstrate the use of common levers as simple machines, use digital or print media to search for information on how levers make work easier in day-to-day life. Project: Learners are guided to make and use a beam balance from locally available materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - work collaboratively to identify Birts of a lever, carry out activities to group levers into the three classes, carry out activities to demonstrate the use of common levers as simple machines, use digital or print media to search for information on how levers make work easier in day-to-day life. Project: Learners are guided to make and use a beam balance from locally available materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - work collaboratively to identify Birts of a lever, carry out activities to group levers into the three classes, carry out activities to demonstrate the use of common levers as simple machines, use digital or print media to search for information on how levers make work easier in day-to-day life. Project: Learners are guided to make and use a beam balance from locally available materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - work collaboratively to identify Birts of a lever, carry out activities to group levers into the three classes, carry out activities to demonstrate the use of common levers as simple machines, use digital or print media to search for information on how levers make work easier in day-to-day life. Project: Learners are guided to make and use a beam balance from locally available materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - work collaboratively to identify Birts of a lever, carry out activities to group levers into the three classes, carry out activities to demonstrate the use of common levers as simple machines, use digital or print media to search for information on how levers make work easier in day-to-day life. Project: Learners are guided to make and use a beam balance from locally available materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - work collaboratively to identify Birts of a lever, carry out activities to group levers into the three classes, carry out activities to demonstrate the use of common levers as simple machines, use digital or print media to search for information on how levers make work easier in day-to-day life. Project: Learners are guided to make and use a beam balance from locally available materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Force and Energy | Levers as simple machines | - | 1. How are levers used in day to day life? | - work collaboratively to identify Birts of a lever, carry out activities to group levers into the three classes, carry out activities to demonstrate the use of common levers as simple machines, use digital or print media to search for information on how levers make work easier in day-to-day life. Project: Learners are guided to make and use a beam balance from locally available materials | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Force and Energy | Slopes as simple machines | By the end of the sub strand, the learner should be able to; a) identify types of slopes used as simple machines | 1. How are slopes used in everyday life? | - discuss with peers the meaning of slope as a simple machine (inclined plane), give practical examples on where slopes are used to make work easier around the school environment (ladders, ramps, staircase, road winding uphill, wedge, roofs, loading a lorry) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Force and Energy | Slopes as simple machines | By the end of the sub strand, the learner should be able to; a) identify types of slopes used as simple machines | 1. How are slopes used in everyday life? | - discuss with peers the meaning of slope as a simple machine (inclined plane), give practical examples on where slopes are used to make work easier around the school environment (ladders, ramps, staircase, road winding uphill, wedge, roofs, loading a lorry) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Force and Energy | Slopes as simple machines | By the end of the sub strand, the learner should be able to; a) identify types of slopes used as simple machines | 1. How are slopes used in everyday life? | - discuss with peers the meaning of slope as a simple machine (inclined plane), give practical examples on where slopes are used to make work easier around the school environment (ladders, ramps, staircase, road winding uphill, wedge, roofs, loading a lorry) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
