| 1 | 1 | Mixtures, Elements and Compounds | Classes of fire | By the end of the sub strand, the learner should be able to; a) describe ways of controlling different classes of fires | 1. What are the dangers of fire in nature? | - collaboratively practice fire control measures | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Mixtures, Elements and Compounds | Classes of fire | By the end of the sub strand, the learner should be able to; a) acknowledge the dangers of fires in nature | 1. What are the dangers of fire in nature? | - discuss rights to safety information on flammable substances | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Mixtures, Elements and Compounds | Classes of fire | By the end of the sub strand, the learner should be able to; a) acknowledge the dangers of fires in nature | 1. What are the dangers of fire in nature? | - discuss rights to safety information on flammable substances | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Mixtures, Elements and Compounds | Classes of fire | By the end of the sub strand, the learner should be able to; a) acknowledge the dangers of fires in nature | 1. What are the dangers of fire in nature? | - discuss rights to safety information on flammable substances | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Mixtures, Elements and Compounds | Classes of fire | By the end of the sub strand, the learner should be able to; a) acknowledge the dangers of fires in nature | 1. What are the dangers of fire in nature? | - use digital devices or print media to search for information on fire control measures. project: Learner is guided to prepare posters on classes of fires and their control measures and hang them in places where they can be seen | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Living Things and their Environment | The Cell | By the end of the sub strand, the learner should be able to; a) describe the structure of plant and animal cells as observed under a light microscope | 1. What makes up plant and animal cells? | - collaboratively prepare, mount, observe and draw plant cells as seen under a light microscope, (include a reminder on how to use and care for a light microscope) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Living Things and their Environment | The Cell | By the end of the sub strand, the learner should be able to; a) describe the structure of plant and animal cells as observed under a light microscope | 1. What makes up plant and animal cells? | - collaboratively prepare, mount, observe and draw plant cells as seen under a light microscope, (include a reminder on how to use and care for a light microscope) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Living Things and their Environment | The Cell | By the end of the sub strand, the learner should be able to; a) describe the structure of plant and animal cells as observed under a light microscope | 1. What makes up plant and animal cells? | - collaboratively prepare, mount, observe and draw plant cells as seen under a light microscope, (include a reminder on how to use and care for a light microscope) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Living Things and their Environment | The Cell | By the end of the sub strand, the learner should be able to; a) describe the structure of plant and animal cells as observed under a light microscope | 1. What makes up plant and animal cells? | - collaboratively prepare, mount, observe and draw plant cells as seen under a light microscope, (include a reminder on how to use and care for a light microscope) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Living Things and their Environment | The Cell | By the end of the sub strand, the learner should be able to; a) describe the functions of components of cells seen under the light microscope | 1. What makes up plant and animal cells? | - observe, draw and label the parts of an animal cells seen from permanent slides under the light microscope | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Living Things and their Environment | The Cell | By the end of the sub strand, the learner should be able to; a) describe the functions of components of cells seen under the light microscope | 1. What makes up plant and animal cells? | - observe, draw and label the parts of an animal cells seen from permanent slides under the light microscope | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Living Things and their Environment | The Cell | By the end of the sub strand, the learner should be able to; a) describe the functions of components of cells seen under the light microscope | 1. What makes up plant and animal cells? | - observe, draw and label the parts of an animal cells seen from permanent slides under the light microscope | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Living Things and their Environment | The Cell | By the end of the sub strand, the learner should be able to; a) describe the functions of components of cells seen under the light microscope | 1. What makes up plant and animal cells? | - observe, draw and label the parts of an animal cells seen from permanent slides under the light microscope | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Living Things and their Environment | The Cell | By the end of the sub strand, the learner should be able to; a) compare plant and animal cells as observed under a light microscope | 1. What makes up plant and animal cells? | - use print and non-print material to search for information on functions of components of plant and animal cells as seen under the light microscope | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Living Things and their Environment | The Cell | By the end of the sub strand, the learner should be able to; a) compare plant and animal cells as observed under a light microscope | 1. What makes up plant and animal cells? | - use print and non-print material to search for information on functions of components of plant and animal cells as seen under the light microscope | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
