| 1 | 1 | Living Things and their Environment | Reproduction in human beings | By the end of the sub strand, the learner should be able to; a) appreciate the need for a healthy reproductive system | 1. How best can challenges related to the menstrual cycle be managed? | - search for information from print and non-print materials on symptoms of common STIs and their prevention, discuss | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Living Things and their Environment | Reproduction in human beings | By the end of the sub strand, the learner should be able to; a) appreciate the need for a healthy reproductive system | 1. How best can challenges related to the menstrual cycle be managed? | - search for information from print and non-print materials on symptoms of common STIs and their prevention, discuss | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) identify forms of energy in nature | 1. What are the sources of energy in the environment? | - discuss and identify forms of energy found in nature (light, heat, potential, kinetic, gravitational, electrical, sound energy, chemical, nuclear or atomic energy) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) identify forms of energy in nature | 1. What are the sources of energy in the environment? | - discuss and identify forms of energy found in nature (light, heat, potential, kinetic, gravitational, electrical, sound energy, chemical, nuclear or atomic energy) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) identify forms of energy in nature | 1. What are the sources of energy in the environment? | - discuss and identify forms of energy found in nature (light, heat, potential, kinetic, gravitational, electrical, sound energy, chemical, nuclear or atomic energy) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) identify forms of energy in nature | 1. What are the sources of energy in the environment? | - discuss and classify energy sources in nature (renewable and non- renewable sources) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) classify energy sources into renewable or non- renewable | 1. What are the sources of energy in the environment? | - discuss and classify energy sources in nature (renewable and non- renewable sources) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) classify energy sources into renewable or non- renewable | 1. What are the sources of energy in the environment? | - use digital or print media to search for information on classification of energy sources in nature | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) classify energy sources into renewable or non- renewable | 1. What are the sources of energy in the environment? | - use digital or print media to search for information on classification of energy sources in nature | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) classify energy sources into renewable or non- renewable | 1. What are the sources of energy in the environment? | - carry out activities to show energy transformation in day-to-day life (electrical to heat, chemical to electrical, mechanical to electrical, electrical to light, electrical to sound and potential to kinetic) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) demonstrate simple energy transformations in nature | 1. What are the sources of energy in the environment? | - carry out activities to show energy transformation in day-to-day life (electrical to heat, chemical to electrical, mechanical to electrical, electrical to light, electrical to sound and potential to kinetic) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) demonstrate simple energy transformations in nature | 1. What are the sources of energy in the environment? | - discuss the applications of energy transformations in day to day life (use of a falling object, rubbing both hands, burning of wood, electric bulbs, Light Emitting Diodes (LED), electric heater, steam engine, piezoelectricity, microphone, windmills, electric generator/dynamo, hydroelectric dams, thermocouple, geothermal power plant, solar panel, electric motor) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) demonstrate simple energy transformations in nature | 1. How is energy transformation applied in day-to-day life? | - discuss the applications of energy transformations in day to day life (use of a falling object, rubbing both hands, burning of wood, electric bulbs, Light Emitting Diodes (LED), electric heater, steam engine, piezoelectricity, microphone, windmills, electric generator/dynamo, hydroelectric dams, thermocouple, geothermal power plant, solar panel, electric motor) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) demonstrate simple energy transformations in nature | 1. How is energy transformation applied in day-to-day life? | - discuss the applications of energy transformations in day to day life (use of a falling object, rubbing both hands, burning of wood, electric bulbs, Light Emitting Diodes (LED), electric heater, steam engine, piezoelectricity, microphone, windmills, electric generator/dynamo, hydroelectric dams, thermocouple, geothermal power plant, solar panel, electric motor) | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Force and Energy | Transformation of Energy | By the end of the sub strand, the learner should be able to; a) describe safety measures associated with energy transformation | 1. How is energy transformation applied in day-to-day life? | - use digital or print media to search for information on the applications of energy transformations in day to day life | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
