Subject: Science

Class: P4
Lesson No. :1

Duration Theme: The world of living things

Topic: living things
Sub-topic: Types & characteristics of living things

30 min

Subject Competences:
The learner: defines living things
Identifies types of living things
Identifies characteristics of living things

Language Competences:
The learner:
Reads and comprehends the different words that describe living things.

Assessment:
1. Outline any four characteristics of living things
2. What are living things?
3. Are all things living? (Defend your answer)

Skills: observation
Values: honesty

Methods: Guided discovery, discussion

Activities: identifying living things in the environment

Describing living things

Materials: Images of living things in the environment

References: St. Bernard integrated science, pupil’s book 4

NCDC P.4 Abridged Curriculum

Connecting to the larger goal: There are many things in the

environment categorizing them into living or non-living enables us to
interact with them in a better way.

Key points:
Living things are things that have life.
Through careful observation of the things in the environment, we can
identify that have life.

Lesson Procedure

Do now/opening (2 mins): Identifying any 5 things that you see in the

environment & determine whether they are living or non-living (child
takes time to identify things)

Introduction to new material (6 mins): Although we have many

things in the environment some have life & others don’t. Those that
have life are called living things while those without life are called non-
living things.
Living things are similar in very many ways e.g. they all breathe,
reproduce etc.

Guided practice (10 mins): What are some of the types of living
things?
- Plants - Animals - Fungi
- Protist - Monera
What are some of the characteristics of living things?
They breathe
Some move
They grow
They are sensitive to stimuli
They excrete
They reproduce
(learners can watch a you tube video on types and characteristics of
living things first)

Independent practice (10 mins): (same as assessment)

Closing (2 min): Which things are living things capable of doing?

 Subject: Science
Class: P4
Lesson No. :2

Duration Theme: the world of living things

Topic: Plant life
Sub-topic: Flowering plants

30 min

Subject Competences:
The learner:
Defines what a flowering plant is and given examples.
Identifies parts of a flowering plant

Language Competences:
The learner:
Reads and comprehends the different words describing a flowering
plant

Assessment:
1. Which part of the flowering plant is found above the ground?
2. Which part of the flowering plant is found below the ground?
3. What is a flowering plant? (Give any 3 examples you know)
4. Of what use are flowering plants to man?

Skills: observation
Values: Honesty

Methods: Guided discovery

Activities:
1. Identifying parts of a flowering plant
2. Identifying examples of flowering plants
3. Brainstorming the uses of flowering plants.
Materials: images of flowering plant

References: St. Bernard integrated science, Pupil’s book 4 (pg 1-2)

NCDC P.4 Abridged curriculum pg.53

Connecting to the larger goal:

Animals like man don’t make their own food & thus depend on plants
for food in order to live. Plants are this very important for the survival
of animals,

Key points:
Flowering plants are plants that bear flowers e.g beans, peas, maize
etc.
By careful observation, we can identify the different parts of a flowering
plant e.g roots, leaves.
Plants are very important for the survival of animals because they feed
on them to get energy to do work.

Lesson Procedure

Do now/opening (2 mins): Which plants have you ever seen in the

environment? (child identifies at least 3 plants).
Give ant two observable features of these plants.

Introduction to new material (6 mins): Plants are very common in

the environment and they fall under different categories.
Those that have flowers are called flowering plants while those that lack
flower are called non-flowering plants. In this lesson, we will focus on
the flowering plants.

Guided practice (10 mins): Display image of flowering plant and give
the leaner a chance to identify the different parts (learner identifies
different parts). After they have identified the different parts, ask if they
know any use of the flowering plants (leaner response & is assessed)
Then emphasize the 2 systems that make up a flowering plant that is
shoot system and root system.
Root system. This is the part of the plant below the ground.
Shoot system; This is the part of the plant above the ground.

Independent practice (10 mins):

Closing (2 min):

In conclusion, a flowering plant has 5 main parts i.e flowers, stems,

leaves, roots and fruits.

Subject: Science
Class: P4
Lesson No. :3

Duration Theme: The world of living things.

Topic: Plant life
Sub-topic: Parts of a flowering plant

30 min

Subject Competences:
The learner:
Identifies types of roots and their functions.
Identifies functions of stems to a plant.

Language Competences:
The learner:
Reads & comprehends the functions of the roots & the stems.

Assessment: Give any 2 uses of roots to plants

Give any 2 uses of stems to plants.
Which plants store food in their roots?
(Give any 2 examples)

Skills: Critical thinking

Values: Honesty

Methods : Guided discovery

Activities : Identifying uses of roots & stems.

Materials : images of root tubers & stem tubers

Images of tap roots & fibrous roots.

References: St. Bernard integrated Sci, Pupil’s book 4 (pg2-3)

NCDC P.4 Abridged curriculum

Connecting to the larger goal: When we get to know the uses of the
roots & stems, we can make better use of them.

Key points:
Roots & stems have different functions.
By brainstorming & careful observation and analysis, we can identify
the functions of roots & stems.
When we get to know the uses of the roots & stems, we can make better
use of them.

Lesson Procedure

Do now/opening (2 mins): Of what use are plants to man? (child

thinks & given at least 2 uses)

Introduction to new material (6 mins): Roots & stems of a flowering

plant. Where are the roots found? (child responds) what about the
stems? (child responds). Are these parts of any use to the plant? If so,
how? (child responds). In this lesson, we will brainstorm on the
different functions of the plants & stems.

Guided practice (10 mins): Display images of the 2 types of roots i.e
tap & fibrous roots. Give time for child to identify any 2 functions of
roots, after emphasize the functions of roots i.e
They hold the plant firmly in the soil.
They absorb water & mineral salts from the soil for the plant.
Some roots store food for the plant. These are called root tubers. At this
point display images of root tubers (e.g cassava, carrot, sweet potato)

Of what use is a stem to plant? (Give child time to ponder & outline any
use they know) then emphasize functions such as;
They transport water & mineral salts from roots to other plant parts.
They transport food made by leaves to other parts of the plant,
Some stems store food e.g sugarcanes. These are called stem tubers.

Independent practice (10 mins):

(Same as assessment)
Closing (2 min): is it useful that plants have roots & stems? (Why)

Subject: Science
Class: P4
Lesson No. :4

Duration Theme: The world of living things

Topic: Plant life
Sub-topic: Part of a leaf & function of each part

30 min

Subject Competences:
The learner:
Can name the different parts of a leaf
Can identify the function of different parts of a leaf

Language Competences:
The learner:
Reads and comprehends the functions of the different parts of a leaf.

Assessment:
1. What is the function of these parts of a leaf?
a.) Leaf blade b. Veins C. Stomata
2. Provide an image of leaf point to at least 3 parts and ask the
learner to name them.

Skills: Observation
Values: Honesty

Methods : Guided discovery

Activities :
Naming the different parts of a leaf
Naming the functions of the different parts of a leaf
Materials : Images of a simple leaf

References:
Ref . St. Bernard integrated science, Pupil’s book 4
NCDC P.4 Abridged curriculum Pg. 54.

Connecting to the larger goal: leaves are a very large component of

plant life and learning about them gives learners the ability to know
why plants have them.

Key points:
Leaves are mainly green in colour and are part of the shoot system of
the plant.
By careful observation and analysis, we can identify the different parts
of a leaf & their respective functions.
Learning about leaves gives learners the ability to know why plants
have them in the first place.

Lesson Procedure

Do now/opening (2 mins):
Every part of the plant has its functions.
Can you identify any 2 functions of roots?

Introduction to new material (6 mins):

Leaves are a major component of the plant that are part of the shoot
system. What is the colour of the leaves? Can you name any part of the
leaves? (Child responds to these questions).
Do you think each part of the leaf has a function? (Child res[onds &
defends his or her answer). In this lesson, we will look at the parts of
the leaf and their functions.

Guided practice (10 mins):

Display image of leaf and start labeling one part at a time.
Functions of each part of a leaf
Leaf blade (lamina)
This is where most of the photosynthesis takesplace.
Veins
These are tubes through which nutrients are transported to and from
the leaf.
Leaf stalk
This is the part which attaches the leaf to the branch or stem.
Stomata
These are small holes used for breathing and transpiration.

Independent practice (10 mins):

1. What is the function of these parts of a leaf?

b.) Leaf blade b. Veins C. Stomata
2. Provide an image of leaf point to at least 3 parts and ask the
learner to name them.

Closing (2 min): Which part of the leaf is used for breathing &
transpiration?

Subject: Science
Class: P4
Lesson No. : 5

Duration Theme: The world of living things

Topic: Plant life
Sub-topic: Functions of leaves to a plant, people and
animals
30 min

Subject Competences:
The learner:
Describes the functions of leaves to a plant
Describes the uses of leaves to people & animals.

Language Competences:
The learner:
Reads and comprehends the different functions of leaves.

Assessment:
Identify any 3 functions of leaves to a plant.
Identify any 3 uses of leaves to animals.

Skills: communication
Values: honesty

Methods : Guided discovery

Activities :
Identifying functions of leaves to plants
Identifying uses of leaves to people and animals.

Materials : images of a leaf

References:
St. Bernard integrated science, pupil’s book 4
NCDC P.4 Abridegd curriculum Pg 54.

Connecting to the larger goal:

Every part of the plant has a particular function. Leaves as parts of a
plant also serve their functions for the wellbeing of the whole plant.

Key points:
Leaves serve particular functions to a plant and animals.
By brainstorming, we can identify the different functions of leaves.
Leaves serve particular functions for the wellbeing of the whole plant.
Lesson Procedure

Do now/opening (2 mins):
Which parts of a leaf do you know?
(Child lists at least 2 parts) can you also outline the functions of
each of the parts you have identified. (child gives the functions of
the parts)

Introduction to new material (6 mins):

Every part of a plant has a particular function. In this lesson, we will
look at the functions of leaves to a plant, people and animals.

Guided practice (10 mins):

What are the functions of leaves to a plant? (allow 1 min fir child to
respond)
Then emphasize these functions
Leaves make food for the plant. The process of making food is called
photosynthesis.
Some leaves store food for the plant e.g onions and cabbages.
They have small holes called stomata that are used for breathing.
They cool the plant during transpiration.
Some leaves are used for propagation.

What are the uses of leaves to people and animals?

(allow 1 min for child to respond)
Then, emphasize these uses:
Leaves provide herbal medicines e.g mango leaves.
People sell leaves & get money e.g banana leaves.
People use dry leaves to much their gardens.

Independent practice (10 mins):

Identify any 3 functions of leaves to a plant.
Identify any 3 uses of leaves to animals.
Closing (2 min):
Are leaves important to you in anyway?
(Defend your answer with at least a reason)

Subject: Science
Class: P4
Lesson No. :6

Duration Theme: The world of Living things

Topic: Plant life
Sub-topic: Parts of a flower & functions of each part

30 min

Subject Competences:
The learner:
Identifies the parts of flower
Identifies the functions of the parts of a flower
Language Competences:
The learner:
Reads and comprehends the different functions of flowers.

Assessment:
Can you name at least 5 parts of a flower?
Can you identify the functions of each of the parts that you have
outlines in 1 above.

Skills: Communication
Values: Kindness

Methods : Guided discovery

Activities : Naming parts of a flower

Brainstorming on the uses of different parts of a flower.
Materials : Images of a flower

References: St. Bernard integrated Sci. pupil’s book 4 Pg 5-6

NCDC P.4 Abridged curriculum Pg .54

Connecting to the larger goal:

Flowers as parts of a plant also serve a particular function. Learning
about them gives learners the ability to appreciate how flowers
contribute to the life of the whole plant.

Key points:
A flower is a reproductive part of the plant
Flowers have different parts and each part serves a function. By careful
observation and analysis, we can identify the different parts of a flower.

Lesson Procedure
Learning about flowers enables learners appreciate how they contribute
to the life of the whole plant.

Do now/opening (2 mins):
Are leaves important to plants? (Defend your answer with at least 2
reasons)

Introduction to new material (6 mins):

When we careful observe plants, there are different parts such as
………………………. (let the learner identify at least 3 parts of a plant).
In this lesson we will closely look at flowers, the names of different
parts and their respective functions. So what is a flower? (Allow 1 min
for child to respond) then say a flower is the reproductive part of a
plant.

Guided practice (10 mins):

Display an image of a flower, start identifying parts one at a time.
Functions of each part of a flower
Petals
These protect the inside parts of a flower. They are brightly colored with
a good scent to attract insects during pollination.
Stigma
Receives pollen grains during pollination.
Ovary
Stores ovules, ovules are the female reproductive cells.
Note: After fertilization, the ovary becomes a fruit and the ovules
become seeds.
Sepals.
These protect the flower when it is still young in a bud stage. A group of
sepals is called Calyx.
Styles
This is where pollen grain pass to reach the ovary from the stigma.
Stalk
This holds the flower on the stem.
Filament
This holds the anther hand.
Ovules
These are the female cells of a plant & develop into seeds after
fertilization.
Note
The female part of a flower is called pistil. It comprises the stigma,
ovary and ovules.
The male part of a flower is called stamen. It comprises the anthers and
filament.

Independent practice (10 mins):

Can you name at least 5 parts of a flower?
Can you identify the functions of each of the parts that you have
outlines in 1 above.

Closing (2 min):

Which parts of the flower comprises the;

1. Stigma?
2. Pistil?

Subject: Science
Class: P4
Lesson No. :7
Duration Theme: The world of living things
Topic: Plant life
Sub-topic: Uses of flowers to people

30 min

Subject Competences:
The learner:
Identifies the uses of flowers to people
Language Competences:
The learner:
Reads and comprehends the uses of flowers to people

Assessment:
Identify any 5 uses of flowers to people

Skills: communication
Values: honesty

Methods : Guided discovery

Activities : identifying uses of flowers to people

Materials : flowers images

References:
St. Bernard integrated science , Pupil’s book 4, Pg 6
NCDC Abridged curriculum Pg 54

Connecting to the larger goal:

in real life, we use flowers on different occasions and learning about
their uses gives; learners the ability to know when to use the flowers.

Key points:
1. Flowers serve different functions in real life.
2. We can brainstorm on the different uses of flowers they will know
 when to use them.
3. When children learn about the different uses of flowers, they will
know when to use them.

Lesson Procedure

Do now/opening (2 mins):
Which part of the flower produces and stores pollen grains? (Child
responds). What part of the flower develops into seeds after
fertilization? (Child responds).

Introduction to new material (6 mins):

Everything in real life serve a particular function. In this lesson, we will
brainstorm on the different uses of flowers to people. Before we start
the lesson, please respond to these questions.
1. What is the use of a hoe?
2. What is the use of a mobile phone?

Guided practice (10 mins):

What uses of flowers to people do you know? (allow 1 min for child to
respond)
Then emphasize the uses of flowers below. (for each use you state,
illustrate with some images)
Flowers are used for decoration on functions & homes.
They are a source of income e.g people grow and sell them.
They are used for bouquets and gifts to people.
People get perfume from flowers.
We use flowers to make medicines.
Flowers are used to get insecticides e.g pyrethrum flowers.

Independent practice (10 mins):

Identify any 5 uses of flowers to people

Closing (2 min):

When are flowers used in real life?

 Subject: Science
Class: P4
Lesson No. :8
Duration Theme: the world of living things
Topic: Plant life
Sub-topic: Pollination

30 min

Subject Competences:
The learner:
Defines pollination
Describes the different types of pollination
Describes the function of pollination.

Language Competences:
The learner:
Reads and comprehends the description of pollination and its types.

Assessment:
Define pollination.
Why is pollination important?
What is the difference between self and cross pollination?

Skills: Communication
Values: considering others

Methods : Guided discovery

Activities : Using models and illustrating how pollen grains move from
the anther head to the stigma.

Materials : Youtube video showing movement of pollen grains from

anthers to stigma.

References:
https://www.vedantu.com/biology/types-of-pollination.
NCDC Abridged curriculum Pg 54

Connecting to the larger goal:

In real life living things multiply in number through the reproduction
process. Plants only reproduce after pollination has taken place.

Key points:
Pollination is the transfer of pollen grains from the anthers to the
stigma. It is categorized into self and cross pollination.
Using models, we can illustrate how pollen grains move from the
anthers to the stigma.
Plants reproduce and multiply in number only after pollination has
occurred

Lesson Procedure

Do now/opening (2 mins): when do humans use flowers? Describe at

least 2 occasions when humans use flowers)

Introduction to new material (6 mins):

By what process do living things multiply in number? allow 1 minute

for child to respond). Do you have any idea about how plants come to
multiply in number? (allow 1 minute for child to respond) we will focus
on pollination and how it happens in plants in this lesson to give us a
clearer idea of how plants come to multiply in number.

Guided practice (10 mins):

Show youtube video illustrating how pollen grains move from the
anthers to the stigma. Then emphasize that pollination Is the transfer
of pollen grains from anthers to the stigma.
Self pollination is the transfer of pollen grains from anthers to the
stigma of the same flower.
Cross pollination is the transfer of pollen grains from the anthers of one
flower to the stigma of another flower.

When pollination occurs, fertilization follows and ovules become seeds

that can later be planted such that plants multiply in number. Thus,
without pollination plants cant multiply and will extinct with time.

Independent practice (10 mins):

Define pollination.
Why is pollination important?
What is the difference between self and cross pollination?

Closing (2 min): why is pollination important?

Subject: Science
Class: P4
Lesson No. :9

Duration Theme: the world of living things

Topic: plant life
Sub-topic: agents and importance of pollination

30 min

Subject Competences:
The learner:
Identifies the agents of pollination
Describes the importance of pollination

Language Competences:
The learner:
Reads and comprehends the agents and importance of pollination.

Assessment:
Identify any 3 agents of pollination.
Describe the importance of pollination to plants.

Skills: decision making

Values: sharing

Methods :guided discovery

Activities : illustrating how the different agents of pollination

work.
Materials : images of flowers
Videos showing how the different agents of pollination work.

References:
https://www.vidantu.com/biology/pollination
NCDC Abridged curriculum pg.54

Connecting to the larger goal: in real life, living things multiply in

number through the reproduction process. plants only reproduce after
pollination has taken place.

Key points:
Agents of pollination are the things that drive the process of pollination.
By careful observation and analysis, we can identify the agents of
pollination.
Plants only reproduce after pollination has taken place.

Lesson Procedure

Do now/opening (2 mins):
What is the difference between self and cross pollination? (child
responds)

Introduction to new material (6 mins):

Alex was given 1 million shillings by his mother. He then used it to buy
10 female goats after 2 years, his goats had multiplied to 18. David
received 1 million shillings from his father and he used it to buy
prostitutes. After 2 years, he tested positive for HIV. Of the two boys,
who used his money wisely? (Child responds).
Do ll decisions lead to the same results (child responds and defends
response). For pollination to occur, some things drive the process.
These are called agents of pollination and we will explore them further
in this lesson.

Guided practice (10 mins):

Why is pollination important? (child responds in about 1 minute) then
emphasize that pollination leads to fertilization with the result that
seeds are produced and plants are thus able to multiply in number by
means of seeds.
Some of the agents of pollination include (pause to allow child respond
if possible), then outline the agents such as animals such as insects
like bees
,wind , water.
Then illustrate how agents of pollination work using a video.

Independent practice (10 mins):

Identify any 3 agents of pollination.
Describe the importance of pollination to plants.

Closing (2 min):
Why is pollination important?

Subject: Science
Class: P4
Lesson No. :10

Duration Theme: The world of living things

Topic: Plant life
Sub-topic: Seeds

30 min

Subject Competences:
The learner:
Describe what a seed is
Distinguish between a monocotyledonous and dicotyledonous seed.

Language Competences:
The learner:
Reads and comprehends the description of the different categories of
seeds.

Assessment:
What part of the flower develops into seeds after fertilization?
What is a seed?
What is the difference between a monocotyledonous and dicotyledonous
seed?

Skills: Decision making

Values: Sharing

Methods : Guided discovery

Activities : Soaking seeds in water and splitting them into 2.

Materials : Seeds such as maize, beans, rice, peas.

References:
St. Bernard integrated science, pupils book 4 pg 7-8.
P.3 NCDC Abridged curriculum pg 54.

Connecting to the larger goal:

Without seeds, we can’t have new plants hence no food so learning
about seeds enables learners know how they develop into plants.

Key points:
A seed is a part of a plant which grows into a new plant we have both
monocotyledonous and dicotyledonous seeds.
When we split the seeds into 2, we are able to categorize them into
monocotyledonous or dicotyledonous seeds.
Without seeds, we can’t have new plants hence no food.

Lesson Procedure

Do now/opening (2 mins): Identify any 2 agents of pollination

What name is given to the type of pollination that involves one flower?

Introduction to new material (6 mins):

During lunch time, we eat posho and beans on most days. Can you tell
the stages we pass through in order to get posho at school?
(allow 1 min for child to respond) that we plant maize seeds, harvest
maize when it is fully grown, dry it further and finally take to the
milling machine for grinding to get maize flour (posho). Do you see that
without the maize seeds we can’t get posho? (child responds ) in this
lesson, we will look at seeds.

Guided practice (10 mins):

What is a seed ? (Allow 1 min for child to respond) then say that a seed
is a part of the plant which grows into a new plat. Where do seeds come
from? (allow 1 min for child to respond) then say that after fertilization,
ovules in a flower develop into seeds.
Now we will work a maize seed and a bean seed in water. Then we will
split each seed into.
2.What do you observe? (child responds)
Then say maize seed didn’t split into 2 parts while bean seed split into
2 parts.
In conclusion, seeds which didn’t split into 2 parts have are cotyledon
and are called monocotyledonous seeds.
Seeds which split into 2 parts have 2 cotyledons and are called
dicotyledonous.

Independent practice (10 mins):

What part of the flower develops into seeds after fertilization?
What is a seed?
What is the difference between a monocotyledonous and dicotyledonous
seed?

Closing (2 min): What name is given to seeds that have 2 cotyledons?

Subject: Science
Class: P4
Lesson No. :11

Duration Theme: The world of living things

Topic: Plant life
Sub-topic: Parts of a maize grain and the function of each
part.

30 min

Subject Competences:
The learner:
Identifies the different parts of a maize grain.
Describes the functions of each part of the maize grain.
Language Competences:
The learner:
Reads and comprehends the functions of the different parts of the
maize grain.

Assessment:

What is the function of these parts of a maize grain?

a.) Plumule
b.) Radicle
c.) Testa

Skills: Critical thinking

Values: Considering others

Methods : Guided discovery

Activities : Naming the different parts of a maize

Materials : Images of a maize grain

References:
St. Bernard integrated science, Pupil’s book 4, Pg 8-9
P.4 NCDC Abridged curriculum pg 54

Connecting to the larger goal: Without seeds, we cant have new

plants hence no food.

Key points:
A maize grain is a monocotyledonous seed.
By careful observation and analysis, we can identify the different parts
of a maize grain.
Without seeds, we can’t have new plants hence no food.
Lesson Procedure

Do now/opening (2 mins): What is the difference between

monocotyledonous and dicotyledonous seeds?

Introduction to new material (6 mins):

Posho is a common food at school and in very many homes. Before we
get posho (maize flour), we start by planting maize grains. Can you tell
me what needs to happen after planting the maize grains for us to
finally get posho? (allow 1 min for child to respond). Then emphasize
the process.
In this lesson we will explore the different parts of a maize grain and
the function of each part.

Guided practice (10 mins):

Display image of a maize grain and start identifying the parts.

Functions of each parts

Testa (seed coat):
This protests the inside part of the seed.
Plumule: this grows into the shoot system.
Radicle : This grows into the root system.
Endosperm. This stores food for the embryo.
Cotyledon: This absorbs food from the endosperm and passes it into
the embryo.

Independent practice (10 mins):

What is the function of these parts of a maize grain?
d.) Plumule
e.) Radicle
f.) Testa

Closing (2 min):
Which part of the maize grain protects the inside part of the seed?

Subject: Science
Class: P4
Lesson No. :12
Duration Theme: The world of living
Topic: Plant life
Sub-topic: Parts of a bean seed and the functions of
each part.

30 min

Subject Competences:
The learner:
Identifies the different parts of a bean seed.
Describes the functions of each part of the bean seed.
Language Competences:
The learner:
Reads and comprehends the functions of the different parts of the bean
seed.

Assessment:
What is the function of these parts of a bean seed?
a.) Cotyledon
b.) Micropyle
c.) Testa
d.) Plumule

Skills: Critical thinking

Values: Considering others

Methods :Guided discovery

Activities : Naming the different parts of a bean seed

Materials : Images of a bean seed

References:
St. Bernard integrated science, Pupil’s book 4, Pg 9-10
P.4 NCDC Abridged curriculum pg 54

Connecting to the larger goal:

Without seeds, we can’t have new plants hence no food.

Key points:
A bean seed is a dicotyledonous seed.
By careful observation and analysis, we can identify the different parts
of a bean seed.
Without seeds, we can’t have new plants hence no food.

Lesson Procedure

Do now/opening (2 mins):
What is the function of the endosperm to a maize grain?

Introduction to new material (6 mins):

Beans are a common sauce at school and in many homes when we

want bean seeds in large amounts, we begin by planting the seeds we
have and reproduction occurs for them to multiply in number .
In this lesson we will explore the different parts of a bean seed and the
functions of each part.

Guided practice (10 mins):

Display images of a bean seed and start identifying the parts.

Functions of each part

Testa
Protects the inner parts of the seed from external damage.
Cotyledon : Provides food to the embryo.
Plumule
This grows into the shoot system.
Radicle
This grows into the root system
Micropyle
This is a small hole on the testa which lets in oxygen and water into the
seed during germination.
Note: The radicle and plumule make an embryo.

Independent practice (10 mins):

What is the function of these parts of a bean seed?
a. Cotyledon
b. Micropyle
c. Testa
d. Plumule

Closing (2 min):
Which two parts of the seed make up an embryo?
Subject: Science
Class: P4
Lesson No. :13

Duration Theme: The world of germination

Topic: Plant life
Sub-topic: Seed germination

30 min

Subject Competences:
The learner:
Describes what germination is.
Outlines the conditions necessary for germination.

Language Competences:
The learner:
Reads and comprehends what germination is and the conditions
necessary for germination.

Assessment:
What is germination?
What conditions are necessary for germination?

Skills: Critical thinking

Values: Honesty

Methods : Guided discovery

Activities : Describing what happens during germination

Materials : seeds, cotton wool, water

References:
St. Bernard integrated science, Pupil’s book 4, Pg 10-14
P.4 NCDC Abridged curriculum pg 54

Connecting to the larger goal:

When germination happens we will get plants that have many seeds
hence giving us enough food.

Key points:
Germination is the process by which a seed embryo develops into a
young plant called a seedling.
When the necessary conditions such as water are present, the seeds
will germinate.

Lesson Procedure

Do now/opening (2 mins):
Which two parts of the seed make up an embryo? Which part of the
embryo develops into the shoot system?

Introduction to new material (6 mins):

Many plants develop from seeds. It is necessary to ask what happens to
the seeds in order for them to become plants. Do you have any idea
about what happens to the seeds in order for them to change into
plants? (Allow 1 min for child to respond).
In this lesson, we will explore how seeds change into plants. This
process is called germination.

Guided practice (10 mins):

Showcase a short video about how a seed develops into a seedling.
Then ask child to describe what they saw happening (child responds).
Then ask, what is the scientific name given to the process they just
described above? (child responds). Then suggest that the process is
called germination and go ahead and state that germination is the
process by which a seed embryo develops into a young plant called a
seedling.
For germination to occur, some things must be present. We call these
the conditions necessary for germination.
What do you think are some of the conditions necessary for
germination? (allow child to respond).
Then suggest a condition and why it is necessary.
Water (moisture )
To soften the seed coat and enable the embryo to come out.
Warmth
To provide favourable temperatures needed for the development of the
seed embryo.
Oxygen
For respiration within the seed to produce energy needed for growth.

Independent practice (10 mins):

What is germination?
What conditions are necessary for germination?

Closing (2 min):

Why is water necessary for germination to occur?

Subject: Science
Class: P4
Lesson No. :14

Duration Theme: The world of living things

Topic: Plant life
Sub-topic: Types of germination

30 min

Subject Competences:
The learner:
Identifies the types of germination
Describes the different types of germination
Language Competences:
The learner:
Reads and comprehends the descriptions of the different types of
germination.

Assessment:
Identify the 2 types of germination.
What is the major difference between the types of germination in 1
above?

Skills: communication
Values: Honesty
Methods : Guided discovery

Activities : Describing what happens during germination

Materials : seeds

References:
St. Bernard integrated science, Pupil’s book 4, Pg 14-16
P.4 NCDC Abridged curriculum pg 54

Connecting to the larger goal:

When germination happens, we will get new plants that have many
seeds hence giving us enough food.

Key points:
We have 2 types of germination i.e. epigeal and hypogeal germination.
By observation of the processes, we can tell the difference between the
2 types of germination.
When germination happens, we will get new plants that have many
seeds hence giving us enough food.

Lesson Procedure

Do now/opening (2 mins):
Which two parts of the seed make up an embryo? Which part of the
embryo develops into the shoot system?

Introduction to new material (6 mins):

Many plants develop from seeds. It is necessary to ask what happens to
the seeds in order for them to become plants. Do you have any idea
about what happens to the seeds in order for them to change into
plants? (Allow 1 min for child to respond).
In this lesson, we will explore how seeds change into plants. This
process is called germination.

Guided practice (10 mins):

Showcase a short video about how a seed develops into a seedling.
Then ask child to describe what they saw happening (child responds).
Then ask, what is the scientific name given to the process they just
described above? (child responds). Then suggest that the process is
called germination and go ahead and state that germination is the
process by which a seed embryo develops into a young plant called a
seedling.
For germination to occur, some things must be present. We call these
the conditions necessary for germination.
What do you think are some of the conditions necessary for
germination? (Allow child to respond).
Then suggest a condition and why it is necessary.
Water (moisture )
To soften the seed coat and enable the embryo to come out.
Warmth
To provide favourable temperatures needed for the development of the
seed embryo.
Oxygen
For respiration within the seed to produce energy needed for growth.

Independent practice (10 mins):

What is germination?
What conditions are necessary for germination?

Closing (2 min):

Why is water necessary for germination to occur?

Subject: Science
Class: P4
Lesson No. :15

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Groups of crops

30 min

Subject Competences:
The learner:
- Identifies the groups of crops.
- Describes the different categories of crops
Language Competences:
The learner:
Reads and comprehends the descriptions of the different categories of
crops.

Assessment:
1. What is the difference between perennial and annual crops?
2. Give any 2 examples of:
(i) Annual crops……………….., …………………..
(ii) Perennial crops………………, ……………………..

Skills: Communication
Values: Honesty

Methods : Guided discovery

Activities : Identifying crops in our environment

Materials : Crops

References:
St. Bernard Integrated science, Pupil’s book 4, Pg. 19 -21
P.4 NCDC Abridged curriculum Pg. 54

Connecting to the larger goal:

Humans feed on crops and can also sell them to get money.

Key points:
1. Crops are plants we grow for food or sale to get money.
2. We have very many crops in the environment that we can identify
by careful observation.
3. Humans feed on crops and can also sell them to get money.

Lesson Procedure

Do now/opening (2 mins):
What type of germination is undergone by:
(i) Dicotyledonous seeds……………………….
(ii) Monocotyledonous seeds………………………

Introduction to new material (6 mins):

Have you ever visited any garden? What did you see there? (let the
child respond to these questions) Then say, in this lesson we will
explore the categories of crops in our environment. We have majorly 2
groups of crops. Can you identify them? (let the child respond). Then
emphasize that we have perennial and annual (seasonal) crops.

Guided practice (10 mins):

Display images of different crops and ask the child to identify each by
its name (at least 5 crops should be displayed).
Then note that some of the crops are grown and last for a season.
These are called annual (seasonal) crops. E.g. maize, beans, simsim,
sorghum, millet, groundnuts, etc. (display images of each of these crops
again)

Then note that other crops are grown and live for many years. When
they mature, they are harvested in every season and grow again on the
same stem. These are called perennial crops e.g. avocados, bananas,
coffee, oranges, guavas, tea etc. (display images of each of these crops
again)

Independent practice (10 mins):

1. What is the difference between perennial and annual crops?
2. Give any 2 examples of:
(i) Annual crops……………….., …………………..
(ii) Perennial crops………………, ……………………..

Closing (2 min):

What is a seasonal crop? Give 2 examples of seasonal crops

 Subject: Science
Class: P4
Lesson No. :16

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Crop growing practices

30 min

Subject Competences:
The learner:
Describes land preparation, ploughing and seed selection

Language Competences:
The learner:
Reads and comprehends the different crop growing practices

Assessment:
What is the most common tool used for ploughing?
Which tool do you use for harrowing in your area?
Why is seed selection important during crop growing?

Skills: Focus and self-control

Values: Respect

Methods :Brainstorming, guided discovery

Activities : Describing the crop growing practices

Materials :
References: St. Bernard Integrated Sci, pupil’s book 4 pg 26-27.
P.4 NCDC Abridged curriculum Pg 54

Connecting to the larger goal:

Planning and preparing sufficiently is essential to success in any
endeavors

Key points:
 Crop growing practices means the different activities done during
the growing of crops.
 We will analyze what happens during land preparation, ploughing
and seed selection.
 Planning and preparing sufficiently is essential to success in any
endeavors.

Lesson Procedure

Do now/opening (2 mins):
What is a perennial crop? Give 2 examples of perennial crops.

Introduction to new material (6 mins):

What steps are taken when cooking fried rice? (allow 1 in for child to
respond) Then say that as there are steps taken when cooking fried
rice, there are also steps taken when growing crops and these
constitute some of the crop growing practices. In this lesson, we will
explore land preparation, ploughing and seed selection as some of the
crop growing practices.

Guided practice (10 mins):

The very first stage is land preparation. We use tools such as pangas,
axes and slashes to clear the land (show images of the tools). Some
people could use tractors and animals like the oxen. (show these
images too). In which season do you think land preparation happens?
(let child respond), then emphasize that this happens in the dry season
before the rain starts.

Ploughing/ Harrowing is the second activity after land preparation. It is

done using tractors, hoes or ox ploughs. Through ploughing, the big
soil pieces are made smaller so as to easen sowing and planting. It also
enables and water to enter the soil easily.
(show image of a man ploughing using a hoe if possible)
Another practice is seed selection. This involves removing seeds spoilt
by pests and diseases and throwing them away because they may not
germinate. Then the good seeds are planted.

Independent practice (10 mins):

What is the most common tool used for ploughing?
Which tool do you use for harrowing in your area?
Why is seed selection important during crop growing?

Closing (2 min):

Why is need selection important in crop growing?

Subject: Science
Class: P4
Lesson No. :17

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Crop growing practices

30 min

Subject Competences:
The learner:
Describes what sowing is.
Describes the 2 types of sowing
Language Competences:
The learner:
Reads and comprehends what sowing is.

Assessment:
What is sowing?
What is the difference between row planting and broadcasting planting?
Write one crop planted by;
I. Raw planting method.
II. Broadcasting method.
Skills: Focus and self control.
Values: Respect

Methods :Brainstorming, guided discovery

Activities :

Materials :

References: St. Bernard Integrated Sci, pupil’s book 4 pg 28

P.4 NCDC Abridged curriculum Pg 54

Connecting to the larger goal:

Its after planting seeds that germination occurs in order to yield new
plants that give us food. So its important to know how to plant seeds
well.

Key points:
 Sowing is putting the seeds in the soil.
 We can plant in rows or by using the broadcasting method.
 Its important to know how to plant seeds well because
germination to yield new plants follows saving.

Lesson Procedure

Do now/opening (2 mins):
Why is seed selection important in crop growing?

Introduction to new material (6 mins):

The bible tells us that you reap what you saw. This implies that if we
want to reap well, we must sow well. In this lesson, we will uncover the
row planting and broadcasting methods of sowing.

Guided practice (10 mins):

What is sowing? (Allow the child to respond first) then say that sowing
is putting seeds in the soil. We have 2 types of sowing that is row
planting and broadcasting.
What is row planting? (allow child to respond first)
Then say row planting is planting of seeds in rows. Some of the
advantages of this method include;
It gives proper spacing to plants.
It makes weeding and harvesting of crops easy. The biggest
disadvantage is that it is a slow method.
Examples of crops planted by this method are maize, beans, cotton
seeds. (then display image of sowing in rows).
What is broadcasting method? (allow child to respond first) then say
broadcasting is a planting method when seeds are scattered any how
and later covered with soil.
The biggest advantage of this method is it is easy and quick while the
disadvantage is that the crops grow very close to each other which
makes weeding difficult.
It is a method commonly used in planting cereals e.g millet, rice and
sorghum.
(Display image of broadcasting method).

Independent practice (10 mins):

What is sowing?
What is the difference between row planting and broadcasting planting?
Write one crop planted by;
I. Raw planting method.
II. Broadcasting method.

Closing (2 min):
Which planting method is commonly used in planting cereals?

Subject: Science
Class: P4
Lesson No. :18

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Crop growing practices

30 min

Subject Competences:
The learner:
Describes transplanting and weeding as ways of caring for seedlings.
Tells the importance of caring for seedlings in the garden.
Language Competences:
The learner:
Reads and comprehends the descriptions of the different ways of caring
for seedlings.

Assessment:
What is weeding?
Why should a farmer weed his or her garden?
How can a farmer weed his or her garden?
How can a farmer control weeds from the garden?
What is transplanting?

Skills: Focus and self-control.

Values: Respect

Methods :Brainstorming, guided discovery

Activities : Describing ways of caring for seedlings.

Materials :

References: St. Bernard Integrated Sci, pupil’s book 4 pg 29-30

P.4 NCDC Abridged curriculum Pg 55

Connecting to the larger goal:

When we care about things they function more efficiently and in turn
yield higher results.

Key points:
 In order for crops to grow well, the garden needs good care by the
farmer.
 Some of the ways we care for the garden include weeding and
transplanting.
 When we care about things, they function more efficiently and in
turn yield higher results.

Lesson Procedure

Do now/opening (2 mins):
What do you understand by broadcasting planting method? Identify
any 2 crops that are planted by this method.
Introduction to new material (6 mins):
After a long day of work, what should a responsible person do before
they sleep? (allow 1 min for child to respond) Then emphasize that
bathing before one sleeps is important because it is a process of
removing dirt from the body hence refreshing the body prior to sleeping.
When we bathe, we are taking good care of our bodies and this is
important in boosting our productivity at work.
Just as we take care of our bodies, gardens also need to be taken care
of if we are to get high yields from them. In this lesson, we will explore
some of the ways of caring for seedlings e.g transplanting and weeding.

Guided practice (10 mins):

Ways of caring for crops include weeding and transplanting. What is
weeding? (allow child to respond) then say, weeding is the removal of
unwanted plants from the garden. The unwanted plants are what we
call weeds. Why should we remove weeds from the garden? (allow child
to respond) . then say because;
They provide a hiding place for pests and crop diseases.
They make harvesting of crops difficult.
They compete with crops for light, water and soil nutrients such as
mineral salts.
NOTE: We can remove weeds by use of hoes and rakes.
What is transplanting? (allow child to respond) then say this is the
transfer of seedlings from a nursery bed to a newly prepared garden. In
the new garden, they will receive more nutrients and thus grow faster.
Transplanting is best done in the evening to avoid excess transpiration
which can cause wilting to young plants. Tools used during
transplanting are towels, hoes, watering cans. (Show images of
these tools.)

Independent practice (10 mins):

What is weeding?
Why should a farmer weed his or her garden?
How can a farmer weed his or her garden?
How can a farmer control weeds from the garden?
What is transplanting?

Closing (2 min): Why should a farmer weed his garden?

 Subject: Science
Class: P4
Lesson No. :19

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Crop growing practices

30 min

Subject Competences:
The learner:
Describes providing shade to crops and mulching as ways of caring for
seedlings.
Identifies the advantages and disadvantages of mulching.
Language Competences:
The learner:
Reads and comprehends the descriptions of the different ways of caring
for seedlings.

Assessment:
Why are newly planted seedlings shaded?
What name is given to the temporary garden where seedlings are kept
before being put in a final garden?
What is mulching?
Why is mulching done?
Which materials can be used as mulches?

Skills: Communication
Values: Kindness

Methods :Brainstorming, guided discovery

Activities : Reviewing how to provide shade and conduct mulching in

the garden.

Materials :
References: St. Bernard Integrated Sci, pupil’s book 4 pg 29,32-32
P.4 NCDC Abridged curriculum Pg 55

Connecting to the larger goal:

When we care about things, they function more efficiently and in turn
yield higher results.

Key points:
 In order for crops to grow well, the garden needs good care by the
farmer.
 Some of the ways we care for the garden include;
 Mulching and providing shade to crops.
 When we care about things, they function more efficiently and in
turn yield higher results.

Lesson Procedure

Do now/opening (2 mins):
What time of the day is it most appropriate to do transplanting ? why?
(let child respond)

Introduction to new material (6 mins):

What are some of the activities that a responsible person should do
upon waking up in the morning? (allow 1 kin for child to respond) Then
emphasize that a responsible person ought to bathe and brush their
teeth upon waking up in the morning. These activities refreshen the
body and makes it ready to work more efficiently. Then say that just as
we take care of our bodies, gardens also need to be taken care of if we
are to get high yields from them. In this lesson, we will explore other
ways of caring for the garden e.g mulching and providing shade to the
crops.

Guided practice (10 mins):

Ways of caring for crops in (allow child to respond). Then say mulching
is the covering of the soil with dry plant leaves or grass. The leaves or
grass used to mulch are called mulches. Why is mulching done?
(Advantages of mulching)
 To keep water in the soil.
 To improve soil fertility when the mulches and become humus
manure.
 To control soil erosion in the garden.
  To control the growth of weeds in the garden.
In what ways is mulching disadvantageous?
Mulches are hiding places for pests that infect crops.
Incase of grass fire the loss of crops will be great.
What happens when we provide shade protects to crops? (allow child to
respond). Then say, the shade protects the young plants from direct
sunshine that could dry the plants.
Note: Providing shade is mainly done for seedlings in nursery beds
before transplanting them to the main garden.

Independent practice (10 mins):

Why are newly planted seedlings shaded?
What name is given to the temporary garden where seedlings are kept
before being put in a final garden?
What is mulching?
Why is mulching done?
Which materials can be used as mulches?

Closing (2 min):
Why is mulching done in the garden?

Subject: Science
Class: P4
Lesson No. :20

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Crop growing practices

30 min

Subject Competences:
The learner:
Describes the ways of watering crops and spraying.
Identifies the importance of watering crops and spraying.
Language Competences:
The learner:
Reads and comprehends the descriptions of watering the crops and
spraying.

Assessment:
Why is spraying important in crop growing?
During which season is watering of crops necessary?
Identify two ways of watering the crops.

Skills: Communication
Values: Kindness

Methods : Brainstorming, guided discovery

Activities :Reviewing how to water crops

Reviewing how to spray the garden

Materials :

References:
St. Bernard integrated science, pupils book 4, pg.31-32
NCDC P.4 Abridged curriculum ,pg.55

Connecting to the larger goal:

When we care about things, they function more efficiently and in turn
yield higher results.

Key points:
Watering the crops means supplying water to the crops. Spraying
means we supply chemicals to the garden that can kill the pests.
Watering the crops is done by using a watering can or by irrigation.
Spraying is done using a spraying pump.
When we water the crops they grow well. When we spray, we kill the
pests and diseases that would prevent proper growth of plants.

Lesson Procedure

Do now/opening (2 mins):
What is the importance of providing shade to young plants in the
nursery bed?

Introduction to new material (6 mins):

Jane was feeling very thirsty. She entered the kitchen and found 2
bananas and a jerrycan containing boiled water. If you were Jane, what
would you do next? (child responds) Then say that I would drink some
water first to quench the thirstiness. In this lesson, we will explore the
processes of watering crops and spraying.

Guided practice (10 mins):

Why should we water the crops? (child responds) Then say that water
dissolves some soil nutrients making it easier for the plants to absorb
them and grow well.
How can we enter crops in the garden? (allow child to respond) Then
say, we can water crops by;
 Using watering cans
 Irrigation
(Display images of using a watering can to water the crops and images
of irrigation to water the crops).
Then show image of a person spraying using a pump and ask why
should we spray the garden? (allow child to respond) then say that the
pesticides we spray can kill some of the pests that would have
prevented the proper growth of the plants.

Independent practice (10 mins):

Why is spraying important in crop growing?
During which season is watering of crops necessary?
Identify two ways of watering the crops.

Closing (2 min):

Why is spraying pesticides important in crop growing?

Subject: Science
Class: P4
Lesson No. :21

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Crop growing practices
30 min

Subject Competences:
The learner:
Describes what pruning is.
Describes what thinning is.
Tells the importance of pruning.
Tells the importance of thinning.
Language Competences:
The learner:
Reads and comprehends the descriptions of thinning and pruning.

Assessment:
What is pruning?
Why is pruning done?
What is thinning?7
Why is thinning carried out?

Skills: Problem solving

Values: Sharing

Methods : Guided discovery

Activities :
Observing how pruning is done.
Observing how thinning is done.

Materials :

References:
St. Bernard integrated science, pupils book 4, pg.33-34
NCDC P.4 Abridged curriculum ,pg.55

Connecting to the larger goal:

When we have excess things, it is healthier to get rid of some of them in
some way.

Key points:
1. Pruning is the removal of excess and extra branches or leaves
 from a growing plant. Thinning is the removal of excess crops
from a garden.
2. We can prune using tools such as pruning saw and we can simply
uproot the unwanted crops using our hands.
3. When we have excess things, it is healthier to get rid of some of
them.

Lesson Procedure

Do now/opening (2 mins):
What are some of the ways of watering crops that you know? (allow
child to respond)

Introduction to new material (6 mins):

Elijah has 5 pencils while Anna has no pencil to use in the lesson. The
techer asks Elijah to give one pencil to Anna to use during the lesson
but he refuses to do so. Is Elijah’s behavior good? (Child responds and
must defned his or her response).Then emphasize that when we have
excess things, it is good and healthy to get rid of some of them in some
ways e.g by sharing the terms pruning and thinning.

Guided practice (10 mins):

Display images of a man cutting off branches of a tree. Ask child to
describe what the man is doing using his or her own words. Then ask,
what is the scientific name given to the activity taking place in the
displayed image? (let child respond).. Then emphasize that this is called
pruning. Pruning is the cutting of excess and extra branches or leaves
from growing plant. Garden tools that can be used to prune includes;
Pruning saw, shears and secateurs (show images of tools if possible)
Examples of plants that are pruned: oranges, lemons, avocados,
mangoes.
Why do you think pruning is done? (allow child to respond) Then say,
pruning is done to reduce competition for light among plants.
To reduce pests attacking the plant.
What is thinning? (allow child to respond) Then say, thinning is the
removed of excess crops from a garden. It is done when crops are too
crowded or close to each other.
Why do you think thinning is done? (allow child to respond)
Then say – To reduce competition for food, air and space among the
crops hence preventing poor yields.
Examples of crops that are thinned: Sorghum, banana, millet, etc
Independent practice (10 mins):
What is pruning?
Why is pruning done?
What is thinning?
Why is thinning carried out?

Closing (2 min):

Why should a farmer carry out thinning?

Subject: Science
Class: P4
Lesson No. :22

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Crop growing practices

30 min

Subject Competences:
The learner:
Describes what staking is
Describe what crop rotation is
Tells the importance of crop rotation.
Language Competences:
The learner:
Reads and comprehends the descriptions if staking and crop rotation.

Assessment:
What is staking?
What is crop rotation?
Why is crop rotation important in crop growing?

Skills: Problem solving

Values: Sharing

Methods : Guided discovery

Activities :
Describing what crop rotation is
Describing what staking is

Materials :

References:
St. Bernard integrated science, pupils book 4, pg.34-35
NCDC P.4 Abridged curriculum ,pg.55

Connecting to the larger goal:

It s important to care for plants in all the possible ways if we are to get
high yields from our gardens.

Key points:
Staking is the giving of extra support to a weak stem of a plant using
sticks that are strong. Crop rotation is the changing of crops grown on
a piece of land in different seasons.
We use strong sticks to support weak stems. Every season, we change
the crop grown on a given piece of land.
When we care for plants in all possible ways, we increase the chances
of getting high yields.

Lesson Procedure

Do now/opening (2 mins):
What is pruning? Why should a farmer prune his or her crops? (allow
child to respond)

Introduction to new material (6 mins):

David uses part of his money to help the needy while a certain rich
man in Kyangwali village uses all his money to cater for only his needs
and wants. Later on , David and the rich man stand and aspire to
become the chairperson of kyangwali village. Based upon the above
mentioned behaviors whom would you vote? Why? (let child respond).
Then emphasize that a leader who shares with others is worthy voting.
In this lesson, we will eplore staking and crop rotation.

Guided practice (10 mins):

What is staking? (allow child to respond), Then say that staking is the
giving of extra support to a weak stem of a plant using sticks that are
strong. (display image to show staking) Examples of plants that can be
staked. Tomatoes, bananas. Why do farmers carryout staking? (allow
child to respond). Then emphasize that staking is done to prevent plant
from falling to the ground hence enabling continued plant growth.

What is crop rotation? (allow child to respond) Then say that crop
rotation is the changing of crops grown on a piece of land in different
seasons. One crop is followed by a different crop in the next season e.g
beans(1st season) ---- cassava(2nd season) ---millet (3rd season)

Why do you think crop rotation is important? (allow child to respond)

then emphasize that crop rotation:
Controls pests by breaking their life cycle
Conserves nutrients in the soil.
Controls diseases thus maintaining good yields.

Independent practice (10 mins):

What is staking?
What is crop rotation?
Why is crop rotation important in crop growing?

Closing (2 min):
Why is crop rotation important?

Subject: Science
Class: P4
Lesson No. :23

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Crop growing practices

30 min

Subject Competences:
The learner:
Describing what manuring is.
Describes what harvesting is
Identifies the importance of manuring
Language Competences:
The learner:
Reads and comprehends the descriptions of manuring.

Assessment:
1. What is harvesting?
2. During which season does harvesting take place?
3. Why should we add manure to the soil?
4. Give 2 examples of manure.

Skills: Problem solving

Values: Sharing

Methods : Guided discovery

Activities : Adding manure to the soil – harvesting process

Materials :

References:
St. Bernard integrated science, pupils book 4, pg.35-36
NCDC P.4 Abridged curriculum ,pg.55

Connecting to the larger goal:

It’s important to care for plants in all the possible ways if we are to get
high yields from our gardens.

Key points:
1. Manuring means adding manure to the soil. Harvesting is the
process of removing mature crops from the garden.
2. We add manure using a garden rake, spade, garden folk and
wheelbarrow. Harvesting can be done by cutting, picking,
plucking or by uprooting ready crops.
3. Manure makes the soil more fertile hence giving higher yields.

Lesson Procedure

Do now/opening (2 mins):
What is staking? Why do farmers carryout staking?

Introduction to new material (6 mins):

Can you identify any 4 crop growing practices that you know by now?
(allow child to respond) then list at least four practices such as crop
rotating, providing shading to crops, staking, mulching, weeding etc.
after, say that we will be exploring more crop growing practices in this
lesson and these are: Manuring and harvesting of crops.

Guided practice (10 mins):

What is manuring? (let child respond)
Then say that manuring means adding manure to the soil. Then ngive
examples of manure such as animal droppings, dead plants, already
mixed fertilizers etc.
Then ask “ why should a farmer carryout manuring? (let child respond)
then say that manure makes the soil more fertile leading to high crop
yields. What tools can we use to add manure? (let child respond) then
list the tools that are used when manuring e.g garden rake, spade,
garden folk and wheel barrow.
What is harvesting? (
Let child respond ) then say that harvesting is the process of removing
mature crops from the garden. What is the best season to harvest
crops? (let child respond) then say the dry season. How is harvesting
done? (let child respond).
The ]n say by: cutting, picking, plucking or by uprooting (show images
of harvesting bananas (cutting), cassava (uprooting), coffee (picking),
maize (plucking)

Independent practice (10 mins):

1. What is harvesting?
2. During which season does harvesting take place?
3. Why should we add manure to the soil?
4. Give 2 examples of manure.

Closing (2 min):
Why should a farmer add manure to the soil?

Subject: Science
Class: P4
 Lesson No. :24

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Crop growing practices

30 min

Subject Competences:
The learner:
Describes the importance of drying crops after harvesting.
Describes the qualities of a good storage facility.
Language Competences:
The learner:
Reads and comprehends the information on drying crops and a good
storage facility .

Assessment:
1. Why should crops be dried after harvesting?
2. Why is the granary raised from the ground?
3. Identify 3 qualities of a good storage facility.
4. Why should we store food?

Skills: Problem solving

Values: Sharing

Methods : Guided discovery,brainstorming

Activities : Analyzing the structure of a storage facility

Materials :

References:
St. Bernard integrated science, pupils book 4, pg.37-38
P.4 NCDC Abridged curriculum ,pg.55

Connecting to the larger goal:

During and storing crops well prevents loss of food.

Key points:
1. During crops is to remove water from the crops by heating them
either by the sun or others means. Storing means to keep food for
 future use.
2. Most crops are dried by putting them under the sun. foods are
stored by putting them in a granary.
3. Drying and storing crops well prevents loss of food.

Lesson Procedure

Do now/opening (2 mins):
Give any 3 examples of manure. Why should a farmer add manure to
the soil?

Introduction to new material (6 mins):

Describe the following terms>
1. Mulching
2. Weeding
3. Row planting
(let child respond and then avail the correct descriptions)
In this lesson, we will explore more crop growing practices i.e drying of
crops and storage f crops.

Guided practice (10 mins):

What is drying crops? (let child respond). Then say, drying is to remove
water from the crops by heating them either by the sun or other means.
Putting crops under the sun is the commonest why to dry them. Why
should we dry crops? (let child respond) the say: To prevent them from
rotting and being attacked by pests. (Display an image of coffee being
dried under the sun).
What is storage of crops? (let child respond) then say that storage
means to keep crops for future use. We usually store crops in a place
called a granary.
This should always be clean, dry, well ventilated and free from pests.
What are some of the qualities of a good storage facility? (let child
respond) the say:
A granary should have rat guards on support stands to prevent rats
from spoiling the stored food.
A granary should be raised from the ground to prevent moisture and
pests reaching the food.
When food is stored in buckets or baskets, they should have covers to
prevent rats and insects from spoiling the food stored.
Food stored in sacks and baskets should be kept dry by placing sacks
on timber.
(Display image of granary and show the rat guards on the support
stands)

Independent practice (10 mins):

1. Why should crops be dried after harvesting?
2. Why is the granary raised from the ground?
3. Identify 3 qualities of a good storage facility.
4. Why should we store food?

Closing (2 min):
Why should a farmer dry his or her crops?

Subject: Science
Class: P4
Lesson No. :25

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Crop growing practices

30 min

Subject Competences:
The learner:
Identifies the components of a good farm record.
Describes the importance of keeping records.
Language Competences:
The learner:
Reads and comprehends the information on keeping records

Assessment:
Why should a farmer keep records? (outline 3 reasons)
Outline 2 components of a good farm record.

Skills: Communication
Values: Honesty

Methods : Guided discovery

Activities :
Identifying components of a farm record
Brainstorming on the importance of keeping records

Materials :

References:
St. Bernard integrated science, pupils book 4, pg.38-39
P.4 NCDC Abridged curriculum ,pg.85

Connecting to the larger goal:

Records are very useful when assessing different practices.

Key points:
 Keeping records means to write down details about the different
practices.
 We can keep records by writing down in a particular note book
about the different practices.
 Records are very useful when assessing the different practices.

Lesson Procedure

Do now/opening (2 mins):
Why should a granary have rat guards? (child responds)

Introduction to new material (6 mins):

When we go to school, we usually do examinations at the end of the
term and then we are given a report card to show how we have
performed throughout the term. We can keep the termly report cards
for future use or reference. We can call this report card a record of our
performance. (Display image of a report card). Likewise, we can write
down details about the different practices done on the farm that we can
keep for future use. This practice is called record keeping and we will
explore more about keeping records in this lesson.

Guided practice (10 mins):

Why should we keep records on the term? ( allow 1 in for child to
respond) Then say:
 It enables one to calculate the farm’s profits by considering the
costs involved in different activities.
 It enables a farmer to tell whether they are making progress or
 not on their farms.
 Records keep the history of the farm such as when it was started,
how it was started and who started it.
 It enables the farmer to know the garden tools found on the farm.
 (Then display sample of a farm record)

Date Activity
6/3/2020 Land clearing
15/3/2020 Digging
22/3/2020 Manuring
30/3/2020 Planting
5/4/2020 Weeding
4/6/2020 Pruning
5/6/2020 Mulching
12/9/2020 Harvesting

Independent practice (10 mins):

Why should a farmer keep records? (outline 3 reasons)
Outline 2 components of a good farm record

Closing (2 min):
Why should a farmer keep farm records? (Give 2 reasons)

Subject: Science
Class: P4
Lesson No.:26

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Garden tools

30 min

Subject Competences:
The learner:
Names garden tools and their respective functions
Language Competences:
The learner:
Reads and comprehends the description of the garden toold and their
functions.

Assessment:

What is the function of the garden tools?

a) Knife
b) Hoe
c) Axe
d) Forked hoe
e) Panga

Skills: Problem solving

Values: Kindness

Methods : Guided discovery

Activities :
Telling the functions of the garden tools

Materials :

References:
St. Bernard integrated Sci. Pupils BOOK 4, pg 22-23
P.4 NCDC Abridged curriculum pg 55

Connecting to the larger goal:

Without tools, it is very challenging to complete very many activities in
real life. Hence tools very necessary for work.

Key points:
a) Garden tools are the materials we use to perform different
activities in the garden.
b) Every tool is designed to perform a specific function.
c) Tools are very essential for our work because without them it is
very challenging to complete very many activities.

Lesson Procedure

Do now/opening (2 mins):
1. Identify any 2 major components of a farm record (let child
 respond) Possible answers. i.) date and activity)
2. Give any one reason why a farmer should keep farm record.

Introduction to new material (6 mins):

What materials can Alex use to brush his teeth? (let child respond).
Then say that materials can also be called tools. In the garden, we also
have tools that we use to complete different activities. In this lesson, we
will explore the following tools, Knife, hoe, axe, forked hoe and panga.

Guided practice (10 mins):

Display image of hoe, ask child to tell the name and function of the hoe.
(let child respond) then say the tool is a hoe and it is used for
harvesting, planting, ploughing, weeding.
Repeat above procedure for a knife. Then say the displayed tool is a
knife and it is used for peeling, harvesting, pruning.
Repeat above procedure for a forked hoe. Then say the displayed tool
is a forked hoe and it is used for digging stony areas and hard grounds.
It is also used for digging out runner stems (lumbugu).
Repeat procedure for an axe. Then say the displayed tool is an axe. It
used for cutting down bigger trees, splitting and chopping weed.

Independent practice (10 mins):

What is the function of the garden tools?
a) Knife
b) Hoe
c) Axe
d) Forked hoe
e) Panga

Closing (2 min):
Why is an axe important in the garden?

Subject: Science
Class: P4
Lesson No.:27

Duration Theme: The world of living things

Topic: Growing crops
 Sub-topic: Garden tools

30 min

Subject Competences:
The learner:
Names garden tools and their respective functions
Language Competences:
The learner:
Reads and comprehends the description of the garden tools and their
functions.

Assessment:
What is the function of these garden tools?
a) Pick axe
b) Sickle
c) Garden rake
d) Garden fork
e) trowel

Skills: Problem solving

Values: Kindness

Methods : Guided discovery

Activities :
Telling the functions of the garden tools

Materials :

References:
St. Bernard integrated Sci. Pupils BOOK 4, pg 24
P.4 NCDC Abridged curriculum pg 55

Connecting to the larger goal:

Without tools, it is very challenging to complete very many activities in
real life. Hence tools very necessary for work.

Key points:
d) Garden tools are the materials we use to perform different
 activities in the garden.
e) Every tool is designed to perform a specific function.
f) Tools are very essential for our work because without them it is
very challenging to complete very many activities.

Lesson Procedure

Do now/opening (2 mins):
Why do we need these tools on a farm?
i. Axe
ii. Panga
iii. Knife
(let child respond)

Introduction to new material (6 mins):

What materials can Joyce use to wash her clothes? (let child respond)
Then ask what is the collective name for these materials? (let child
respond). Then say these are called tools. In the garden, we also have
tools that we use tom complete different activities. In this lesson, we
will explore the following tools; pick axe, sickle, garden rake, garden
fork and trowel.

Guided practice (10 mins):

Display image of image of a pick axe, ask child to tell the name and
function of the pick axe (let child respond) Then say the tool is called a
pick axe and it is used for digging in rocky areas.
 Repeat above procedure for a sickle. Then say the displayed tool
is a sickle and it is used for harvesting crops such as rice,
sorghum etc, clearing the bush and cutting grass for animals.
 Repeat above procedure for a garden rake. Then say the displayed
tool is a garden rake and it is used for spreading manure,
collecting rubbish and grass and leveling of soil.
 Repeat above procedure for a garden folk. Then say the displayed
tool is a garden fork and it is used for loading rubbish and
turning manure.
 Repeat above procedure for a trowel. Then say the displayed tool
is a trowel and it is used for digging out seedlings and
transplanting.

Independent practice (10 mins):

What is the function of these garden tools?
 a) Pick axe
b) Sickle
c) Garden rake
d) Garden fork
e) trowel

Closing (2 min):
Why is a sickle important in the garden?

Subject: Science
Class: P4
Lesson No.:28

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Garden tools

30 min

Subject Competences:
The learner:
Names garden tools and their respective functions
Language Competences:
The learner:
Reads and comprehends the description of the garden tools and their
functions.

Assessment:
What is the function of these garden tools?
a) Spraying pump
b) Watering can
c) Saw
d) Wheel barrow
e) Slasher
f) spade

Skills: Problem solving

Values: Kindness
Methods : Guided discovery

Activities :
Telling the functions of the garden tools

Materials :

References:
St. Bernard integrated Sci. Pupils BOOK 4, pg 24-25
P.4 NCDC Abridged curriculum pg 55

Connecting to the larger goal:

Without tools, it is very challenging to complete very many activities in
real life. Hence tools very necessary for work.

Key points:
g) Garden tools are the materials we use to perform different
activities in the garden.
h) Every tool is designed to perform a specific function.
i) Tools are very essential for our work because without them it is
very challenging to complete very many activities.

Lesson Procedure

Do now/opening (2 mins):
Why do we need these tools on a farm?
I. Sickle
II. Trowel
(let child respond)

Introduction to new material (6 mins):

What tool can Monica use to type a letter requesting for money from
her sponsor? (Let child respond) then emphasize that there are different
tools that serve different functions. In this lesson, we will explore more
garden tools and their respective functions. These are; spraying pump,
watering can, wheel barrow, saw, slasher and spade.

Guided practice (10 mins):

Display image of a spraying pump, ask child to tell the name and
function of the spraying pump (let child respond). Then say the tool is
called a spraying pump and it is used for spraying pesticides to crops.
Repeat above procedure for a watering can. Then say the displayed
tool is called a watering can and it is used for watering crops during the
dry seasons.
Repeat above procedure for a wheel barrow. Then say the displayed
tool is a wheel barrow and it is used for carrying materials on the farm.
Repeat above procedure for a saw. Then say the displayed tool is a saw
and it is used for cutting big trees.
Repeat above procedure for a slasher. Then say the displayed tool is a
slasher and it is used for cutting grass short.
Repeat above procedure for a spade. Then say the displayed tool is a
spade and it is used for lifting rubbish and loading sand/soil.

Independent practice (10 mins):

What is the function of these garden tools?
a) Spraying pump
b) Watering can
c) Saw
d) Wheel barrow
e) Slasher
f) spade

Closing (2 min):
Why is a spraying pump important on the farm?

Subject: Science
Class: P4
Lesson No. :29

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Garden tools

30 min

Subject Competences:
The learner:
Tells the different ways of caring for garden tools.
Language Competences:
The learner:
Reads and comprehends the different ways of caring for garden tools.

Assessment:
What are some of the ways of caring for garden tools? (Give atleast 3
ways )

Skills: Problem solving

Values: Kindness

Methods : Brainstorming

Activities :
Telling the ways of caring for garden tools.

Materials :

References:
St. Bernard integrated Science, Pupils book 4, Pg 25
P.4 NCDC Abridged curriculum pg. 55

Connecting to the larger goal:

When we take good care of things, they remain in operation for a longer
time hence we avoid un necessary costs of buying new ones for a longer
time.

Key points:
 To care for garden tools means to look after them in a good way.
 There are many ways of caring for garden tools.
 Caring for the garden tools enables us to use them for a longer
time thereby avoiding the un necessary costs of buying new ones.

Lesson Procedure

Do now/opening (2 mins):
Of what use is a :
I. Watering can
II. Spraying pump
III. Slasher

Introduction to new material (6 mins):

What can you do to keep your body in good health? (let child respond).
Then give examples of caring for the body e.g bathing daily, eating foods
rich in different nutrients, drinking enough water, etc then say that as
we need to care for our bodies, we also need to care for garden tools. In
this lesson, we will explore the ways of caring for the garden tools.

Guided practice (10 mins):

In what ways can we care for the garden tools? (let child respond). Then
say that we can care for the garden tools by.
 Keeping them clean and dry.
 Keeping them inside the stores to avoid rusting.
 Repairing all the damaged parts.
 Using every tool for its right purpose.
 Greasing all oil turning parts of the different machines e.g wheel
barrow.

Independent practice (10 mins):

What are some of the ways of caring for garden tools? (Give at least 3
ways )

Closing (2 min):
How can one take good care of the garden tools (identify 2 ways).

Subject: Science
Class: P4
Lesson No. :30

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Common signs of pests and diseases in crops

30 min

Subject Competences:
The learner:
Describes what a pest is
Gives examples of pests
Outlines the signs of pest’s damage in crops.

Language Competences:
The learner:
Reads and comprehends the descriptions of Pests.

Assessment:
1. What is a pest?
2. Give any 4 examples of crop pests.
3. Give 3 signs of pest’s damage in crops.

Skills: Critical thinking

Values: Kindness

Methods : Brainstorming, guided discovery.

Activities :
Identifying crop pests.
Identifying signs of pest’s damage in crops.

Materials :

References:
St. Bernard integrated Science, Pupils book 4, Pg 39-40
P.4 NCDC Abridged curriculum pg. 85

Connecting to the larger goal:

Challenges are part of life and we need to be able to identify them first
before we can address them.

Key points:
 Crops pests are living things that destroy our crops.
 When we careful observe what goes on in our gardens, we can be
able to identify the pests such as rats, monkeys etc.
 Crops pests destroy our crops thereby reducing their yield so we
can think about them as challenges when growing crops.

Lesson Procedure

Do now/opening (2 mins):
Is it possible for a P.4 girl to care for garden tools? (let the child defend
their response)

Introduction to new material (6 mins):

What are some of the challenges that you are currently facing as a
child? (let child respond) Then say that just human beings face
challenges, even crops face challenges e.g there are living things that
destroy crops. These are called crop pests. In this lesson, we will
explore crop pests in details.

Guided practice (10 mins):

What is a crop pest? (let child respond). Then say that pest is a living
thing that destroys our crops. These destroy the crops while still in the
garden or during storage. Examples include; weavils, rats, squirrels,
caterpillars, monkeys. (Display image of each of these crop pests). Also
let child know what crop each of these crop pests). Also let child know
what crop each pest destroys e.g weavils are pests for beans, monkey,
destroy maize, rats can also eat maize under storage, caterpillars can
destroy cabbages etc.
What are some of the signs of pest’s damage in crops? (let child
respond). Then say that some of the signs of pest’s damage are:
Some leaves are partly eaten up or develop holes.
 Poor crop growth and poor yields.
 Fruits develop dark spots and rot.
 Leaves become yellow.
 Some parts of the stems may be eaten off or have holes.

Independent practice (10 mins):

1. What is a pest?
2. Give any 4 examples of crop pests.
3. Give 3 signs of pest’s damage in crops.

Closing (2 min):
Describe what a crop pest is and give one example of a crop pest.

Subject: Science
Class: P4
Lesson No. :31

Duration Theme: The world of living things

Topic: Growing crops
Sub-topic: Ways of controlling pests and diseases in the
garden.

30 min
Subject Competences:
The learner:
Identifies the ways of controlling pests and diseases in the garden.
Language Competences:
The learner:
Reads and comprehends the descriptions Of the ways of controlling
pests and diseases.

Assessment:
List down 4 ways of preventing crop pests and diseases.

Skills: Problem solving

Values: Kindness

Methods : Brainstorming.

Activities :
Telling the ways of controlling pests and diseases.

Materials :

References:
St. Bernard integrated Science, Pupils book 4, Pg 41-42
P.4 NCDC Abridged curriculum pg. 86

Connecting to the larger goal:

Prevention is better than cure because it is cheaper to prevent than to
cure.

Key points:
 Pests are living things that destroy crops. Diseases are caused by
bacteria, fungi or virus.
 Pests and diseases can be controlled in a number of ways e.g
spraying pesticides.
 If we control pests and diseases, we increase the chances of
getting high crop yields.

Lesson Procedure

Do now/opening (2 mins):
What is a crop pest? How can a p.4 boy know that his crops in the
garden have been damaged by pests? (identify 2 indicators of this) (let
child respond).
Introduction to new material (6 mins):
Agnes is a P.7 pupil at Kampala P/S. She need advice on how to
prevent her teeth from decaying.
What advice can you give to Agnes? (let child respond).
Then say that Agnes should brush her teeth after every meal to
prevent tooth decay. Just as we can prevent tooth decay, we can also
prevent pests and diseases from destroying the crops in the garden. In
this lesson, we will explore the ways o0f controlling pests and diseases
in the garden.

Guided practice (10 mins):

What do you think are some f the ways of controlling pests and
diseases in the garden? (let child respond). Then say we can control
pests and diseases by;
 Spraying using pesticides or drugs.
 Dusting the seeds
 Uprooting diseased crops not to infect others.
 Use of scare crows to chase away birds and monkeys.
 Timely weeding. When weeds are removed early, the pests are not
given chance to multiply and damage the crops.
 Practicing of crop rotation. When pests attack crops this season,
they multiply but will die if they don’t find the same crop in the
plot the next season.

Independent practice (10 mins):

List down 4 ways of preventing crop pests and diseases.

Closing (2 min):
How can we control pests and diseases in the garden? (outline any 3
ways)

Subject: Science
Class: P4
Lesson No. : 32

Duration Theme: The world of living things

Topic: Animal life
Sub-topic: Characteristics of animals
30 min

Subject Competences:
The learner:
Describes the characteristics of animals
Language Competences:
The learner:
Read and comprehends the characteristics of animals

Assessment:
Describe any 3 characteristics of animals

Skills: Critical thinking

Values: Respect

Methods : Guided discovery, Brainstorming

Activities : Watching video on characteristics of animals.

Describing the characteristics of animals

Materials :

References:
P.4 NCDC Abridged curriculum pg. 56
https://study.com/learn/lesson/animal-shared-characteristics-
features.html

Connecting to the larger goal:

Animals are part of the environment and are useful in so many ways.

Key points:
 Animals are some of the living things found in the environment.
 Animals can be found in water, on land and in the air.
 Animals are useful many ways.

Lesson Procedure
Which animals do you know? (let child give as many examples as
possible in 1 minute). Then display at least 5 images of animals for
them to identify by name.

Do now/opening (2 mins):
Introduction to new material (6 mins):
Everything on earth has specific things that describe what it is. The
things that describe something are referred to as characteristics of that
thing. In this lesson, we will explore the characteristics of animals.

Guided practice (10 mins):

Guided are some of the things common to all animals? (let child
respond). Then say that an organism must have one of the four
characteristics of all animals for it to be considered an animal.
 All animals have bodies with very many cells i.e they are
multicellular organisms.
 All animals feed in order to receive energy.
 Al animals have muscle cells that enable them to move from one
place to another.
 Animals usually reproduce sexually.
 Then let child watch video on animal characteristics (you
tube.com/ watch?v=2dXZzj3luak)

Independent practice (10 mins):

Describe any 3 characteristics of animals

Closing (2 min):
Why do you think animals move? (let child give at least one reason)

Subject: Science
Class: P4
Lesson No. : 33

Duration Theme: The world of living things

Topic: Animal life
Sub-topic: Types of animals

30 min

Subject Competences:
The learner:
Describes the types of animal with examples.
Identifies the different habitats of animals
Language Competences:
The learner:
Read and comprehends the descriptions of the different types of
animals.

Assessment:
1. What is the difference between domestic and wild animals?
2. Give any 2 examples of
I. Domestics animals
II. Wild animals

Skills: Critical thinking

Values: Respect

Methods : Guided discovery, Brainstorming

Activities :
 Watching video on types of animals.
 Differently between domestic and wild animals

Materials :

References:
P.4 NCDC Abridged curriculum pg. 56
https://study.com/learn/lesson/domestics-vs-wild-animals-difference-
examles-what-are0-domestic-wild-animals-html

Connecting to the larger goal:

Animals are part of the environment and are useful in so many ways.

Key points:
 Domestic animals are animals that stay at home while wild
animals are those that stay in the bush.
 Domestic animals include cows, goats, hens etc while wild
animals include lions, elephants etc.
 Animals are useful to us in so many ways.

Lesson Procedure

Do now/opening (2 mins):
Why do we keep animals at home? (let child respond)

Introduction to new material (6 mins):

When we look at cups, we see that they are made up of different
materials e.g some are plastics, some are metallic and others are
melanine (display images of the different types of cups). Even animals
are of different types / categories. In this lesson, we will explore the
types of animals and the different habitats of animals.

Guided practice (10 mins):

Animals are majorly of 2 types i.e domestic and wild animals. What are
domestic animals?
(let child respond). Then say domestic animals are animals that stay at
home e.g cows, dogs, cats etc.
What are wild animals that stay in the bush e.g lions, elephants, tigers
etc.
Then ;et child watch video about domestic and wild animals
(youtube.com/watch?v=QA4OqV9M8&t=9s)
NOTE: Animals can be found on land e.g cows, goats etc . others can be
found on land e.g fish. Others can be found in the air e.g birds, bats
etcs.

Independent practice (10 mins):

1. What is the difference between domestic and wild animals?
2. Give any 2 examples of
I. Domestics animals
II. Wild animals

Closing (2 min):
Why do you think we keep some animals at home? (let child respond)

Subject: Science
Class: P4
Lesson No. : 34

Duration Theme: The world of living things

Topic: Animal life
Sub-topic: Domestic and wild animals

30 min

Subject Competences:
The learner:
  Give examples of domestic birds
 Give examples of wild birds
 Distinguish between domestic and wild birds
Language Competences:
The learner:
Read and comprehends the descriptions of domestic and wild birds.

Assessment:
Give 3 examples of
I. Domestic birds
II. Wild birds

Skills: Critical thinking

Values: Respect

Methods : Guided discovery

Activities :
 Watching videos about domestic and wild birds.

Materials :

References:
P.4 NCDC Abridged curriculum pg. 57

Connecting to the larger goal:

Birds are useful in very many ways e.g we can sell them and their
products such as eggs to get money.

Key points:
 Domestics birds are useful in very many ways e.g we can sell the,
and their products such as eggs to get money.
 By observation, we can identify the domestic birds and the wild
birds.
 Birds are useful in very many ways.

Lesson Procedure

Do now/opening (2 mins):
Of what use are hens to human beings? (let child respond).

Introduction to new material (6 mins):

How many types of animals do you know? (let child respond). In this
lesson, we will learn that we have both domestic and wild birds.

Guided practice (10 mins):

Let child watch video on domestic birds (youtube.com/watch?
v=Nsk1TSAJZQA) then ask them to identify at least 4 examples of
domestic birds after the video is stopped. Ask them also to define
domestic birds in their own words.
Then play video on wild birds (youtube/wathc?v=UXd51Av0Sxm)
Then ask to child to identify at least 4 examples of wild birds after the
video is topped. Also ask them to define wild birds in their own words.

Independent practice (10 mins):

Give 3 examples of
I. Domestic birds
II. Wild birds

Closing (2 min):
Is any domestic bird useful to you? Which one is that? How useful is it
to you?

Subject: Science
Class: P4
Lesson No.: 35

Duration Theme: The world of living things

Topic: Animal life
Sub-topic: Caring for domestic birds and other animals.

30 min

Subject Competences:
The learner:
Describes how to care for domestic birds
Language Competences:
The learner:
Reads and comprehends the description of how to care for domestic
birds and other animals
Assessment:
How can a P.4 child care for domestic birds? (identify 3 ways )

Skills: Communication
Values: Kindness

Methods : Brainstorming

Activities : Describing how to care for domestic birds and other

animals

Materials :

References:
P.4 NCDC Abridged curriculum, pg 58

Connecting to the larger goal:

Caring for living things makes them have a healthy life

Key points:
 To care for domestic birds and animals is to look after them in a
meaningful way.
 We can care for the domestic birds and other animals in a
number of ways.
 Caring for living things makes them have a healthy life.

Lesson Procedure

Do now/opening (2 mins):
Give any 2 examples of domestic birds
Give any 2 examples of wild birds.

Introduction to new material (6 mins):

How can a P.4 child care for his body? (let child respond). Then say that
as we ought to care for our bodies, we also need to care for the
domestic birds. In this lesson, we will explore ways of caring for
domestic birds and other animals.

Guided practice (10 mins):

How can we care for the domestic birds? (Allow 1 min for child to
respond) then outline some of the ways of caring for domestic birds e.g
 Protecting their nests and eggs
  Treating them when they fall sick
 Feeding them
 Cleaning their habitats
 Being kind to them
 Keeping animal records
 Identify signs and symptoms of ill health as early as possible.

Independent practice (10 mins):

How can a P.4 child care for domestic birds? (identify 3 ways )

Closing (2 min):
How can a P.4 child care for domestic birds? (identify any 2 ways)

Subject: Science
Class: P4
Lesson No. : 36

Duration Theme: The world of living things

Topic: Animal life
Sub-topic: Caring for wild birds and other animals

30 min

Subject Competences:
The learner:
Describes how to care for wild birds and other animals

Language Competences:
The learner:
Read and comprehends the descriptions of how to care for wild birds
and others animals.

Assessment:
How can a P.4 child care for wild birds and other animals (identify 3
ways)

Skills: Communication
Values: Kindness

Methods : Brainstorming
Activities :
Describing how to care for wild birds and other animals.

Materials :

References:
P.4 NCDC Abridged curriculum pg. 58

Connecting to the larger goal:

Caring for living things makes them have a healthy life.

Key points:
 To care for wild birds and other animals is to look after them in a
meaningful way.
 We can care for the wild birds and other animals in a number of
ways.
 Caring for living things makes them have a healthy life.

Lesson Procedure

Do now/opening (2 mins):
Identify any 2 ways of caring for domestic birds.

Introduction to new material (6 mins):

How can a P.4 child care for his body? (let child respond) then say that
as we ought to care for our bodies, we also need to care for the wild
birds and other animals. In this lesson, we will explore ways of caring
for wild birds and other animals.

Guided practice (10 mins):

How can we care for the wild birds and other animals? (allow 1 kin for
child to respond) Then outline some of the ways of caring for wild birds
and other animals e.g
 Discourage bush burning
 Avoid destroying forests and swamps
 Avoid poaching and un necessary killings
 Provide food, protection and medication for animals in protected
areas like zoos.
 Protect them from hunters.

Independent practice (10 mins):

How can a P.4 child care for wild birds and other animals (identify 3
ways)

Closing (2 min):
How can a P.4 child care for wild birds and other animals? (identify any
2 ways)

Subject: Science
Class: P4
Lesson No. : 37

Duration Theme: The world of living things

Topic: Animal life
Sub-topic: Insects

30 min

Subject Competences:
The learner:
 Describes the characteristics of insects.
 Gives examples of insects.
 Identifies the importance of insects.

Language Competences:
The learner:
Read and comprehends the descriptions of insects.

Assessment:
1. Give any 4 examples of insects that you know.
2. What are some of the characteristics of insects? (Give at least 3)
3. Are insects useful to us in any way? How?

Skills: Self-directed learning

Values: Honesty

Methods : Guided discovery, Brainstorming

Activities :
Describing the characteristics of insects.
Outlining examples of insects
Materials :

References:
P.4 NCDC Abridged curriculum pg. 57
https://www.britannica.com/animal/insect

Connecting to the larger goal:

Insects are so common in our environment and are useful to us in
many ways.

Key points:
 Insects are animals with three main body parts i.e head, thorax
and abdomen.
 There are a number of insects in the environment e.g house fies,
mosquitoes etc.
 Insects are useful to us in very many ways e.g bees carryout
pollination.

Lesson Procedure

Do now/opening (2 mins):
Have your ever an insect? Do you know its name? Identify any 3 parts
found on that insect (let child respod).

Introduction to new material (6 mins):

Let child watch video about examples of insects (youtube.com/watch?
V=Kf3AB04CtNI). Which insect did you see in the video? Is it useful or
harmful? (Give more details about this). Allow child at least 1 minute to
respond. Then say , in this lesson we will explore insects and their
characteristics.

Guided practice (10 mins):

Let child watch a video about characteristics of insects
(youtube.com/watch?v=SnKehlbbUyo). What characteristics of insects
did you identify from the video? (let child respon). Then say
characteristics of insects include:
 They all have 3 main body parts /segments i.e head, thorax and
abdomen.
 All have 6 legs (3 pairs of legs).
 Some have wings e.g locusts, bees, butterflies etc.
 Some don’t have wings e.g termites.
 Some bite e.g red ants.
  Some sting e.g bees, wasps.

Independent practice (10 mins):

1. Give any 4 examples of insects that you know.
2. What are some of the characteristics of insects? (Give at least 3)
3. Are insects useful to us in any way? How?

Closing (2 min):
Do you know any insect that is useful in some way? Which insect is
that? How useful is it?

Subject: Science
Class: P4
Lesson No. :38

Duration Theme: The world of Living things

Topic: Animal life
Sub-topic: Caring for insects

30 min

Subject Competences:
The learner:
 Describes how to care for bees
 Identifies the importance of bees.

Language Competences:
The learner:
Reads and comprehends the information about how to care for bees.

Assessment:
1. Describes 3 ways of caring for bees
2. How useful are bees? (Give at least 2 ways)

Skills: Communication
Values: Kindness

Methods : Brainstorming
Activities :
Describing how to care for bees

Materials :

References:
P.4 NCDC Abridged curriculum pg.57
https://www.nidirect.gov.uk/articles/caring-bees

Connecting to the larger goal: Caring for living things makes them
have a healthy life.

Key points:
 To care for bees is to look after them in a meaningful way.
 We can care for bees in a number of ways.
 Caring for bees makes them have a healthy life and in turn they
give us honey which is both food and medicine.

Lesson Procedure

Do now/opening (2 mins):
Do you think bees are useful to humans? (Defend your response) let
child respond.

Introduction to new material (6 mins):

In what ways can a farmer show that he or she care about the crops in
the garden? (let child give at least 2 ways). Then say we need to care
about all things that are important to us. In this lesson, we will explore
how to care about bees because they are useful to us in creating honey.

Guided practice (10 mins):

How can we care for the bees ? (let child respond) Then say that we can
care for the bees by;
 Providing a hive. This is used as shelter.
 Planting flowers to provide food for the bees i.e nector.
 Providing water for the bees to drink and to dilute the honey when
It is too thick so that they can feed on it.

Then let child watch a video on the importance of bees

(youtube.com/watch?v-f9zUsEIn81g)
Then ask child to tell some of the importance of bees.

Independent practice (10 mins):

 1. Describes 3 ways of caring for bees
2. How useful are bees? (Give at least 2 ways)

Closing (2 min):
In which ways can we care for the bees?

Subject: Science
Class: P4
Lesson No. :39

Duration Theme: Matter and energy

Topic: Basic technology in our sub county/ division
Sub-topic: The concept of technology

30 min

Subject Competences:
The learner:
 Describes what technology
 Gives examples of technology
 Identifies the importance of technology

Language Competences:
The learner:
Reads and comprehends the information about technology.

Assessment:
1. What is technology?
2. Give 3 examples of technology that you know.
3. How useful is technology to us?
(Give at least 3 ways)

Skills: Problem solving

Values: Sharing

Methods : Guided discovery Brainstorming

Activities :
  Watching video about what technology is.
 Describing the examples and uses of technology.

Materials :

References:
P.4 NCDC Abridged curriculum pg.59
https://study.com/academy/lesson/what-is-techonolgy-definition-
types.html

Connecting to the larger goal: Technology has enabled us to do a lot

of work in better ways.

Key points:
 Technology is the application of scientific knowledge for practical
purposes or applications.
 In our generation, we have very many technology tools that we
use on a daily basis e.g phones, pens etc.
 Technology has enabled us do a lot of work in better ways e.g we
can cook using electricity.

Lesson Procedure

Do now/opening (2 mins):
Have you ever seen any technology tool? Can you identify the tool (s0
by name? (let child respond)

Introduction to new material (6 mins):

Let child watch video on technology tools (youtube.com/wathc?
v=GobAhnWlies). Then ask them to list the examples of technology they
saw in the video and the use of each technology tool. Then let child
pause for a minute to just think about how the world be without
technology. The ask what is technology. (let child respond).

Guided practice (10 mins):

Technology is the application of scientific knowledge for practical
purposes e.g
 We can create a car for easy transportation of people and goods.
 We can create a pen and book for taking notes when studying at
school.

Independent practice (10 mins):

1. What is technology?
 2. Give 3 examples of technology that you know.
3. How useful is technology to us?
(Give at least 3 ways)

Closing (2 min):
Has technology made the world a better place for us to live in? (defend
you answer).

Subject: Science
Class: P4
Lesson No. 40

Duration Theme: Matter and energy

Topic: Basic technology in our sub-county/ division
Sub-topic: Natural and artificial materials

30 min

Subject Competences:
The learner:
 Distinguish between natural and artificial materials.
 Gives examples of natural and artificial materials.
 Outline the functions of the different materials.
Language Competences:
The learner:
Reads and comprehends the descriptions of the different materials.

Assessment:
1. What is the difference between natural and artificial materials?
2. Give 2 examples of;
I. Natural materials
II. Artificial materials
3. Identify any 2 materials and outline the function of each.

Skills: Creativity
Values: Sharing

Methods : Guided discovery Brainstorming

Activities :
  Describing the different materials.

Materials :

References:
P.4 NCDC Abridged curriculum pg.59
https://www.exampleslab.com(40-examples-of-natural-and-artificial-
materaisl/

Connecting to the larger goal: The environment consists of different

materials that are useful to us in many ways.

Key points:
 Natural materials that are got directly from nature e.g clay, wool,
silver, etc while artificial materials are those that man makes
from the natural materials e.g paper, plastic etc.
 We have a variety of materials in the environment.
 Different materials have different uses.

Lesson Procedure

Do now/opening (2 mins):
What items can we make out of clay? Of what use can these items
made out of clay be to us? (let child respond)

Introduction to new material (6 mins):

There are so many materials in the environment. What materials are
you able to see where you are right now? (let child respond). Then say,
in this lesson we will explore the different natural and artificial
materials.

Guided practice (10 mins):

What are natural materials? (let child respond). Then say, natural
materials are those that come directly from nature e.g banana fibres,
palm leaves, wood, clay etc. banana fibres are useful in tying things
together e.g firewood, palm leaves can be used to make mats, clay can
be used to make pots and charcoal stoves for cooking etc.
What are artificial materials? (let child respond) Then say these are
materials that makes from the natural materials e.g plastic, straws,
paper etc. paper can be used for keeping records, and plastic can be
used for carrying things e.g plastic jerry cans for carrying water.
Let child watch a video about materials (youtube.com/watch?
v=LVYybfZ7qrw)
Independent practice (10 mins):
1. What is the difference between natural and artificial materials?
2. Give 2 examples of;
I. Natural materials
II. Artificial materials
3. Identify any 2 materials and outline the function of each.

Closing (2 min):
What artificial; materials have you used this year? What did you use it
for?

Subject: Science
Class: P4
Lesson No. :41

Duration Theme: Matter and energy

Topic: Basic technology in our sub county
Sub-topic: Processing & making things from natural
materials

30 min

Subject Competences:
The learner:
Describes the steps involved in making pineapple juice from
pineapples.
Language Competences:
The learner:
Fully comprehends the steps involved in making pineapple juice from
pineapples.

Assessment:
1. What steps are taken in order to make pineapple juice from
pineapples?

Skills: Creativity
Values: Sharing

Methods : Guided discovery, brainstorming

Activities :
Making pineapple juice from pineapples

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 60

Connecting to the larger goal:

Using different technology tools, we can modify natural materials into
other useful products.

Key points:
 Processing means we make new products from natural materials
by using some tools.
 We can use a blender to make pineapple juice from pineapples.
 Pineapple juice boosts the immunity such that a person doesn’t
fall sick. it can also be sold to earn money.

Lesson Procedure

Do now/opening (2 mins):
What products can we make from;
I. Clay ……………………………………….
II. Banana fibres …………………………..

Introduction to new material (6 mins):

Man has been able to make very many products from natural materials
e.g furniture from wood, clothes from cotton, shoes from animal skins
etc.
Can you identify any other 2 products that man has been able to make
from natural materials? (let child respond). Then say that juice from
pineapples.

Guided practice (10 mins):

Let child watch video about how to make pineapple juice from
pineapples. (youtube.com/watch?v=OQiDC90b1eA8t=51s)
Then ask child to outline the steps taken in making pineapple juice as
seen from the video. Finally ask, will you try this at home if you get a
blender? And emphasize that pineapple juice boosts the immunity
thereby preventing a person from falling sick.

Independent practice (10 mins):

1. What steps are taken in order to make pineapple juice from
pineapples?

Closing (2 min):
What technology tool is used to make pineapple juice from pineapples?

Subject: Science
Class: P4
Lesson No. :42

Duration Theme: Matter and energy

Topic: Basic technology in our sub county/Division
Sub-topic: Processing & making things from natural
materials

30 min

Subject Competences:
The learner:
Explore the different materials that can be made from banana fibres.
Language Competences:
The learner:
Fully comprehends that very many materials can be made from banana
fibres.

Assessment:
1. Identify any 3 items that can be made from banana fibres.
2. Of what use are the items that we can make from banana fibres?

Skills: Creativity
Values: Sharing

Methods : Guided discovery

Activities :
Watching video about how people are making a living by making items
from banana fibres.

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 60

Connecting to the larger goal:

Using different technology tools, we can modify natural materials into
other useful products.

Key points:
 Processing means we make new products from natural materials
by using some tools.
 We can make very many items from banana fibres e.g handbags.
 We can sell the items from banana fibres to get money.

Lesson Procedure

Do now/opening (2 mins):
How useful is pineapple juice to humans? (let child respond).

Introduction to new material (6 mins):

Man has been able to make very many products from natural materials
e.g furniture from wood, clothes from cotton etc. can you identify any
other 2 products that man has been able to make from natural
materials?
(let child respond). Then say that in this lesson, we will explore the
different items that are made from banana fibres.

Guided practice (10 mins):

Let child watch video about the different items that are made from
banana fibres (youtube.com/watch?v=iFsIz-au6vc). Then ask, what did
you see in the video? (let child respond). What products can you make
at home? (let child respond). Then emphasize that we can earn money
by selling the different products that we take time to produce. So it’s
important to make some products in order to overcome poverty.

Independent practice (10 mins):

1. Identify any 3 items that can be made from banana fibres.
2. Of what use are the items that we can make from banana fibres?

Closing (2 min):
Why should we take time to produce different items?
 Subject: Science
Class: P4
Lesson No. :43

Duration Theme: Matter and energy

Topic: Energy in our sub county/division
Sub-topic: Meaning of energy and services of energy

30 min

Subject Competences:
The learner:
 Describes what energy is.
 Outlines the different sources of energy
Language Competences:
The learner:
Read and comprehends the descriptions of energy and its source.

Assessment:
1. What is energy?
2. Identify 2 examples of;
 Natural sources of energy
 Artificial sources of energy.

Skills: Problem solving

Values: Kindness

Methods : Guided discovery, brainstorming

Activities :
Identify sources of energy

Materials :

References:
http://byjus.com/physical/natural-sources-of-energy/
P.4 NCDC Abridged curriculum, pg. 61

Connecting to the larger goal:

Without energy, very many things in life can’t happen e.g we can’t use
computers without energy.

Key points:
 Energy is the ability to do work. It exists in very many firms.
 We have tools natural are used to complete work need energy in
order to operate.
 Very many tools that are used to complete work need energy In
order to operate.

Lesson Procedure

Do now/opening (2 mins):
Identify any 2 activities that need energy in order to take place. (let
child respond)

Introduction to new material (6 mins):

Without energy, nothing can happen on earth. Our bodies are
continuously burning down the food we eat in order to produce energy
which enables us to do work. Did you know? When at rest, a human
body produces about 100 watts of power. This equates to about
2000kilo calories of food energy. In this lesson, we will explore what
energy is and the different sources of energy.

Guided practice (10 mins):

Let child watch a video about energy sources (youtube.com/wathc?
v=jo_IRDLLSNU) then ask them to identify any 3 energy sources that
you saw in the video. So what is energy? (let child respond). Then say
energy is the ability to do work. We have both natural and artificial
sources of energy.

Natural sources include: sun, wind

Artificial source: Fuel e.g diesel, petrol, wood

Independent practice (10 mins):

1. What is energy?
2. Identify 2 examples of;
 Natural sources of energy
 Artificial sources of energy.

Closing (2 min):
Can you identify any 3 energy sources?
 Subject: Science
Class: P4
Lesson No. : 44

Duration Theme: Matter and energy

Topic: Energy in our sub county/division
Sub-topic: Uses of energy and ways of saving energy

30 min

Subject Competences:
The learner:
 Identify the uses of energy
 Identifies the ways of saving energy
Language Competences:
The learner:
Read and comprehends the information on uses of energy and ways of
saving energy.

Assessment:
1. What are some of the uses of energy? (give 3 uses)
2. Identify any 3 ways of saving energy.
3. Why is it important to save energy?

Skills: Problem solving

Values: Kindness

Methods : Brainstorming

Activities :
Identify sources of energy
Identify ways of saving energy

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 62
https://www.renewableenergyworld.com/energy-officiency/
thedifferent-uses-of-energy-our-daily-lives/gref
Connecting to the larger goal:
Energy is very useful to us in different ways and when we save it, we
reduce on our expenses.

Key points:
 Energy serves different functions but we have to pay a price in
order to use it. So we have to use it in a way that is not wasteful
(save it) to reduce the costs.
 Energy has many uses and there are also many ways of saving it.
 When we save energy, we reduce on our expenses.

Lesson Procedure

Do now/opening (2 mins):
Do you think our bodies produce energy? (Defend your response). How
do the bodies use the energy they produce? (Let child respond)

Introduction to new material (6 mins):

Energy is used in so many activities yet we usually pay in order to use
it. This makes it important to save energy because it enables us lower
our expenses. In this lesson, we will explore the uses of energy and
ways of saving it.

Guided practice (10 mins):

Let child watch a video on uses of energy (youtube.com/wathc?
v=aCuYirqIMx4). Then ask child to identify any 3 uses of energy that
they saw in the video. Then ask; Do you think it is important to save
energy. (let child respond and defend their response. Then ask what are
some of ways of saving energy by;
 Using saving stoves and bulbs.
 Switching off electricity and appliances when not in use.
 Putting out fire after use.
 Following instruction on proper use of energy.
 Then note when we save energy, we reduce on our expenses.

Independent practice (10 mins):

1. What are some of the uses of energy? (give 3 uses)
2. Identify any 3 ways of saving energy.
3. Why is it important to save energy?

Closing (2 min):
Why should you as a child save energy?
 Subject: Science
Class: P4
Lesson No. : 45

Duration Theme: Matter and energy

Topic: Energy in our sub county/division
Sub-topic: Dangers of energy and ways of avoiding them

30 min

Subject Competences:
The learner:
 Identify the dangers of energy
 Identifies the ways of avoiding the dangers of energy.
Language Competences:
The learner:
Read and comprehends the information on dangers of energy and ways
of avoiding them.

Assessment:
1. Give any 2 dangers of energy.
2. How can one avoid the dangers of energy?
(Give 2 ways)

Skills: Problem solving

Values: Kindness

Methods : Brainstorming

Activities :
 Identify the dangers of energy
 Identify ways of avoiding the dangers of energy.

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 62-63

Connecting to the larger goal:

Energy can be dangerous when misused thus its important to use it
appropriately.
Key points:
 Energy is very dangerous when misused.
 There are a number of ways that energy is dangerous but there
are also many ways of avoiding danger.
 Energy can be dangerous when misused thus it is important to
use it appropriately.

Lesson Procedure

Do now/opening (2 mins):
Give any 3 uses of energy that you know.

Introduction to new material (6 mins):

Diana went to the bar and drank very many bottles of beer in a single
night. As she was returning home, she fell in the middle of the road and
slept there for the entire night. Was this a good way for Diana to spend
her money? What danger was she likely to face due to this behavior (let
child respond). Then say, in this lesson we will explore the dangers of
energy and the ways of avoiding them.

Guided practice (10 mins):

What are some of the dangers of energy? (let child respond) then say;
when misused, energy can turn out to be dangerous for example,

 When we don’t follow instructions in wiring buildings, we can

experience fire outbreaks hence destroying the property.
 Strong wind energy can destroy crops leading to famine (lack of
energy).
 When the sun shines for a very long time, some crops will be
dried prematurely hence leading to a lack of food.
 When we play with fire, it can burn us.
How can we avoid the dangers of energy? (let child respond). Then say,
we can avoid the dangers of energy by;
 Not playing with fire
 Planting trees to act as wind breaks.
 Use of fire extinguishers to stop fires.
 Make posters with warning messages or safety symbols.
 Not playing with electric wires.

Independent practice (10 mins):

1. Give any 2 dangers of energy.
2. How can one avoid the dangers of energy?
(Give 2 ways)

Closing (2 min):
How can we avoid the dangers of energy?

Subject: Science
Class: P4
Lesson No. : 46

Duration Theme: The environment

Topic: Weather in our sub county/division
Sub-topic: Changes in the weather

30 min

Subject Competences:
The learner:
 Describes what weather is
 Describes what climate is
 Identifies the different weather changes.
Language Competences:
The learner:
Reads and comprehends the descriptions of weather and climate.

Assessment:
1. What is weather?
2. What is climate?
3. Outline 4 weather changes that we experience in the
environment.

Skills: Communication
Values: Empathy

Methods : Guided discovery

Activities : Identifying weather changes

Materials :

References:
P.4 NCDC Abridged curriculum, pg 64
St. Bernard integrated science, pupils book 4, pg. 44.

Connecting to the larger goal:

Weather changes from time to time and this affects what we do.

Key points:
 Weather is the daily condition of a place recorded for a short time.
Climate is the weather condition of a place recorded for a long
period of time.
 We have a number of weather changes e.g sunny, windy, cloudy
etc.
 Since weather changes affect what we do, we need t be aware of
them.

Lesson Procedure

Do now/opening (2 mins):
What crop growing practice is carried out when it is
i. Sunny ………………….
ii. Rainy …………………….

Introduction to new material (6 mins):

Changes are part of our environment e.g sometimes it rains, other
times the sunshine etc. in this lesson, we will explore the different
changes in the environment.

Guided practice (10 mins):

Display images of sunny weather, windy weather, cloudy weather and
rainy weather. Ask child to describe what is happening in the different
images in their own words. Then ask, what is weather? (let child
respond). Then say weather is the daily condition of a place recorded for
a short time. Weather can be rainy, sunny, cloudy or windy. Then ask
what is climate? (let child respond). Then say climate is the weather
condition of a place recorded for a long period of time.

Independent practice (10 mins):

1. What is weather?
2. What is climate?
3. Outline 4 weather changes that we experience in the
environment.

Closing (2 min):
What is the difference between weather and climate?

Subject: Science
Class: P4
Lesson No. :47

Duration Theme: The environment

Topic: Weather in our sub county/division
Sub-topic: Elements of weather

30 min

Subject Competences:
The learner:
Identifies the importance of sunshine
Identifies the dangers of the sun.
Language Competences:
The learner:
Reads and comprehends the importances and dangers of the sun.

Assessment:
1. Give any 3 importances of sunshine.
2. Give any 2 dangers of the sun.

Skills: Communication
Values: Empathy

Methods :Brainstorming

Activities :
 Identifying the importances of sunshine.
 Identifying the dangers of the sun.

Materials :

References:
 P.4 NCDC Abridged curriculum, pg 64.
 St. Bernard integrated sci. Pupils book 4, pg.45
Connecting to the larger goal:
The sun is very useful to humans in very many ways.

Key points:
 The sun is a source of heat energy.
 The sun is useful in many ways e.g for drying crops after
harvesting.
 Without the sun, very many activities won’t take place.

Lesson Procedure

Do now/opening (2 mins):
What do you think are some of the things that would happen if the sun
stopped shinning? (let child think and respond)

Introduction to new material (6 mins):

Where do we find the sun? is it hot or cold? (let child respond). Then
say, in this lesson we will explore the importances and dangers of the
sun.

Guided practice (10 mins):

Of what use is the sun for us? (let child respond). Then say sunshine is
useful in these ways;
 The sun rays dry our clothes. We wash the clothes and then put
them under the sub to dry.
 The sun provides vitamin D to people which is good for growth.
 Harvested crops dry when they are put under sunshine.
 Sunlight enables plants to make their own food. This is during
the process called photosynthesis.
 The sun helps in the formation of rainfall. The sun heats water
bodies, causing the water vapour rises to the sky and forms
clouds that give us rain.
Can the sun be dangerous as well? Yes, for example;
 Too much sunshine dries water sources such as wells which
makes people and animals to lack water.
 Too much sunshine can damage all the vegetation by causing it to
dry up. NOTE. Vegetation is the plant cover of an area.

Independent practice (10 mins):

 Give any 3 importances of sunshine.
 Give any 2 dangers of the sun.

Closing (2 min):
How useful is the sun to you?
 Subject: Science
Class: P4
Lesson No. : 48

Duration Theme: The environment

Topic: Weather in our sub county/division
Sub-topic: Elements of weather

30 min

Subject Competences:
The learner:
Describes the different types of clouds.
Analyzes clouds to tell the type of weather expected.

Language Competences:
The learner:
Reads and comprehends the descriptions of the different types of
clouds.

Assessment:
1. Which type of clouds give us rain?
2. Identify any 4 types of clouds.
3. Which type of clouds look like feathers in the sky?

Skills: Observation
Values: Respect

Methods : Guided discovery

Activities :
Watching video about clouds.

Materials :

References:
P.4 NCDC Abridged curriculum pg. 64
St. Bernard integrated sci, Pupil’s book 4, pg. 46.

Connecting to the larger goal:

Clouds are useful in very many ways e.g they give us rain which
supports the growth of our crops.

Key points:
 Clouds are found in the sky and are grouped according to their
heights in the sky and their general shape.
 By observing the clouds, we can tell the type of weather expected.
 Clouds are useful to us, for example they give us rain.

Lesson Procedure

Do now/opening (2 mins):
Identify any 2 dangers of the sun.

Introduction to new material (6 mins):

When you look in the sky, what do you see? (let child respond in their
own words) Then say in this lesson we will explore the different types of
clouds.

Guided practice (10 mins):

Let child watch video about types of clouds. (All about clouds- four
types of clouds-------- Youtube.com/watch?v=Kogc-flrlI). Then ask them
to outline any 4 types clouds that they saw in the video. Then let child
watch video about. Prediciting the weather by reading the clouds
(youtube.com/watch?v=iCb6Nvk1F3E). then ask child, how can you
know that it might rain? (let child respond). Then say, we can tell the
type of weather expected by observing the clouds. We have 4 different
types of clouds.
1. Nimbus cloud. Display image of this. Then say, these give us rain.
They don’t have any shape and are dark grey in colour.
2. Cumulus cloud. (Display image). These are white and resemble
cotton piles with a flat bottom.at times they developing into
thunder clouds and indicate rain.
3. Cirus clouds – (display image). These look like feathers in the sky.
They are the most common of the high clouds.
4. Stratus clouds. (display image)- These are a sign of fair weather.
They spread in the sky widely in calm flat layers.

Independent practice (10 mins):

1. Which type of clouds give us rain?
2. Identify any 4 types of clouds.
3. Which type of clouds look like feathers in the sky?
Closing (2 min):
How can you know that it might rain?

Subject: Science
Class: P4
Lesson No. :49
Duration Theme: The environment
Topic: Weather in our sub county/division
Sub-topic: Elements of weather

30 min

Subject Competences:
The learner:
 Defines wind
 Identifies the uses of wind.
 Identifies the dangers of wind.
Language Competences:
The learner:
Reads and comprehends the uses and dangers of wind.

Assessment:
1. How useful is wind? (identify any 3 uses)
2. How dangerous can wind be? (identify any 3 dangers).
3. What is wind?

Skills: Observation
Values: Respect

Methods : Guided discovery

Activities :
 Identifying the uses of wind
 Identifying the dangers of wind.

Materials :
References:
 P.4 NCDC Abridged curriculum, pg. 64.
 St. Bernard Integrated Sci, Pupils book 4, pg 47-48.

Connecting to the larger goal:

Wind is useful in a number of ways e.g drying things like clothes.

Key points:
 Wind is moving air.
 If wind is blowing from a hot place, it brings with it hot weather
and if it is blowing over the sea it makes the weather cool.
 Wind is useful in a number of ways e.g drying clothes.

Lesson Procedure

Do now/opening (2 mins):
Identify the 4 types of clouds that you know. (let child respond)

Introduction to new material (6 mins):

Air is around us and it is interesting that air moves. Have you ever seen
air moving? How did you know that air was moving? (Let child
respond|). Then say there are many ways for us to tell that air is
moving e.g when we hang our clothes on a wire, we will see them
moving forth and back. This is caused by moving air so if we see our
clothes moving forth and back when hanged on a wire we can say that
air is moving as well. In this lesson, we will explore more about moving
air which is called wind.

Guided practice (10 mins):

What is wind? (let child respond) Then say wind is moving air. If wind is
blowing from a hot place, it brings with it hot weather and if it is
blowing over the sea it makes the weather cool. How useful is wind? (let
child respond). Then say, wind is useful in the following ways.
 Drying things like clothes.
 Brings cold air on warm places.
 For winnowing crops that have been harvested e.g beans.
Winnowing is the process by which Chaff is separated from grain
by blowing a current of air through the grain. Let child watch
short video about winnowing. – youtube.com/watch?
v=zN7Igu8tOii).
How dangerous can wind be? (let child respond)
 Then say, wind can be harmful in these ways;
 Strong wind can destroy crops.
 It washes away the top soil yet it contains essential nutrients for
crop growth.
 Spreads diseases e.g measles and tuberculosis.
 Strong wind can also destroy property e.g houses.

Independent practice (10 mins):

1. How useful is wind? (identify any 3 uses)
2. How dangerous can wind be? (identify any 3 dangers).
3. What is wind?

Closing (2 min):
In what ways can wind be;
 Useful………………………..
 Dangerous………………….
 Subject: Science
Class: P4
Lesson No. :50

Duration Theme: The environment

Topic: Weather in our sub county/division
Sub-topic: Elements of weather

30 min

Subject Competences:
The learner:
 Identifies the instruments used for measuring the elements of
windy weather.
 Describes the function of each instrument.
 Differentiates between the structures of the instruments.
Language Competences:
The learner:
Reads comprehends the descriptions of the different instruments.

Assessment:
1.. What is the function of;
I. Wind vane
II. Wind sock
III. Anemometer
2… Display image of wind sock, wind vane and anemometer one at a
time. Ask child to identify each instrument by name.

Skills: Observation
Values: Respect

Methods : Guided discovery brainstorming

Activities :
 Identifying wind instruments by name.
 Describing the functions of the different instruments.

Materials :

References:
P.4 NCDC Abridged curriculum, pg 64.
St. Bernard Integrated Sci, Pupils book 4, pg 47-48.

Connecting to the larger goal:

Key points:
 Different instruments measure different aspects of wind.
 We can measure three aspects of wind, direction, strength and
speed.
 Wind speed and direction are important for monitoring and
predicting weather patterns.

Lesson Procedure

Do now/opening (2 mins):
In what ways is wind dangerous? (let child respond)

Introduction to new material (6 mins):

In real life, we have different tools that serve different functions for
example, a car is used as a means of transport for people and their
goods from one place to another. In this lesson, we will explore the
different instruments that are used to measure the different aspects of
wind.

Guided practice (10 mins):

Display one image at a time. Each time you display, ask the child to
name the instrument first then tell child the name. Start by displaying
the wind vane. Ask child to name it. Then later say this is a wind vane.
Then ask, what is the function of a wind vane?
(let child respond) then say a wind vane shows the direction where the
wind is blowing from. It has a compass direction and the arrow on the
wind vane points in the direction from which the wind blows.

Then display wind sock same steps as above. Finally, say a wind sock
shows the direction and strength of wind.
Then display the anemometer. Repeats steps as for the above
instruments. Finally say the anemometer measures the speed of wind.
It has a measuring scale which counts the number of turns made per
minute. Then let child watch video about wind direction and speed.
(youtube.com/watch?v=SqbTrbxWT1o).
Independent practice (10 mins):
1.. What is the function of;
 Wind vane
 Wind sock
 Anemometer
2… Display image of wind sock, wind vane and anemometer one at a
time. Ask child to identify each instrument by name.

Closing (2 min):
What instrument is used to measure wind speed?
 Subject: Science
Class: P4
Lesson No. :51

Duration Theme: The environment

Topic: Weather in our sub county/ Division
Sub-topic: Elements of weather

30 min

Subject Competences:
The learner:
Defines temperature
Identifies the instruments used to measure temperature.
Explains why mercury is used in thermometers instead of alcohol.
Language Competences:
The learner:
Reads and comprehends the information bout temperature and
instruments used to measure temperature.

Assessment:
1. In which type of weather does one wear a sweater?
2. Why do you sometimes need to wear sweater?
3. What is temperature?
4. Which instrument is used to measure temperature?
5. Give any 2 reasons why mercury is used in thermometers instead
of alcohol?

Skills: Critical thinking

Values: Sharing

Methods : Guided discovery

Activities :
Reviewing the structure of a thermometer

Materials :

References:
P.4 NCDC Abridged curriculum, pg 65.
St. Bernard Integrated Sci, Pupil’s book 4, pg 49-50.

Connecting to the larger goal:

Key points:
 Temperature is the degree of hotness or coldness of an object,
place or a day.
 We measure temperature using a thermometer.
 We choose what to wear depending on the temperature of the day.

Lesson Procedure

Do now/opening (2 mins):
What is the use of those instruments?
I. Wind vane
II. Anemometer
(let child respond)

Introduction to new material (6 mins):

When it is very cold, what do people normally wear? (let child respond).
When it is hot, what do people normally wear? (let child respond). In
this lesson we will explore temperature and the instruments used to
measure temperature.

Guided practice (10 mins):

What is temperature? (let child respond). Then say, temperature is the
degree of hotness or coldness of an object, place or a day. When
something is hot, its temperature is high. When something is cold, its
temperature is low. How is temperature measured? (let child respond).
Then say, temperature is measured using a thermometer. We have 2
types of thermometers;
i. Weather thermometer. (display a labeled image)
This is used to measure the temperature of the atmosphere/ room
temperature.
ii. Maximum and minimum thermometer (display a
labelled image.) This is also called Six’s thermometer
because it was first made by a man called John Six. It
is used to measure the highest and lowest
temperature of the day.
Mercury is used in thermometer instead of alcohol
because
  It does not stick on the walls of a thermometer.
 It can be seen through the glass tube given its
silver grey colour.
 It doesn’t evaporate inside the tube of a
thermometer.

Independent practice (10 mins):

1. In which type of weather does one wear a sweater?
2. Why do you sometimes need to wear sweater?
3. What is temperature?
4. Which instrument is used to measure temperature?
5. Give any 2 reasons why mercury is used in thermometers instead
of alcohol?

Closing (2 min):
How does temperature affect our life?
 Subject: Science
Class: P4
Lesson No. :52

Duration Theme: The environment

Topic: Weather in our sub county/ division
Sub-topic: Elements of weather

30 min

Subject Competences:
The learner:
 Outline the importance of a Stevenson screen.
 Identifies the instruments kept in a Stevenson screen.
 Explains why a Stevenson screen is painted white.
Language Competences:
The learner:
Reads and comprehends the information about a Stevenson screen.

Assessment:
1. Why a Stevenson screen is painted white?
2. What instruments are kept in a Stevenson screen ? (Give 3
instruments).
3. What is the importance of a Stevenson screen?

Skills: Critical thinking

Values: Sharing

Methods : Brainstorming, Guided discovery

Activities :
Identifying instruments kept in a stevenson screen.

Materials :

References:
P.4 NCDC Abridged curriculum, pg 65.
St. Bernard Integrated Sci, Pupil’s book 4, pg 50.

Connecting to the larger goal:

Proper storage of item is necessary for them to stay in use for a longer
time.

Key points:
 A Stevenson screen is a tool where we keep weather instruments.
 Some of the weather instruments kept in a Stevenson screen
include maximum and minimum thermometer, weather
thermometer, barometer and hygrometer.
 Proper storage of items is necessary for them to stay in use for a
longer time.

Lesson Procedure

Do now/opening (2 mins):
Give any 2 reasons why mercury is used in thermometer instead of
alcohol.

Introduction to new material (6 mins):

Do you know a cupboard? Then display image of a cupboard for the
child to see. Ask them what is kept in a cupboard. (let child respond).
Then say just as we keep cups, plates, etc in a cupboard, we have a
specific tool for keeping weather instruments. This is called a
Stevenson screen. In this lesson, we will explore the Stevenson screen
in details.

Guided practice (10 mins):

Let child watch a video about Stevenson screen.
(youtube.com/watch=58YYscLK3Y0-Stevenson scree?) Then ask, what
is the colour of a Stevenson screen? (let child respond). Why do you
think it is white? (let child respond). Then say, it is white I order to
reflect at heat since it is always placed outside in an open area. Then
ask, what instruments are kept in the Stevenson screen? (let child
respond). Then say we keep the following instruments in Stevenson
screen.
 Maximum thermometer
 Minimum thermometer
 Barometer
 Hygrometer
 Weather thermometer

Independent practice (10 mins):

1. Why a Stevenson screen is painted white?
 2. What instruments are kept in a Stevenson screen? (Give 3
instruments).
3. What is the importance of a Stevenson screen?

Closing (2 min):
Of what use is a Stevenson screen?

Subject: Science
Class: P4
Lesson No. : 53

Duration Theme: The environment

Topic: Weather
Sub-topic: The water cycle

30 min

Subject Competences:
The learner:
Conducts a simple experiment to show a water cycle.
Makes a connection between the experiment and nature.
Language Competences:
The learner:
Reads and comprehends the description of the simple experiment to
show a water cycle.

Assessment:
In a simple experiment to show a water cycle, every item represents
something in nature stock what each of these represent.
a) Charcoal stove………………………………………….
b) Kettle of boiling water ………………………………….
c) Steam from boiling water ……………………………..
d) Drops of water falling from the cold bottle…………………….

Skills: Observation
Values: Respect

Methods :Guided discovery

Activities : Conducting a simple experiment to show a water cycle.

Materials :

References:
P.4 NCDC Abridged curriculum, pg 65.
St. Bernard Integrated Sci, Pupil’s book 4, pg 51-52.

Connecting to the larger goal:

We can understand some things by making a connection between
simple and complex things.

Key points:
 A simple experiment can be used to understand a complex
process.
 By boiling water on a charcoal stove, followed by condensing it,
we can understand what happens during the water cycle.
 By making a connection between simple and complex things, we
come to a between understanding of the complex things.

Lesson Procedure

Do now/opening (2 mins):
Of what use is water to humans? (let child respond)

Introduction to new material (6 mins):

Sometimes it rains and other times it doesn’t. What do you think must
happen for it to rain? (let child respond). Then say, in this lesson we
will conduct a simple experiment to understand what happens before it
rains.

Guided practice (10 mins):

Get a charcoal stove with enough heat and a kettle of water whose top
is covered and the spout is open.
 Put the kettle of water on a charcoal stove and leave it to boil.
When the Water boils, it will give out steam through the spout.
 Get a bottle full of cold water and put it near the spot where the
water vapour comes out from. Watch what happens.
(Display image to summarize the procedure above)
Explanation--- charcoal stove represents the sun.
A kettle of boiling water represents the water body.
 The steam from the boiling water represents water vapour from
lakes or rivers after the sun has heated the water bodies.
 A bottle full of cold water represents the clouds.
  Drops of water falling from the cold bottle represents drops of
rain falling from clouds.

Independent practice (10 mins):

In a simple experiment to show a water cycle, every item represents
something in nature stock what each of these represent.
a) Charcoal stove………………………………………….
b) Kettle of boiling water ………………………………….
c) Steam from boiling water ……………………………..
d) Drops of water falling from the cold bottle…………………….

Closing (2 min):
Ina simple experiment to show the water cycle, what does the bottle full
of cold water represent?

Subject: Science
Class: P4
Lesson No. :54

Duration Theme: The environment

Topic: Weather in our sub county/division
Sub-topic: The rain cycle in nature

30 min

Subject Competences:
The learner:
 Describes the processes involved in the rain cycle.
 Identifies the importance of rain.
Language Competences:
The learner:
 Reads and comprehends the information about the rain cycle.

Assessment:
a) The rain cycle involves two major processes can you identify these
processes?
b) What happens during each of the processes stated in (a) above?
c) How useful is rain to man?

Skills: Making connections

Values: Gratitude
Methods : Guided discovery

Activities :
Describing the processes involved in the rain cycle.

Materials :

References:
P.4 NCDC Abridged curriculum, pg 65.
St. Bernard Integrated Sci, Pupil’s book 4, pg 52-53.

Connecting to the larger goal:

Rain is very essential to plant growth and plants give us food.

Key points:
 The rain cycle involves 2 ajo0r processes that is evaporation and
condensation.
 The processes take place one after the other.
 Rain is very essential to plant growth and plants give us food.

Lesson Procedure

Do now/opening (2 mins):
Ina simple experiment to show the water cycle, what does the charcoal
stove represent in nature?

Introduction to new material (6 mins):

Jane wakes up at 5:00am every day. What do you think Jane must do
before she moves out of her home to go to school? (let child respond).
Then say just as Jane has to do some things before she goes to school,
there are things that must happen first before it rains. In this lesson,
we will explore the rain cycle in nature.

Guided practice (10 mins):

What processes are involves in the rain cycle? (let child respond). Then
say, we have 2 major processes that make up the rain cycle that is
Evaporation and condensation
What do you think happens during evaporation? (let child respond).
Then say, during evaporation, the sun heats the earth and water
bodies, water changes to vapour and then the vapor moves up (rise).
What do you think happens during condensation? (let child respond).
Then say rain is useful I the following ways.
 It makes plants to grow healthy.
  It cools down temperatures in the environment.
 It makes soil easy to plough by farmers.
 It avails water to us which we can use for so many purposes e.g
cooking, washing etc.
(Display image of rain cycle in nature)

Independent practice (10 mins):

a) The rain cycle involves two major processes can you identify these
processes?
b) What happens during each of the processes stated in (a) above?
c) How useful is rain to man?

Closing (2 min):
How useful is rain to man?

Subject: Science
Class: P4
Lesson No. : 55

Duration Theme: The environment

Topic: Weather in our sub county/division
Sub-topic: Bad effects of rain

30 min

Subject Competences:
The learner:
Identifies the bad effects of rain.
Language Competences:
The learner:
Reads and comprehends the bad effects of rain.

Assessment:
Outline any 3 bad effects of rain.

Skills: Communication
Values: Empathy
Methods : Brainstorming

Activities :
Identifying the bad effects of rain

Materials :

References:
P.4 NCDC Abridged curriculum, pg 65.
St. Bernard Integrated Sci, Pupil’s book 4, pg 55.

Connecting to the larger goal:

Sometimes rain can be disastrous and we must be prepared to address
the challenges this brings.

Key points:
 Too much rain is sometimes disastrous.
 We must care for the environment to lower the chances of getting
disastrous rain.
 We must be prepared to address the challenges brought by too
much rain.

Lesson Procedure

Do now/opening (2 mins):
Describe what happens during evaporation process of the rain cycle.
(let child respond).

Introduction to new material (6 mins):

Too much of anything is usually bad e.g if you talk too much, you can
end up making meaningless statements likewise when rain is too
much, it can become bad. In this lesson, we will explore the bad effects
of rain.

Guided practice (10 mins):

What do you think are some of the bad effects of much rain? (let child
respond) Then say, some of the bad effects of too much rain are;
 It may lead to soil erosion hence lowering the soil fertility. Soil
erosion is the washing away of top soil by its agents i.e wind,
water.
 It may damage crops.
 It leads to floods which may kill people and other animals.
 It may destroy roads, bridges and houses.
  It carries rubbish and soil into lakes and rivers hence making
their water dirty.

Independent practice (10 mins):

Outline any 3 bad effects of rain.

Closing (2 min):
What are some of the bad effects of too much rain? (Give at least 2 bad
effects)

Subject: Science
Class: P4
Lesson No. : 56

Duration Theme: The environment

Topic: Weather in our sub county/ division
Sub-topic: Measuring rainfall

30 min

Subject Competences:
The learner:
 Describes how to measure rainfall
 Identifies the instrument used to measure rainfall
Language Competences:
The learner:
Reads and comprehends information about how to measure rainfall.

Assessment:
1. Which instrument is used to measure rainfall?
2. Describe how to use the instrument mentioned in 1. Above to
measure rainfall.

Skills: Communication
Values: Empathy

Methods : Guided discovery

Activities : Measuring rainfall

Materials :

References:
P.4 NCDC Abridged curriculum, pg 65.
St. Bernard Integrated Sci, Pupil’s book 4, pg 58.

Connecting to the larger goal:

When we measure things, we have a basis for improving them.

Key points:
 We can measure the amount of rainfall using an instrument
called a rain gauge.
 A rain gauge is market in millimeters and measure how keep
water has gone in the soil.
 When we measure the amount of rainfall, it helps farmers in
proper management of their crops.

Lesson Procedure

Do now/opening (2 mins):
What instrument do we use for measuring body temperature? (let child
respond)

Introduction to new material (6 mins):

Esther fell sick and her mother took her to the hospital for treatment.
Upon reaching the hospital, the doctor put a thermometer under
Esther’s armpit. Why do you think the doctor put a thermometer under
Esther’s armpits? (let child respond). Then say the thermometer was
put under Esther’s armpits in order to measure her body temperature.
In this lesson, we will explore how to measure rainfall using a rain
gauge.

Guided practice (10 mins):

We use a rain gauge to measure rainfall. This is how it works. (let child
watch video about how to measure rainfall. – youtube.com/watch?
v=WyMabcRzVcw(learnhowtomeasure rainfall). What did yiu learn from
the video? (let child respond). Then say a rain gauge measures how
deep water has gone in the soil. To find out how much rain fall in an
area, you may need to measure the amount of rain water every day for
a year. A rain gauge is marked in millimeters.

(Display image of a rain gauge)

Independent practice (10 mins):

1. Which instrument is used to measure rainfall?
2. Describe how to use the instrument mentioned in 1. Above to
measure rainfall.

Closing (2 min):
How can we measure the amount of rain received in an area?

Subject: Science
Class: P4
Lesson No. : 57

Duration Theme: The environment

Topic: Weather in our sub-county/division
 Sub-topic: Water sources and importance of water

30 min

Subject Competences:
The learner:
 Identifies the sources of water.
 Identifies the importance of water
Language Competences:
The learner:
Reads and comprehends the information about the sources and
importance of water.

Assessment:
1. What is the main source of water in the environment?
2. What do you understand by the following terms;
I. Surface water
II. Ground water
III. Water in air
3. How useful is water to us?

Skills: Communication
Values: Empathy

Methods : Guided discovery, brainstorming

Activities: Identifying sources and importance of water.

Materials :

References:
P.4 NCDC Abridged curriculum, pg 66.
St. Bernard Integrated Sci, Pupil’s book 4, pg 53-54

Connecting to the larger goal:

Without water, human life can’t exist.

Key points:
 Rain is the main source of water in the environment.
 When rain reaches the earth, the water is stored in 3 places i.e
surface water, ground water and water in air.
  Water is useful in very many ways e.g cooking.

Lesson Procedure

Do now/opening (2 mins):
Which instrument is used to measure the amount of rainfall received in
an area?

Introduction to new material (6 mins):

In life, everything that exists comes from somewhere. This is also called
the source of that thing e.g we get food from the garden so the garden is
the source of food. In this lesson, we will explore the sources o water as
well as the importance of water.

Guided practice (10 mins):

What is the main source of water in the environment? (let child
respond). Then say rain is the main source of water. When it reaches
the earth, it is stored in 3 places i.e
Run off water/ surface water. This runs on top of the ground and
then goes into lakes, rivers, swamps, oceans or seas.
Ground water/ underground water. This runs under ground. It forms
the source of water for wells, boreholes and springs.
Water in the air/moisture. This is water sucked from the groud by
plants and drunk by animals and people save of this water becomes
part of the cells of living organisms.

How useful is water? (let child respond|). Then say water is useful in
the following ways;
(let child watch video about uses of water- youtube.com/watch?
v=rUQEm3UYu5M&t=7s)

Independent practice (10 mins):

1. What is the main source of water in the environment?
2. What do you understand by the following terms;
 Surface water
 Ground water
 Water in air
3. How useful is water to us?

Closing (2 min):
What do you understand by;
I. Surface water
II. Ground water
 Subject: Science
Class: P4
Lesson No. : 58

Duration Theme: The environment

Topic: Weather in our country/ division
Sub-topic: Rain water harvesting
30 min

Subject Competences:
The learner:
 Identifies the different methods of water harvesting
 Describes the importance of water harvesting
Language Competences:
The learner:
 Reads and comprehends information about water harvesting.

Assessment:
1. Why is water harvesting important?
2. What is rain water harvesting?
3. Identify any 2 methods used of rain water harvesting.

Skills: Creativity
Values: Gratitude

Methods :Guided discovery

Activities :
Identifying methods of rainwater harvesting.

Materials :

References:
P.4 NCDC Abridged curriculum, p.g 66

Connecting to the larger goal:

Water is needed for so many functions hence we need to harvest it as a
way of preventing loss water.

Key points:
 Rainwater harvesting is the catching, collecting and strong of
rainwater.
 We have many methods of rainwater harvesting e.g rooftop
harvesting.
 We harvest water in order to prevent its loss since we need it for a
number of functions.

Lesson Procedure

Do now/opening (2 mins):
How useful is water to you? (let child respond)

Introduction to new material (6 mins):

When we get something to it on any day, we should be thankful to God
and we shouldn’t waste food. Just as we should not food, we shouldn’t
waste water when it rains. This means we should look for ways to
collect and store water when it rains. This is called rainwater
harvesting. In this lesson, we will explore rain water harvesting in
details.

Guided practice (10 mins):

Let child watch video about rainwater harvesting (youtube.com/watch?
v=27TUmzyL9DI—rainwater harvesting and methods of rainwater
harvesting (2:33). Then ask what methods of rainwater harvesting did
you see in the video? (Let child respond).
Then ask, why do you think it is important to harvest rain water? (let
child respond) Then say when we harvest rainwater, we will have
enough water to use for the different purposes even during the times of
drought.

Independent practice (10 mins):

1. Why is water harvesting important?
2. What is rain water harvesting?
3. Identify any 2 methods used of rain water harvesting

Closing (2 min):
Why is rainwater harvesting important?

Subject: Science
Class: P4
Lesson No. 59

Duration Theme: The environment

Topic: Weather In our sub county/division
Sub-topic: Air
30 min

Subject Competences:
The learner:
 Defines air
 Identifies the different components of air.
 Identifies the uses of air.
Language Competences:
The learner:
Reads and comprehends information about air.

Assessment:
What is air?
Identify any 3 components of air.
How useful is air?

Skills: Critical thinking

Values: Gratitude

Methods : Guided discovery

Activities: watching video about air.

Materials :

References:
P.4 NCDC Abridged curriculum pg, 64.

Connecting to the larger goal:

Air is useful in many ways e.g oxygen supports burning to generate
heat for cooking and other processes.

Key points:
 Air is the mixture of gasses e.g oxygen, nitrogen etc.
 Air is all around us in what we call the atmosphere.
 Air is useful in many ways e.g oxygen supports burning to
generate heat for cooking and other processes.

Lesson Procedure

Do now/opening (2 mins):
In which ways do you use water in your daily life? (let child respond
with at least 3 ways)

Introduction to new material (6 mins):

Air is all around us but do we know what makes up air? How is air
useful to us? In this lesson we will explore the components and uses of
air.

Guided practice (10 mins):

What is air? (let child respond). Then say air is the mixture of gases.
Then let child watch video about air –(youtube.com/watch?
v=H8oTXu5gds—composition of air: Use and importance of air (8:12).
Then ask what makes up air? (let child respond).
Then say air is made up of mainly:
 Nitrogen, oxygen, carbon dioxide and rare gases.
Then ask how useful is air? (let child respond)

Independent practice (10 mins):

What is air?
Identify any 3 components of air.
How useful is air?

Closing (2 min):
What is the percentage composition of these gases in the atmosphere?
I. Nitrogen ………………..
II. Oxygen ………………..

Subject: Science
Class: P4
Lesson No. : 60

Duration Theme: The environment

Topic: Managing resources in our sub county/division
Sub-topic: Examples of resources and their functions

30 min
Subject Competences:
The learner:
 Describes what a resource is
 Gives examples of resources
 Gives the importance of resources
Language Competences:
The learner:
Reads and comprehends the information about resources.

Assessment:
1. Describe what a resource is
2. Give three examples of resources and the importance of each.

Skills: Observation
Values: Gratitude

Methods : Brainstorming

Activities :

Materials :

References:
P.4 NCDC Abridged curriculum, pg.67
Education.nationalgeographic.org/resource/resource-types
09/09/2022 7:52pm

Connecting to the larger goal:

We depend on resources to survive

Key points:
 Resources are physical materials that humans need and value e.g
land, air, water etc.
 Resources are everywhere in our environment.
 We depend on resources to survive.

Lesson Procedure

Do now/opening (2 mins):
Give 3 examples of things that you use on most of the days.
Introduction to new material (6 mins):
Every day we use different things for different functions e.g soap for
washing and bathing. Without these things, life would be very
miserable. In this lesson, we will explore the different resources in the
environment.

Guided practice (10 mins):

What are resources? (let child respond). Then say resources are
physical materials that humans need and value such as land, air and
water. Resources are categorized into: renewable and non-renewable.
Renewable resources are those that continue to exist despite being
consumed e.g solar energy, wind, falling water, plant materials etc.
non- consumed after some time e.g coal, natural gas etc.
Then let child watch video about renewable and non-renewable
resources – youtube.com/watch?v=a6wNGOqZGM8 (2:41)

Independent practice (10 mins):

 Describe what a resource is
 Give three examples of resources and the importance of each.

Closing (2 min):
Identify 1 resource and outline its function.

Subject: Science
Class: P4
Lesson No. : 61

Duration Theme: The environment

Topic: Managing resources in our sub county/division
Sub-topic: Saving resources

30 min
Subject Competences:
The learner:
 Identifies the importance of saving resources
 Describes what saving resources means.
 Identifies ways of saving resources.
Language Competences:
The learner:
Reads and comprehends information about saving.

Assessment:
1. What does saving resources mean?
2. Why should we save resources?
3. Identify any 3 ways of saving.

Skills: Critical thinking

Values: Honesty

Methods : Guided discovery, brainstorming

Activities :
 Identifying ways of saving resources
 Describing what saving resources is.

Materials :

References:
P.4 NCDC Abridged curriculum pg. 67.
https;//oceanservice.noaa.gov/ocean/earthday.html
09/09/2022 8:18pm

Connecting to the larger goal:

Saving resources enables us to use them for a longer period of time.

Key points:
 Saving resources means that we use them carefully hence keeping
some for future use.
 There are many ways of saving resources e.g recycling.
 Saving resources enables us to use them for a longer period of
time.

Lesson Procedure
Do now/opening (2 mins):
What is a renewable resource? Give 2 examples of renewable resources.

Introduction to new material (6 mins):

Jane was given 1,000/= by her mother to buy eats at school. She
decided to use 500/= and kept the remaining money in her bag. The
following day, her mother still gave her 1,000/= to buy easts at school.
Jane still used only 500/= and kept the remaining money. For about 30
days, Jane continued keeping part of the money. What word do we use
to describe Jane’s action of keeping part of the money? (let child
respond). Then say Jane’s action is called saving. In this lesson, we will
explore how to save resources.

Guided practice (10 mins):

What is saving resources? (let child respond). Then say, saving
resources means using the resources carefully hence keeping some for
future use. Then ask, why do you think we should save resources in
order to avoid wastage and have them for future use.
What are some of the ways of saving resources by;
 Switching off power when not in use.
 Recycling i.e reusing some of the resources in different ways.
 Proper use of materials
 Keeping some of the money in the bank.

Independent practice (10 mins):

1. What does saving resources mean?
2. Why should we save resources?
3. Identify any 3 ways of saving.

Closing (2 min):

Why do you think we should save resources?

 Subject: Science
Class: P4
Lesson No. : 62

Duration Theme: The environment

Topic: Managing resources in our sub county /division
Sub-topic: Record keeping

30 min

Subject Competences:
The learner:
 Describes what record keeping is
 Identifies the importance of record keeping
 Identifies ways of keeping records
Language Competences:
The learner:
Reads and comprehends information about record keeping

Assessment:
1. Why should we keep records?
2. How can keep records?

Skills: Focus and self-control

Values: Honesty

Methods : Brainstorming

Activities :
Identifying ways of keeping records

Materials :

References:
P.4 NCDC Abridged curriculum pg. 67

Connecting to the larger goal:

When we keep records of our expenses, we can use them to plan more
effectively.

Key points:
 Record keeping means e write down something about the different
activities and keep the notes carefully.
  We can keep records by writing down in a notebook or we could
store the notes in a document on a computer or smartphone.
 When we keep records of the different activities, we can use them
for better planning.

Lesson Procedure

Do now/opening (2 mins):
Give 2 ways of saving resources.

Introduction to new material (6 mins):

Our brains are able to do very many activities every day. Sometimes we
will forget some of the activities that we did. In such situations, we can
be able to remember what we did only if we wrote it down. To write
down something is to keep a record of that thing. In this lesson, we will
explore record keeping.

Guided practice (10 mins):

Record keeping means writing down something about the different
activities and keeping the notes carefully. When we do this, it enables
us to keep track of the different activities even when our brains forget.
If we keep track of the activities, we can assess how well we are doing
which enables us to improve accordingly this record keeping enables us
to improve on our activities.

How can we keep records?

 By writing down notes about the different activities and expenses
in a notebook or diary.
 By writing notes in a word document on a computer and saving it
on the internet (Google drive).
 By writing notes using smart phones.

Independent practice (10 mins):

1. Why should we keep records?
2. How can keep records?

Closing (2 min):
Identify any one way of keeping records.

Subject: Science
 Class: P.4
Lesson No. : 63

Duration Theme: The environment

Topic: Managing resources in our sub-county/division
Sub-topic: Projects

30 min

Subject Competences:
The learner:
 Defines what a project is
 Gives examples of projects
 Describes the importance of carrying out projects
Language Competences:
The learner:
Reads comprehends information about projects

Assessment:
 Define a project
 Give 3 examples of projects
 Why are projects carried out?

Skills: Problem solving

Values: Honesty

Methods : Guided discovery

Activities :
Identifying projects

Materials :

References:
P.4 NCDC Abridged curriculum, pg 68

Connecting to the larger goal:

We can use the knowledge acquired to carry out activities that give us
money.

Key points:
 A project is an individual or collaborative activity that is carefully
 planned to achieve a particular aim.
 There are a number of projects that we can conduct e.g bee
keeping, poultry keeping etc.
 When we conduct projects, we gain knowledge, skills and
sometimes money.

Lesson Procedure

Do now/opening (2 mins):
Have you ever used money? What did you use it for ? (let child respond)

Introduction to new material (6 mins):

What do people in your community do in order to get money? (let child
respond). Then say people can get money through growing and selling
crops, using their skills and knowledge to serve people e.g teaching,
constructing roads, treating sick people etc. in this lesson, we will
explore projects as activities that people can do to get money.

Guided practice (10 mins):

What is a project? (let child respond).then say a project is an individual
or collaborative activity that is carefully planned to achieve a particular
aim e.g bee keeping to make honey, poultry keeping to get eggs and
meat for sale tree planting to conserve the environment. Through
projects, people earn knowledge, skills and sometimes money hence
projects are important to humans.
There are so many other examples of projects. Can you think about 2
more examples (let child respond).

Independent practice (10 mins):

 Define a project
 Give 3 examples of projects
 Why are projects carried out?

Closing (2 min):
Why are projects important to us?

Subject: Science
 Class: P4
Lesson No. : 64

Duration Theme: The environment

Topic: Managing resources in our sub county/ division
Sub-topic: Projects

30 min

Subject Competences:
The learner:
 Describes what to do in preparations for a project

Language Competences:
The learner:
 Reads and comprehends information about the activities done in
preparations for a project.

Assessment:
What should one do in preparation to start a project?

Skills: Problem solving

Values: Honesty

Methods :Guided discovery

Activities : Planning for a project

Materials :

References:
P.4 NCDC Abridged curriculum , pg. 68

Connecting to the larger goal:

Proper planning for any project is necessary for one to succeed in the
project

Key points:
 Planning for a project means to put in place what will be needed
in the project and how resources shall be used during the time of
the project.
  We consider so many things before starting a project e.g time,
money, space, knowledge/ skills required etc.
 Proper planning for any project is necessary for one to succeed.

Lesson Procedure

Do now/opening (2 mins):
Why are projects important to us? (let child respond)

Introduction to new material (6 mins):

Jane is a farmer who wants to grow maize for sale. She plans on
planting maize grains on 1 acre of land next season which will be
starting 2 months from now. What should Jane do before next season
starts? (let child respond). Then say she has to know what amount of
maize grains she will for 1 acre of land, the price of the grains, where to
get high quality grains etc. if Jane does the above activities, her work is
likely to fail in her work. In this lesson, we will explore how to prepare
for any project.

Guided practice (10 mins):

What should one do in preparation for a project? Let child respond.
Then say in preparation for any project, one should;
 Identify the project activity.
 Determine how much money will be needed.
 Determine the knowledge and skills required.
 Determine the amount of space required.
 Determine how long the project will take place.
 Determine the possible challenges and h0ow to address them.
 Determine the available opportunities to support the project and
how to maximize them.

When we prepare well, we increase the chances of project success.

Independent practice (10 mins):

What should one do in preparation to start a project?

Closing (2 min):
Why is it important to prepare well for the project?
 Subject: Science
Class: P4
Lesson No. : 65

Duration Theme: The environment

Topic: Managing resources in our sub county/ division
Sub-topic: Bee keeping project

30 min

Subject Competences:
The learner:
 Identifies the requirements for the bee keeping project.
 Describes how to manage the bee keeping project.
Language Competences:
The learner:
Reads and comprehends information about the bee keeping project.

Assessment:
1. What are the requirements for one to start a bee keeping project?
2. What should one do to successfully manage a bee keeping
project?

Skills: Leadership
Values: Respect

Methods : Guided discovery

Activities :
Describing how to manage a bee keeping project.

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 68

Connecting to the larger goal:

Through the bee keeping project, we can get honey which is useful as
medicine and can also be sold to get money.

Key points:
 In a bee keeping project, we manage bees that in turn give us
 honey.
 We need hives to manage the bees.
 The bee keeping project gives honey which is medicine and can
also be sold to get money.

Lesson Procedure

Do now/opening (2 mins):
If you want your brain to function very well daily, what should you do?
(let child respond). Then you can suggest responses such as have
enough sleep (6 hours of sleep per day), eat a balanced diet and drink
enough drinks.

Introduction to new material (6 mins):

Emmanuel manages his time while Emily doesn’t manage his time well.
Who do you think has higher chances of being a successful person? (let
child respond with reasons). Then say, people who manage resources
such as time will have higher chances of being successful. In this
lesson, we will explore how to manage a bee keeping project.

Guided practice (10 mins):

What is required for one to start a bee keeping project? (let child
respond). Then say, we need
Hives, wax, protective equipment, money, bee hive location.

How can one successfully manage a bee keeping project?

 Make sure there is no noise near the bee hives.
 Plant flowers around the bee hives.
 Ensure that people don’t visit the hives frequently.
 Inspect the hives regularly to prevent the outbreak of pests and
diseases that can affect the bees.
 Provide water for the bees.

Independent practice (10 mins):

1. What are the requirements for one to start a bee keeping project?
2. What should one do to successfully manage a bee keeping
project?

Closing (2 min):

How useful is the bee keeping project?

 Subject: Science
Class: P4
Lesson No. : 66

Duration Theme: The human body

Topic: The major body organs
Sub-topic: Location of the different body organs

30 min

Subject Competences:
The learner:
 Defines a body organ
 Identifies the different body organs
 Observes the structures of the body organs
Language Competences:
The learner:
Reads and comprehends information about body organs.

Assessment:
Display picture showing the different body organs and ask the learner
to identify the different organs by name.

Skills: Observation
Values: Respect

Methods :Guided discovery

Activities :
Identifying body organs by name

Materials :

References:
P.4 NCDC Abridged curriculum, pg 69.
St. Bernard integrated Sci, pupil’s book 4 pg. 87.

Connecting to the larger goal:

The human body comprises different organs that work together to
achieve different purposes.

Key points:
  The human body comprises many body organs serving different
functions.
 The organs include the brain, heart, lungs etc.
 The organs work together and each has its own function.

Lesson Procedure

Do now/opening (2 mins):
Identify any 3 senses of human beings that you know.

Introduction to new material (6 mins):

Every house has different parts e.g door, windows, roof, ventilators etc.
just like the house, a human body has different parts. In this lesson,
we will explore the different body organs.

Guided practice (10 mins):

What is a body organ? (let child respond). Then say a body organ is a
group of tissues that perform a specific function in the body e.h heart,
liver, brain etc. let child watch a video about Major organs of the
human body (youtube.com/watch?v=XyKObgb6fIY).
Then ask can you identify any 4 body organs that you saw in the video?

Independent practice (10 mins):

Display picture showing the different body organs and ask the learner
to identify the different organs by name.

Closing (2 min):
What is a body organ?
 Subject: Science
Class: P4
Lesson No. : 67

Duration Theme: The human body

Topic: The major body organs
Sub-topic: Functions of the eyes, ears and the brain

30 min

Subject Competences:
The learner:
 Describes the function of the eyes, ears and brain.
 Describes the location of eyes, ears and brain
Language Competences:
The learner:
Reads and comprehends information about the eyes, ears and the
brain.

Assessment:
1..What is the function of the;
A. Eyes
B. Ears
C. The brain
2.. Which body organ controls the working of all other body organs?
3. What happens when the brain is damaged?

Skills: Critical thinking

Values: Gratitude

Methods : Guided discovery, brainstorming

Activities :
Describing the functions of the eyes, ears and the brain.

Materials :

References:
P.4 NCDC Abridged curriculum, pg 69.
St. Bernard integrated Sci, pupil’s book 4 pg. 88-89.
Connecting to the larger goal:
Every body organ serves a specific function.

Key points:
 The eyes, ears and the brain are major body organs.
 The eyes are for seeing, ears for hearing and the brain controls
the functioning of all other body organs.
 Each body organs serves a specific function.

Lesson Procedure

Do now/opening (2 mins):
Identify any 6 body organs that you know.

Introduction to new material (6 mins):

What is the use of the following items? (let child respond)
I. Pen … for writing
II. Plate……… for carrying food.

Then say, everything on earth serves a specific function. In this

lesson, we will explore the functions of the eyes, ears and the brain.

Guided practice (10 mins):

Where do we find the ;
I. Eyes………. FRONT part of the head called face.
II. Ears….. on either sides of the head.
III. Brain…. Inside the head and its protected by every hard bone
called the skull.
What is the function of the
I. Eyes …. They perform the sense of seeing.
II. Ears……… they perform the sense of hearing by collecting sound
waves from all direction.
III. Brain…….. For thinking, reasoning, learning, remembering and
making decisions. It also controls the functioning of all body
organs.

NOTE: When the brain is damaged, the whole body stops working well.

Independent practice (10 mins):

1..What is the function of the;
a) Eyes
 b) Ears
c) The brain
2.. Which body organ controls the working of all other body organs?
3. What happens when the brain is damaged?

Closing (2 min):
What happens when the brain is damaged?
 Subject: Science
Class: P4
Lesson No. : 68

Duration Theme: The human body

Topic: The major body organs
Sub-topic: Functions of the stomach and liver

30 min

Subject Competences:
The learner:
Describes the functions of the stomach and liver.
Language Competences:
The learner:
Reads and comprehends information about the stomach and liver.

Assessment:
1..What is the function of;
I. The stomach ……………..
II. The liver…………………….
2.a) What is the name of the digestive juice produced by the liver?
b). What is the function of the digestive juice in a.) above?
3.a) Which digestive juice is produced in the stomach?
b.) State any one function of the digestive juice mentioned in a.) above.

Skills: Critical thinking

Values: Gratitude

Methods :Guided discovery, brainstorming

Activities :
Describing the functions of the stomach and the liver.

Materials :

References:
 P.4 NCDC Abridged curriculum, pg. 69
 St. Bernard integrated Sci, pupil’s book 4, pg 89,91-92

Connecting to the larger goal:

Every body organ serves a specific function.
Key points:
 The stomach and the liver are major body organs.
 The stomach is involved in food digestion while the liver changes
poisonous substances in digested food and in blood into non-
poisonous substances (detoxification).
 Every body organ serves a specific a specific function.

Lesson Procedure

Do now/opening (2 mins):
Which body organ performs the sense of
I. Hearing ……………………..
II. Seeing ……………………….

Introduction to new material (6 mins):

Everything on earth serves a particular function.
What is the function of
I. Charcoal stove………………………(let child respond)
II. Bicycle…………………………………

In this lesson, we will explore the functions of the stomach and the
liver.

Guided practice (10 mins):

Tell child to touch his or her stomach. Then ask, What do you think is
its function? (let child respond) then say a stomach is where food from
the mouth goes. The stomach walls produce a digestive juice called
gastric juice which contains substances such as pepsin enzyme that
break down food during the digestion process. Hence the stomach
actively participates in food digestion.

One of the body organs we saw previously is the liver. What do you
think is its function? (let child respond). Then say do you think is its
function of changing poisonous substances. It also produces a digestive
juice called bile that breaks down fats during food digestion.

Independent practice (10 mins):

1.. What is the function of;
I. The stomach ……………..
II. The liver…………………….
2.a) What is the name of the digestive juice produced by the liver?
b). What is the function of the digestive juice in a.) above?
3.a) Which digestive juice is produced in the stomach?
b.) State any one function of the digestive juice mentioned in a.) above.

Closing (2 min):
How useful is the stomach to man?
 Subject: Science
Class: P4
Lesson No. : 69

Duration Theme: The human body

Topic: The major body organs
Sub-topic: The heart

30 min

Subject Competences:
The learner:
 Identifies the functions of the heart
 Identifies the four chambers of the heart
Language Competences:
The learner:
Reads and comprehends information about the heart.

Assessment:
1. What is the work of the heart in our body?
2. Where does the blood get the food?
3. Where does the blood get oxygen?
4. Can you identify the 4 chambers of the heart by name?
5. What is the average heart beat rate per minute in an adult?.

Skills: Making connections

Values: Gratitude

Methods : Guided discovery, brainstorming

Activities:
Describing the structures and function of the heart.

Materials :

References:
 P.4 NCDC Abridged curriculum, pg. 69
 St. Bernard integrated Sci, pupil’s book 4, pg 90.

Connecting to the larger goal:

The heart pumps blood to all body parts hence keeping all the cells
alive.
Key points:
 The heart is found in the chest region and it is protected by the
rib cage.
 The heart comprises four chambers.
 The heart pumps blood to all body parts hence keeping all cells
alive.

Lesson Procedure

Do now/opening (2 mins):
What digestive juice is produced in the
I. Stomach ……………..
II. Liver …………………..

Introduction to new material (6 mins):

Place your left hand on the left side of your chest, what do you feel? (let
child respond). Then say, we find the heart in the chest region and it
beats all the time as it pumps blood. Scientists have discovered that the
average heart beat rate is 72 times per minute in an adult. The heart
is protected by the ribcage.
We will explore more about the heart in this lesson.

Guided practice (10 mins):

How does the heart look like? (let child respond) then let them watch
video about 4 chambers of the heart. Yiutube.com/watch?
v=SZQpqsLDsM).. After, ask how many chambers make up the heart?
(let child respond). Then say, the heart pumps blood to all body parts.
When blood moves, it moves with digested food from the small
intestines to the liver and then from the liver, digested food is taken in
small bits to all body parts.

NOTE: Blood also carries oxygen from the lungs to the heart and it is
again pumped to all body parts.

Independent practice (10 mins):

1. What is the work of the heart in our body?
2. Where does the blood get the food?
3. Where does the blood get oxygen?
4. Can you identify the 4 chambers of the heart by name?
5. What is the average heart beat rate per minute in an adult?.
Closing (2 min):
How useful is the heart to man?
 Subject: Science
Class: P4
Lesson No. : 70

Duration Theme: The human body

Topic: The major body organs
Sub-topic: The lungs

30 min

Subject Competences:
The learner:
 Identifies the function of the lungs
 Identifies the location of the lungs
 Identifies the use of oxygen in the body.
Language Competences:
The learner:
Reads and comprehends information about the lungs.

Assessment:
1. Where in your body are the lungs found?
2. What is the use of oxygen in the body?
3. How useful are lungs to men?

Skills: Making connections

Values: Gratitude

Methods : Guided discovery, brainstorming

Activities: Describing the structure and function of the lungs.

Materials :

References:
 P.4 NCDC Abridged curriculum, pg. 69
 St. Bernard integrated Sci, pupil’s book 4, pg 91.

Connecting to the larger goal: The lungs are involved in taking air in
and out of the body. Oxygen in air breakdown food in the body to
produce used to do work.

Key points:
  The lungs are found in the chest region and it is protected by the
rib cage.
 We have 2 lungs i.e the left and right lung.
 The lungs are involved in taking air in and out of the body.
Oxygen in air breaks down food in the body to produce energy
used to work.

Lesson Procedure

Do now/opening (2 mins):
1. Where does the blood get oxygen?
2. Where does the blood get the food?

Introduction to new material (6 mins):

Tell child to breathe in, then tell them to breathe out . then ask, when
you breathed in, where did the air go? (let child respond). Then say air
goes to the lungs when we breathe in. in this lesson we will explore the
structure and function of the lungs.

Guided practice (10 mins):

Let child watch video about lungs structure and functions.
(youtube.com/watch?v=sZV4j-Gtmul). Then ask what do you think
happens in the lungs?
(let child respond). Then let child watch another video about what
happens when you breathe? (youtube.com/watch?v=HCoDDPfq7B8).
Then say, the lungs are concerned with taking air in and out of the
body. When we breathe in air containing oxygen goes to the lungs.
Blood picks up oxygen from the lungs and takes it to other body parts.
This oxygen then burns down food in the body to produce energy.

NOTE: In the alveoli. The red blood cells in blood take up oxygen from
the in held air while carbon dioxide is given up to the alveoli from blood
and then breathed out through the nose. This process is called gaseous
exchange. Thus the lungs are organs where gaseous exchange occurs.

Independent practice (10 mins):

1. Where in your body are the lungs found?
2. What is the use of oxygen in the body?
3. How useful are lungs to men?

Closing (2 min):
How useful are the lungs to man?
 Subject: Science
Class: P4
Lesson No. :71

Duration Theme: The human body

Topic: The major body organs
Sub-topic: The kidneys and the urinary bladder

30 min

Subject Competences:
The learner:
Identifies the function of the kidney
Identifies the function of the urinary bladder.
Language Competences:
The learner:
Reads and comprehends information about the kidneys and the
bladder.

Assessment:
How useful are the following organs:
I. Kidneys ……………………………………….
II. The urinary bladder…………………………

What is urine?

Skills: Making connections

Values: Gratitude

Methods : Guided discovery, brainstorming

Activities : Describing the function of the kidneys and the urinary

bladder

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 69
St. Bernard integrated Sci, pupil’s book 4, pg 92.

Connecting to the larger goal:

The kidneys filter wastes from blood and the body which is passed out
through the bladder as urine.

Key points:
 A human body has 2 kidneys --- These are bean shaped organs
found behind the abdomen. The bladder stores urine from the
kidneys.
 The kidneys and the bladder work hand in hand.
 The kidneys filter wastes from blood and the body which is passed
out through the bladder as urine.

Lesson Procedure

Do now/opening (2 mins):
In which part of the lungs does gaseous exchange take place? (let child
respond).

Introduction to new material (6 mins):

Sometimes every human being urinates. Have you ever wondered where
urine comes from? Which organs are involved in the production of
urine? (Pause and let child to respond to the above questions). Then
say, in this lesson, we will explore the kidneys and the urinary bladder
and how they are connected to urine production.

Guided practice (10 mins):

Which irgans are involved in urine production? (let child respond).
Then say the kidneys and the bladder are involved in urine production.
Then let child watch video about how your urinary system works.
Youtube.com/watch?v-Dzredwd_5Ba. Then ask what is the use of the
Kidneys? (let child respond). Then say the kidneys filter wastes from
the blood which are then passed out as urine.

iii. Bladder? (let child respond). Then say,, the bladder

i=stores urine from the kidneys before passing it out.

NOTE: Urine is a watery, yellowish fluid stored in the bladder and

discharged through the urethra. It is one of the body’s chief means of
removing excess water and salts.

Independent practice (10 mins):

How useful are the following organs:
I. Kidneys ……………………………………….
II. The urinary bladder…………………………
What is urine?

Closing (2 min):
How useful are the kidneys to man?
 Subject: Science
Class: P4
Lesson No. : 72

Duration Theme: The human body

Topic: The major body organs
Sub-topic: How the human works

30 min

Subject Competences:
The learner:
Describes how the human body breaks down food.
Language Competences:
The learner:
Reads and comprehends information about how the human body
breaks down food.

Assessment:
Describe what happens in the human body after taking in food.

Skills: Making connections

Values: Gratitude

Methods :Guided discovery, brainstorming

Activities :
Describing how the human body breaks down food.

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 69
St. Bernard integrated Sci, pupil’s book 4, pg 93

Connecting to the larger goal:

When food is broken down, we get energy to do work.

Key points:
 We eat food to get energy to do work.
 Food is broken down into smaller particles through the process of
digestion.
  We get energy to do work once food is broken down.

Lesson Procedure

Do now/opening (2 mins):
1..How useful are these organs in the body?
a) Kidneys
b) Urinary bladder

Introduction to new material (6 mins):

Every human being eats food in order to live. Have you ever wondered
what happens to the food after we put it? (Pause and let child respond).
Then say in this lesson we will explore what happens to the food after it
goes into our bodies.

Guided practice (10 mins):

Let child watch a video about the digestive system and digestion.
(youtube.com/watch?v=v3E1txcKPe8). Then say when food is eaten, it
is then broken down into smaller particles and absorbed into blood as
nutrients that are useful to the body. The food that is not digested goes
to the large intestines and then rectum to be pushed out through the
anus as faeces.

Independent practice (10 mins):

Describe what happens in the human body after taking in food.

Closing (2 min):
What happens to food that is not digested?

Subject: Science
 Class: P4
Lesson No. : 73

Duration Theme: The human body

Topic: The major body organs
Sub-topic: How the human body works

30 min

Subject Competences:
The learner:
Describes how the body uses food and oxygen to get energy
Language Competences:
The learner:
Reads and comprehends information about how the body uses food and
oxygen to get energy.

Assessment:
Describe how the body uses food and oxygen to get energy.

Skills: Making connections

Values: Gratitude

Methods :Guided discovery, brainstorming

Activities :
Describing how the body uses food and oxygen to get energy.

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 69
St. Bernard integrated Sci, pupil’s book 4, pg 93

Connecting to the larger goal:

When food is broken down, we get energy to do work

Key points:
 We eat food to get energy to do work.
 Food is broken down into smaller particles through the process of
digestion.
  We get energy to do work once food is broken down.

Lesson Procedure

Do now/opening (2 mins):
Give three examples of nutrients that we get from food.

Introduction to new material (6 mins):

When we eat food, we get energy. Have you ever wondered how the food
we eat changes into energy? (Pause and let child ) Reflect or respond).
Then say, in this lesson , we will explore how the body uses food and
oxygen to get energy.

Guided practice (10 mins):

Let the child watch a video about how the body uses food and oxygen
to get energy. (youtube.com/watch?v=ARzHd13NHJE). Then say, food
is broken into very small particles during digestion. It is then absorbed
in the body as nutrients. Some nutrients i.e carbohydrates will give us
energy, other nutrients i.e proteins build our bodies and repair worn
out tissue while others i.e vitamins protect our bodies from diseases.
We breathe in oxygen through the nose into the lungs to burn food in
the body and give us energy.

Independent practice (10 mins):

Describe how the body uses food and oxygen to get energy.

Closing (2 min):
Which food nutrients avail us with energy?
 Subject: Science
Class: P4
Lesson No. : 74

Duration Theme: The human body

Topic: The major body organs
Sub-topic: How the human body works

30 min

Subject Competences:
The learner:
Describes how food and oxygen are carried to different body parts.
Language Competences:
The learner:
Reads and comprehends information about how food and oxygen are
carried to different body parts.

Assessment:
How is food and oxygen carried to the different body parts.

Skills: Making connections

Values: Gratitude

Methods : Guided discovery, brainstorming

Activities :
Describing how food and oxygen are carried to the different body parts.

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 69
St. Bernard integrated Sci, pupil’s book 4, pg 94

Connecting to the larger goal:

Blood transports food and oxygen to the different body parts.

Key points:
 Our bodies need food and oxygen in order to live.
 Blood transports food and oxygen to the different body parts.
 Food avails oxygen to the body to function well.
Lesson Procedure

Do now/opening (2 mins):
Which food nutrients is responsible for:
I. Providing energy…………………………….
II. Building the body……………………………..

Introduction to new material (6 mins):

What happens when you cut your finger? (let child respond). Then say,
the blood you see coming out when you cut your finger comes from the
heart. In this lesson, we will explore how blood transports food and
oxygen to the different body parts.

Guided practice (10 mins):

We know that blood moves continuously around the body but what do
you think exactly happens as it moves? (let child respond). Then say,

 The heart receives blood from all body parts and pumps it to the
lungs to pick oxygen.
 In the lungs, blood picks oxygen and loses carbon dioxide.
 Blood with oxygen goes back to the heart to be pumped to all
body parts.
 This blood also picks digested food from the intestines and takes
it all body parts to be use.

Independent practice (10 mins):

How is food and oxygen carried to the different body parts.

Closing (2 min):
Why does blood go to the lungs?
 Subject: Science
Class: P4
Lesson No. : 75

Duration Theme: The human body

Topic: The major body organ
Sub-topic: How the human body works

30 min

Subject Competences:
The learner:
Describes how the human body removes waster products.
Language Competences:
The learner:
Reads and comprehends information about how the body removes
waste products.

Assessment:
How does the human body remove waste products?

Skills: Making connections

Values: Gratitude

Methods : Guided discovery, brainstorming

Activities : Describing how the human body removes waste products.

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 69
St. Bernard integrated Sci, pupil’s book 4, pg 94

Connecting to the larger goal:

When the waste products are removed, the body becomes healthier.

Key points:
 Waste products are substances produced in the body but are not
 needed by the body.
 Examples of waste products are excess water, excess salts etc.
 When the waste products are removed, the body becomes more
healthier.

Lesson Procedure

Do now/opening (2 mins):
What happens when blood goes to the lungs?
(let child respond).

Introduction to new material (6 mins):

After running 2 km, Emma realized that all his clothes had become
wet- because water was coming out from his skin. What scientific name
do we give to this watery substance that comes out of the skin after a
heavy exercise? (let child respond). Then say, the substance is called
sweat. It contains water and salt and it’s a waste product. In this
lesson, we will explore how the human body removes waste products.

Guided practice (10 mins):

Let child watch video about the excretory system (youtube.com/watch?
v=Myk21d5bWpl). Then ask, what are waste products? (let child
respond). Then say, these are substances produced in the body but are
not needed by the body e.g excess water, excess salts etc. how are these
products removed from the body? (let child respond). Then say,
 Excess water and salts are passed out through the skin as sweat.
 Some excess water is also removed through the kidneys as urine.

Independent practice (10 mins):

How does the human body remove waste products?

Closing (2 min):
Give 2 examples of waste products.

Subject: Science
 Class: P4
Lesson No. : 76

Duration Theme: The human body

Topic: The teeth
Sub-topic: Sets of teeth

30 min

Subject Competences:
The learner:
Describes the arrangement of milk teeth.
Describes the arrangement of permanent
Language Competences:
The learner:
Reads and comprehends information about the sets of teeth

Assessment:
1. Identify the 2 sets of teeth
2. How many teeth constitute each of the sets of teeth in i.) above?
3. Which teeth are art of the permanent teeth but not found in milk
teeth?

Skills: Communication
Values: Kindness

Methods :Brainstorming

Activities :

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 70
St. Bernard integrated Sci, pupil’s book 4, pg 97-98

Connecting to the larger goal:

Without teeth, eating food would be very difficult.

Key points:
 Teeth are found in the mouth and they break down food into
 small particles before we swallow it.
 We have 2 sets of teeth i.e milk teeth and permanent teeth.
 Without teeth, eating food would be very difficult.

Lesson Procedure

Do now/opening (2 mins):
Define waste products and guve 2 examples of these products.

Introduction to new material (6 mins):

We eat food daily. What part of the body do, we use to chew food? (let
child respond). Then say in this we will explore the sets of teeth.

Guided practice (10 mins):

How many sets of teeth to humans have? (let child respond). Then say ,
we have 2 sets of teeth i.e milk teeth and permanent teeth. The first
set of teeth in children is called milk teeth. These grow from the age of
about 6 months and start falling out at the age of about 5 years. They
are replaced by permanent teeth which grow up to old age. There are
32 permanent teeth. This is how the 2 sets of teeth are arranged.

a.) Milk teeth arrangement

Incisors Canines Premolars Total
Power jaw 4 2 4 10

Upper jaw 4 2 4 10
Total 8 4 8 20

b. ) Permanent teeth arrangement

Incisors Canines Premolars Molars Total
lower jaw 4 2 4 6 16

Upper jaw 4 2 4 6 16
Total 8 4 8 12 32

Independent practice (10 mins):

1. Identify the 2 sets of teeth
2. How many teeth constitute each of the sets of teeth in i.) Above?
 3. Which teeth are art of the permanent teeth but not found in milk
teeth?

Closing (2 min):
How many sets of teeth do humans have?
 Subject: Science
Class: P4
Lesson No. : 77

Duration Theme: The human body

Topic: The teeth
Sub-topic: Types of teeth and their functions.

30 min

Subject Competences:
The learner:
Identifies the different types teeth
Describes the function and structure of the different types if teeth.
Language Competences:
The learner:
Reads and comprehends information about the different types of teeth.

Assessment:
 Name the 4 different types of teeth.
 Describe each type of teeth.
 Give the function of each type of teeth.

Skills: Communication
Values: Kindness

Methods : Guided discovery, brainstorming

Activities :
Describing the function and structure of each type of teeth.

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 70
St. Bernard integrated Sci, pupil’s book 4, pg 98-100

Connecting to the larger goal:

Without teeth, eating food would be very difficult

Key points:
  Teeth break down food into smaller particles for easy digestion.
 There are 4 types of teeth i.e incisors, canines, premolars and
molars.
 Without teeth, eating food would be very difficult.

Lesson Procedure

Do now/opening (2 mins):
Below is a simple description of the milk teeth arrangement. Fill in the
missing numbers.
Incisors Canines Premolars Total
lower jaw ---- 2 ----- ----

Upper jaw 4 ----- 4 ----

Total 8 ----- 8 20

Introduction to new material (6 mins):

Different foods are eaten using different teeth e.g meat is eaten using a
specific type of teeth. In this lesson, we will explore the different types
of teeth and their respective functions.

Guided practice (10 mins):

Identify the 4 types of teeth in the mouth (let child respond). Then say,
the types of teeth are;
Incisors—THESE have a chisel shaped edge and have one root. They
are found in the front part of the mouth and are used for cutting and
biting food.
(Display image of this tooth as you describe it)

Canines
These are curved, pointe and sharp. They have one root and are found
between the incisors and premolars. They are used for tearing flesh.
(display image 0of this tooth as you describe it)

Premolars
These are broad and flat with rough blunt tops. They have one root
and are found next to the canine teeth. They are used for chewing,
crushing and grinding food. (display images as you describe).
Molars
These are also broad and flat with rough blunt tops but are bigger than
the premolars. The molars in the lower jaw have 2 roots while those in
the upper jaw have 3 roots. They are used for chewing, crushing and
grinding food. (display images as you describe).

Note: the last molar in each jaw are called wisdom teeth.

Independent practice (10 mins):

 Name the 4 different types of teeth.
 Describe each type of teeth.
 Give the function of each type of teeth

Closing (2 min):
Which type of teeth are responsible for
 Biting food
 Tearing flesh
 Subject: Science
Class: P4
Lesson No. : 78

Duration Theme: The human body

Topic: The teeth
Sub-topic: Teeth structures

30 min

Subject Competences:
The learner:
Identifies the regions of a tooth
Language Competences:
The learner:
Reads and comprehends information about the regions of a tooth.

Assessment:
Display image of a tooth and ask the learner to identify each region.
What is the use of the following parts of a tooth;
a) Enamel…………….
b) Root…………………

Skills: communication
Values: Kindness

Methods :Brainstorming, demonstration

Activities :
Identifying the regions of a tooth

Materials : Images of a tooth.

References:
P.4 NCDC Abridged curriculum, pg. 70
St. Bernard integrated Sci, pupil’s book 4, pg 98-103-104

Connecting to the larger goal:

Without teeth, eating food would be very difficult.

Key points:
  A tooth has 3 regions i.e crown, neck and root.
 Each region comprises different parts.
 Without teeth, eating food would be very difficult.

Lesson Procedure

Do now/opening (2 mins):
Which type of teeth are responsible for
I. Grinding food………………
II. Tearing flesh……………….

Introduction to new material (6 mins):

Very body part comprises different things e.g the heart has 4 chambers.
In this lesson, we will explore the different regions of a tooth.

Guided practice (10 mins):

Let child watch video about tooth structure. (youtube.com/watch?
v=rHo_kbOgFcw).
Then ask, what parts of a tooth did you see from the video? (let child
respond). Then say a tooth has three regions i.e the crown, the neck
and the root. The crown is the upper white part of the tooth we use
above the gum.

The neck is the middle part found between the crown and the root. It
separates the root from the crown.
The root is the bottom part which fixes the tooth into the jaw bone. It
holds the tooth firmly in the jaw bone by tough fibres.

Note: The enamel is the hardest outer part of the tooth that covers the
crown. It comprises minerals such as calcium and phosphorous. It
protects the inside parts of the tooth from wear and tear.

Independent practice (10 mins):

Display image of a tooth and ask the learner to identify each region.
What is the use of the following parts of a tooth;
 Enamel…………….
 Root…………………

Closing (2 min):
Can you identify the 3 regions of a tooth?
 Subject: Science
Class: P4
Lesson No. : 79

Duration Theme: The human body

Topic: The teeth
Sub-topic: Care for our teeth

30 min

Subject Competences:
The learner:
Describes the ways of caring for the teeth.
Language Competences:
The learner:
Reads and comprehends information about caring for the teeth.

Assessment:
 Why should you brush your teeth after every meal?
 Why should you brush your tongue in the morning?
 What is the importance of tooth paste when brushing teeth?
 What can one use to clean teeth instead of tooth paste?
 What is the importance of flossing teeth?

Skills: Problem solving

Values: Empathy

Methods : Demonstration, guided discovery

Activities :

Materials :
Tooth paste, tooth brush, charcoal.

References:
P.4 NCDC Abridged curriculum, pg. 70
St. Bernard integrated Sci, pupil’s book 4, pg 104-107

Connecting to the larger goal:

When we care for the teeth, they will not be weakened by germs.

Key points:
 Caring for the teeth means doing things that will ensure that the
teeth are in good health.
 There are many ways of caring for the teeth e.g brushing teeth
after every meal.
 When are care for the teeth, they will not be weakened by germs.

Lesson Procedure

Do now/opening (2 mins):
Which region of the tooth ;
I. Holds the tooth firmly in the jaw bone?
II. Separates the root from the crown?

Introduction to new material (6 mins):

When we take good care of our gardens, the crops yield highly. Likewise
when we care for our teeth, they stay healthy and thus function more
effectively. In this lesson, we will exp0lore the ways of caring for teeth.

Guided practice (10 mins):

What are some of the ways of caring for the teeth? (let child respond).
Then say, we can care for the teeth by;
 Brushing our teeth with toothpaste or salt, or charcoal at least
twice a day. The tooth paste or salt or charcoal kills the germs in
the teeth. Also, brush the tongue.
Note that we brush teeth in order to remove food particles between the
teeth that may attract germs which cause teeth decay.

 Flossing teeth
This is the removal of food particles between teeth using a floss. A
dental floss looks like a thread and is made of nylon gauze.
Carrying out dental checkups at least once every six months. We visit a
dentist ( a health worker who treats teeth) to clean up our teeth
thoroughly in order to avoid decay.

 Eating the right food for teeth. Avoid very hard foods such as
bones because they crack the teeth. Instead eat foods rich in
minerals, vitamins and have fibres since these keep the teeth
strong and healthy.
Independent practice (10 mins):
 Why should you brush your teeth after every meal?
 Why should you brush your tongue in the morning?
 What is the importance of tooth paste when brushing teeth?
 What can one use to clean teeth instead of tooth paste?
 What is the importance of flossing teeth?

Closing (2 min):

Why should we brush our teeth daily?

 Subject: Science
Class: P4
Lesson No. : 80

Duration Theme: The human body

Topic: The teeth
Sub-topic: Teeth diseases

30 min

Subject Competences:
The learner:
Identifies the teeth diseases and their causes.
Identifies ways of the preventing teeth diseases.
Language Competences:
The learner:
Reads and comprehends information about teeth diseases.

Assessment:
 Name any 2 diseases that affect teeth.
 How can a P.4 child prevent teeth diseases?

Skills: Problem solving

Values: Empathy

Methods :Brainstorming

Activities :
Identifying ways of preventing teeth diseases.

Materials :
Toothpaste, tooth brush.

References:
P.4 NCDC Abridged curriculum, pg. 71
St. Bernard integrated Sci, pupil’s book 4, pg 108-109

Connecting to the larger goal:

If we d0ont take good care of the teeth, they will be attacked by germs
leading to diseases.

Key points:
  Teeth diseases happen when germs attack the teeth.
 Teeth diseases include dental cavity, dental plagues and gum
diseases.
 If we don’t take good care of the teeth, they will be attacked by
germs leading to diseases.

Lesson Procedure

Do now/opening (2 mins):
Identify any 2 ways of caring for the teeth.

Introduction to new material (6 mins):

If we don’t take good care of our gardens, pests and diseases will
increase leading to low yields. Likewise, if we don’t care about the teeth,
they will be attacked by germs leading to diseases. in this lesson, we
will explore teeth diseases and how to prevent them .

Guided practice (10 mins):

Give any example of teeth diseases that you know (let child respond).
Then say teeth diseases include;
i..) Dental cavity/tooth decay. This is caused by a bacteria which
develops a hole in the tooth.
Note: Dental cavity can also be called dental caries.

ii.) Dental plaques. This is also caused by a bacteria. A plaque is a

sticky yellow or brown coating that forms on teeth when the bacteria in
the mouth mix with sugary or starchy foods. This can cause a tooth
decay if not removed.

iii.) Gum diseases. (gingivitis). These are also caused by bacteria. The
gum becomes swollen and bright red, when one brushed, it bleeds.

How can a p.4 child prevent teeth diseases? (let child respond).
Then say by;
 Brushing teeth at least twice a day.
 Always eating the right foods.
 Avoiding eating sugarly foods for a long time.
 Visiting a dentist at least once every six months and any time
they feel pain in the teeth.
Independent practice (10 mins):
 Name any 2 diseases that affect teeth.
 How can a P.4 child prevent teeth diseases?

Closing (2 min):
Give 2 examples of teeth diseases that you know.
 Subject: Science
Class: P4
Lesson No. : 81

Duration Theme: The human body

Topic: THE Teeth
Sub-topic: Teeth disorders

30 min

Subject Competences:
The learner:
Identifies teeth disorders and their causes.
Language Competences:
The learner:
Reads and comprehends information about teeth disorders.

Assessment:
1. Identify any 2 teeth disorders that you know.
2. In what ways can one prevent teeth disorders? (give 2 ways)

Skills: Problem solving

Values: Empathy

Methods : Guided discovery, discussion

Activities :
Identifying teeth disorders and how to prevent them.

Materials : Images of teeth disorders

References:
P.4 NCDC Abridged curriculum, pg. 71
St. Bernard integrated Sci, pupil’s book 4, pg 110-111

Connecting to the larger goal:

If we don’t take good care of the teeth, teeth disorders may result.

Key points:
 Teeth disorders refers to teeth abnormalities.
 Teeth disorders can include; improper growth of teeth, broken
teeth etc.
  If we don’t take good care of the teeth, teeth disorders may result.

Lesson Procedure

Do now/opening (2 mins):
Identify any 2 ways of preventing teeth diseases.

Introduction to new material (6 mins):

Sometimes bad things for which we have no control can happen to us
e.g we could be involved in a car accident hence breaking our legs and
becoming lame. Other times, our carelessness can cause bad things to
happen to us e.g playing in the middle road leading to being knocked
down by a car.
In this lesson, we will explore teeth disorders that can happen either
naturally without our control whatsoever or can be caused by our
reckless actions.

Guided practice (10 mins):

What are some of the examples of teeth disorder? (let child respond).
Then say, teeth disorders include;
Improper growth of teeth.
This is the growth of teeth in a wrong way e.g developing of gaps
between the teeth, some teeth extend out of the mouth, some teeth
grow on top of others, etc. this may be caused by ;
 Thumb or finger sucking
 Late removal of milk teeth.
 Finger nails biting

However, if one visits a dentist they can be corrected using dental

braces. (display image of dental braces).

b.) Broken and cracked teeth

Here the teeth appear with cracks or are broken. This can be prevented
by;
 Not opening soda bottles with your teeth.
 Not biting hard objects e.g hard bones or metal with your teeth.

Independent practice (10 mins):

1. Identify any 2 teeth disorders that you know.
2. In what ways can one prevent teeth disorders? (give 2 ways).

Closing (2 min):
Give 2 possible causes of improper growth of teeth.
 Subject: Science
Class: P4
Lesson No. : 82

Duration Theme: Human health

Topic: Personal hygiene
Sub-topic: Keeping our bodies clean

30 min

Subject Competences:
The learner:
 Defines personal hygiene
 Identifies the importance of keeping our bodies clean.
 Identifies ways of keeping our bodies clean.
Language Competences:
The learner:
Reads and comprehends information about keeping our bodies clean.

Assessment:
1. Why should we keep our bodies clean? (give any 2 reasons)
2. Outline 4 ways of keeping our bodies clean.

Skills: Critical thinking

Values: Respect

Methods :Guided discovery, brainstorming

Activities :
Describing how to keep our bodies clean.

Materials : Water, soap, tooth brush, sponge etc.

References:
P.4 NCDC Abridged curriculum, pg. 72
St. Bernard integrated Sci, pupil’s book 4, pg 61-63

Connecting to the larger goal:

Our bodies get dirty as we carryout different activities so it is necessary
to clean them in order to prevent diseases.

Key points:
  Personal hygiene means to keep one’s body clean.
 There are many ways of keeping our bodies’ clean e.g bating with
soap and water daily.
 When we keep our bodies clean, we keep away germs from them
thereby preventing diseases.

Lesson Procedure

Do now/opening (2 mins):
Identify 3 items that one can use to clean his or her body.

Introduction to new material (6 mins):

Can you name any 5 boy parts? When do you clean each of these body
parts you have mentioned? (let child respond). In this lesson, we will
explore why we need to keep our bodies clean and ways of keeping the
bodies clean.

Guided practice (10 mins):

What is personal hygiene? (let child respond). Then say personal
hygiene is the keeping of one’s body clean. This is done to keep away
germs hence preventing diseases. Why do you think we keep our bodies
clean? (let child respond). Then say our bodies are kept clean in order
to;

 To keep away germs hence preventing diseases.

 Look smart
 Avoid having a bad smell.

What are some of the ways to keep our bodies clean?

(let child respond). Then say;
 By bathing with clean water and soap daily.
 By cutting our finger nails short and clean.
 By washing our hands after visiting a latrine/toilet.
 By brushing our teeth at least twice a day.

What are some of the things used to clean our bodies? (let child
respond). Then, outline the items such as soap, sponge, toothbrush,
razorblade, tooth paste (display images of each item).
Independent practice (10 mins):
 Why should we keep our bodies clean? (give any 2 reasons)
 Outline 4 ways of keeping our bodies clean.

Closing (2 min):
Identify any 2 ways of keeping your body clean.
 Subject: Science
Class: P4
Lesson No. : 83

Duration Theme: Human Health

Topic: Personal Hygiene
Sub-topic: Keeping beddings and clothing’s clean

30 min

Subject Competences:
The learner:
Gives examples of beddings and clothings.
Describes ways of keeping beddings and clothings clean.
Language Competences:
The learner:
Reads and comprehends information about how to keep beddings and
clothings clean.

Assessment:
1. How can beddings be kept clean?
2. How can clothings be kept clean?
3. Give 3 examples of beddings.
4. Give 3 examples of clothings.

Skills: Critical thinking

Values: Respect

Methods : Guided discovery, brainstorming

Activities :
Describes ways of keeping beddings and clothings clean.

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 72
St. Bernard integrated Sci, pupil’s book 4, pg 65-67

Connecting to the larger goal:

Beddings and clothings should be kept clean in order to keep away
germs hence preventing diseases.
Key points:
Beddings include bed sheets, blankets, bed covers, mattresses etc while
clothings means what is worn in the body e.g shirts, diseases, knickers,
underwear, stocking etc.
There are many ways of keeping beddings and clothings clean e.g
washing them.
Beddings and clothings should be kept clean in order to keep away
germs hence preventing diseases.

Lesson Procedure

Do now/opening (2 mins):
Identify 2 ways of keeping your body clean.

Introduction to new material (6 mins):

What are you wearing right now? Is it clean? If no, how can I make it
clean? If yes, how did you know it? (let child respond to these
questions). Then say, in this lesson, we will explore how to keep
beddings and clothings clean.

Guided practice (10 mins):

Give any examples of clothings that you know. Also give examples of
beddings that you know. (let child respond). Then say, beddings include
bed sheets, blankets, bed covers, mattresses and pillows. Clothings
means what is worn on the body e.g shirts, dresses, knickers,
underwear and stockings.
How can we keep the beddings clean? (let child respond) then say
by;
 Washing them regularly
 Putting mattresses and blankets in the sunshine every after 2
weeks to kill germs and vectors.
 Ironing the bed sheets to kill germs.

How can we keep the clothings clean? (let child respond).

 Then say by; washing them with soap and clean water when they
get dirty. Sometimes we can wash using detergents such as
powdered soap (omo).
 Ironing them after washing to kill germs and look smart.

Independent practice (10 mins):

 1. How can beddings be kept clean?
2. How can clothings be kept clean?
3. Give 3 examples of beddings.
4. Give 3 examples of clothings.

Closing (2 min):
Why do we iron clothes?
 Subject: Science
Class: P4
Lesson No. : 84

Duration Theme: The human health

Topic: Our food
Sub-topic: Classes for food

30 min

Subject Competences:
The learner:
Defines food
Describes what a balanced diet is.
Identifies the 3 main classes of food and their respective functions.
Language Competences:
The learner:
Reads and comprehends information about the classes of food.

Assessment:
What is a balanced diet?
Identify the 3 main classes of food and their respective functions.
Why do we eat food?

Skills: communication
Values: Gratitude

Methods :Brain storming, Guided discovery

Activities :
Identifying the classes of food.

Materials :

References: P.4 NCDC Abridged curriculum, pg. 73

St. Bernard integrated Sci, pupil’s book 4, pg 69

Connecting to the larger goal:

We get energy to do work by eating food.

Key points:
Food is something good to eat, drink and has values to the body e.g
cassava.
Different foods are useful in different ways e.g some foods give us
energy, others make us grow etc.
Food is very useful to humans in a number of ways e.g providing
energy to us.

Lesson Procedure

Do now/opening (2 mins):
What foods do you normally eat? (let child mention the names of food).
Then ask, why do you think you eat food? (let child respond).

Introduction to new material (6 mins):

We eat food daily and it gives us energy to do work. in this lesson, we
will explore the different classes of food and their respective functions.

Guided practice (10 mins):

What is food? (let child respond). Then say, food is something good to
eat, drink and has values to the body. We have 3 mains classes of
food i.e Go foods, Glow foods and Grow foods. These are commonly
known as 3Gs.
Go foods- These are foods we eat to look good e.g mangoes.
Grow foods. There are foods we eat to grow e.g eggs.

NOTE: When preparing a meal, one should include a food from each of
the classes in order to have a balanced meal or a balanced diet. Thus,
a balanced diet or meal is a meal containing all food values or nutrients
in their right amounts.

Independent practice (10 mins):

What is a balanced diet?
Identify the 3 main classes of food and their respective functions.
Why do we eat food?

Closing (2 min):
Give one example of
I. Go food…………………..
II. Grown food……………..

Subject: Science
Class: P4
 Lesson No. : 85

Duration Theme: The human

health
Topic: Our food
Sub-topic: Food values

30 min

Subject Competences:
The learner:
Identifies examples of food rich in proteins
Identifies examples of food rich in carbohydrates.
Describes the function of proteins in the body.
Describe the function of carbohydrates in the body.
Language Competences:
The learner:
Reads and comprehends information about proteins and carbohydrates
importance.

Assessment:
1..What is the importance of eating foods rich in
I. Proteins
II. Carbohydrates
2..Give two examples of foods rich in
I. Proteins
II. Carbohydrates
Why are people who do heavy work such as sportsmen encouraged to
eat foods rich in carbohydrate.

Skills: Communication
Values: Gratitude

Methods : Guided discovery, brainstorming

Activities :
Classifying foods

Materials :

References:
P.4 NCDC Abridged curriculum, pg. 73
St. Bernard integrated Sci, pupil’s book 4, pg 70-73

Connecting to the larger goal:

Carbohydrates provide energy to the body while proteins build the
body.

Key points:
Carbohydrates provide energy to the body while proteins build the
body.
Carbohydrates food includes maize, rice etc while protein rich foods
include eggs, fish, meat etc.
Carbohydrates provide energy to the body while proteins build the
body.

Lesson Procedure

Do now/opening (2 mins):
How useful are the following in the body?
I. Go foods………………………
II. Grow foods…………………..

Introduction to new material (6 mins):

Foods are useful in different ways e.g some provide energy while others
build the body. In this lesson, we will explore proteins rich and
carbohydrates rich foods.

Guided practice (10 mins):

What are cabohydrates? (LET child respond). Then say, these are
energy giving foods e.g maize, yams, rice, sorghum, cassava, sweet
potatoes, irish potatoes (etc). (Display images of each food item above)
people who do heavy work that requires a lot of energy are encouraged t
eat lots of carbohydrates. This will enable them to have enough energy
to complete the work.
Note : Carbohydrates are sometimes called GO Foods.

What are proteins? (let child respond). Then say, these are foods that
make the body cells to increase in number thereby building the body
e.g eggs, fish, meat, beans, milk, chicken, etc. (display images of
each food item).

NOTE: proteins are sometimes called Grow foods.

Proteins also repair worn out tissues of the body and they make
antibodies and enzymes.

Independent practice (10 mins):

1..What is the importance of eating foods rich in
I. Proteins ……………………….
II. Carbohydrates ………………….
2..Give two examples of foods rich in
I. Proteins ………………………..
II. Carbohydrates ………………
Why are people who do heavy work such as sportsmen encouraged to
eat foods rich in carbohydrate.

Closing (2 min):
Why are proteins important in your body?
 Subject: Science
Class: P4
Lesson No. : 86

Duration Theme: Human health

Topic: Our food
Sub-topic: Food
values

30 min

Subject Competences:
The learner:
Identifies examples of foods rich in vitamins.
Identifies examples of mineral salts.
Describes the function of vitamins in the body.
Describes the function of mineral salts in the body.
Language Competences:
The learner:
Reads and comprehends information about vitamins and mineral salts.

Assessment:
Give 2 examples of foods rich in
I. Mineral salts…………………..
II. Vitamin A………………………
III. Vitamin C………………….
IV. Vitamin B…………………..
V. Vitamin D……………………

Skills: Communication
Values: Gratitude

Methods : Guided discovery, brainstorming

Activities :
Classifying foods

Materials : Food stuffs

References:
P.4 NCDC Abridged curriculum, pg. 73
St. Bernard integrated Sci, pupil’s book 4, pg 71-72
Connecting to the larger goal:
Vitamins make the body more resistant to diseases while mineral salts
make the bones.

Key points:
 Vitamins are protective foods while mineral salts lead to proper
growth of bones.
 Vitamins rich foods include carrots, bananas etc while mineral
salts, rich foods include milk, fish etc.
 Vitamins make the body more resistant to diseases while mineral
salts lead to proper growth of bones.

Lesson Procedure

Do now/opening (2 mins):
Identify the food value we get from
I. Eggs …………………………
II. Maize…………………………
III. Sorghum …………………….
IV. Fish ……………………………

Introduction to new material (6 mins):

Foods are useful in different ways e.g some give energy, others build
the body etc. in this lesson, we will explore vitamins rich and mineral
salts rich foods.

Guided practice (10 mins):

What are vitamins? (let child respond). Then say these are protective
foods that make our bodies healthy e.g green vegetables. Vitamins can
be categorized as vitamin A, Vitamin V, vitamin C, vitamin D ect and
each category has specific functions in the body.
Vitamin A
These improve our eye sight. Foods rich in vitamin A include carrots,
oranges, green vegetables etc.
Vitamin B
These keep our nerves in good health. Foods rich in vitamin B include
liver, sea foods, eggs etc.
Vitamin C
These
Independent practice (10 mins):
Give 2 examples of foods rich in
I. Mineral salts…………………..
II. Vitamin A………………………
III. Vitamin C………………….
IV. Vitamin B…………………..
V. Vitamin D……………………

Closing (2 min):
How useful is vitamin C in the body?
 Subject: Science
Class: P4
Lesson No. : 87

Duration Theme: The human health

Topic: Our food
Sub-topic: Deficiency diseases

30 min

Subject Competences:
The learner:
Defines deficiency disease
Describes what night blindness is.
Describes what causes night blindness and how to prevent it.
Identifies signs of Beriberi.
Identifies causes of beriberi and how to prevent it.
Language Competences:
The learner:

Reads and comprehends information about night blindness and

beriberi.

Assessment:
1. ) What causes these deficiency diseases
I. Night blindness…………………
II. Beriberi…………………………..
2.) What is a deficiency disease?
3.) How can a P.4 child prevent these diseases:
I. Beriberi
II. Night blindness

Skills: Problem solving

Values: Kindness

Methods :Guided discovery, brainstorming

Activities :
Food stuffs

Materials :
Food stuffs
References:
P.4 NCDC Abridged curriculum, pg. 74
St. Bernard integrated Sci, pupil’s book 4, pg 74-75

Connecting to the larger goal:

If we don’t eat enough foods, we will get infected with diseases.

Key points:
 A deficiency disease is a disease caused by the lack of certain food
values.
 We have many deficiency diseases e.g night blindness, rickets etc.
 If we don’t eat enough foods, we will get infected with diseases.

Lesson Procedure

Do now/opening (2 mins):
How useful are the following in the body?
I. Vitamin A …………………………
II. Vitamin D……………………………

Introduction to new material (6 mins):

Sometimes we fall sick and out body organs don’t function well when
we are sick. There are many causes of sicknesses. In this lesson, we
will explore deficiency diseases such as beriberi and night blindness.

Guided practice (10 mins):

 What is a deficiency disease? (LET CHILD RESPOND). Then say
this is a disease caused by the lack of certain food values e.g
when we lack vitamin A, what disease do we get? (let child
respond). Then say we get night blindness i.e we don’t see clearly
at night. To prevent this deficiency, we have to eat foods rich in
vitamin A e.g carrots, green vegetables, beef, liver, eggs, spinach
etc.
NOTE:
Night blindness is sometimes called poor night vision. What
disease results when we lack foods rich in vitamin B, leads to
beriberi. Some of the signs of beriberi are skin peels off, loss of
appetite, pain in muscles tiredness, having a skin rash etc.

To prevent Beriberi, we must eat foods rich in vitamin B e.g

 yeast, ground nuts, un polished rice etc.

Independent practice (10 mins):

1.) What causes these deficiency diseases
I. Night blindness…………………
II. Beriberi…………………………..
2.) What is a deficiency disease?
3.) How can a P.4 child prevent these diseases:
I. Beriberi
II. Night blindness

Closing (2 min):
What causes Beriberi?
 Subject: Science
Class: P4
Lesson No. : 88

Duration Theme: The human health

Topic: Our food
Sub-topic: Deficiency diseases

30 min

Subject Competences:
The learner:
Describes what causes scurvy and how to prevent it.
Identifies the signs of scurvy.
Identifies the signs of rickets.
Language Competences:
The learner:
Reads and comprehends information about scurvy and rickets.

Assessment:
1.) What causes these deficiency diseases?
I. Rickets …………………………….
II. Scurvy………………………………
2.) How can a P.4 child prevent these diseases?
I. Scurvy …………………………
II. Rickets …………………………….
3.) Identify 2 signs of scurvy
4.) Identify 1 sign of rickets.

Skills: Problem solving

Values: kindness

Methods : Guided discovery, brainstorming

Activities :
Describing causes of deficiency diseases and how to prevent them.

Materials : Food stuffs

References:
P.4 NCDC Abridged curriculum, pg. 74
St. Bernard integrated Sci, pupil’s book 4, pg 75-76

Connecting to the larger goal:

If we don’t eat enough foods of a given food value, we will get infected
with diseases.

Key points:
A deficiency is diseases caused by the lack of certain food values.
There are many deficiency diseases e.g rickets, scurvy etc.
We can prevent deficiency diseases by eating enough foods of every food
value.

Lesson Procedure

Do now/opening (2 mins):
How can a P.4 child prevent beriberi?

Introduction to new material (6 mins):

Sometimes we fall which makes our body organs not to function
efficiently. There are many causes of sicknesses. In this lesson, we will
explore deficiency diseases such as rickets and scurvy.

Guided practice (10 mins):

What do you think causes rickets? (LET CHILD RESPOND). Then say
lack of enough vitamin D in the diet causes rickets. A child with
rickets has legs bent outwards because the legs are weak. (Display
image of a child with rickets). How can we prevent rickets? (Let child
respond). Then say :
 By eating foods rich in calcium, phosphorous and minerals e.g
milk, fish, liver, egg yolk, margarine, butter etc.
 By sitting in the sun during morning or evening hours in order to
receive vitamin D that strengthens the bone.
What do you think causes scurvy? (let child respond ).
Then say, lack of enough vitamin C in the diet causes scurvy. Signs of
scurvy include gums bleed, wounds take long to heal, skin itches and
has rashes. We can prevent scurvy by eating enough foods rich in
vitamin C e.g lemons, tomatoes, guavas, mangoes, paw paws, green
vegetables etc.

Independent practice (10 mins):

 1.) What causes these deficiency diseases?
I. Rickets …………………………….
II. Scurvy………………………………
2.) How can a P.4 child prevent these diseases?
i. Scurvy …………………………
ii. Rickets …………………………….
3.) Identify 2 signs of scurvy
4.)Identify 1 sign of rickets

Closing (2 min):
How can a P.4 child prevent scurvy?
 Subject: Science
Class: P4
Lesson No. :89

Duration Theme: The human health

Topic: Our food
Sub-topic: Deficiency diseases

30 min

Subject Competences:
The learner:
 Describes what causes kwashiorkor and how to prevent it.
 Identifies the signs of kwashiorkor.
 Identifies the signs of kwashiorkor.
Language Competences:
The learner:
 Reads and comprehends information about kwashiorkor
 Correctly pronounces the word kwashiorkor.

Assessment:
 What deficiency disease results when a child lacks enough
proteins in the body?
 How can a P.4 child prevent kwashiorkor?
 Identify any 3 signs of kwashiorkor in children.

Skills: Problem solving

Values: Kindness

Methods : Guided discovery, brainstorming

Activities : Describing the causes of kwashiorkor

Materials : Food stuffs

References:
P.4 NCDC Abridged curriculum, pg. 74
St. Bernard integrated Sci, pupil’s book 4, pg 77

Connecting to the larger goal:

When children don’t eat enough foods rich in proteins, they get infected
with kwashiorkor.

Key points:
 Proteins are body building foods examples include eggs, meat,
fish etc.
 When children don’t eat enough proteins, they suffer from
kwashiorkor.
 We can prevent kwashiorkor by giving children enough foods rich
in proteins.

Lesson Procedure

Do now/opening (2 mins):
How can a P. 4 child prevent poor night vision.

Introduction to new material (6 mins):

When we fall sick, we ought to treat ourselves as advised by a health
worker. In this lesson, we will explore kwashiorkor and how to prevent
it.

Guided practice (10 mins):

What do you think causes kwashiorkor? (let child respond). Then say,
lack of enough proteins in the child’s body causes kwashiorkor. Signs
of kwashiorkor include
 Swollen cheeks
 Little brown hair which falls off the head easily.
 Swollen stomach full of air.
 When you press the skins, it takes time to come back in its
position. ( Display image of child with kwashiorkor).
How can one prevent kwashiorkor (let child respond) Then say, one can
prevent it by giving the child enough food rich in proteins e.g eggs, fish,
milk, beans etc.

Independent practice (10 mins):

 What deficiency disease results when a child lacks enough
proteins in the body?
 How can a P.4 child prevent kwashiorkor?
 Identify any 3 signs of kwashiorkor in children.

Closing (2 min):
What causes Kwashiorkor?
 Subject: Science
Class: P4
Lesson No. :90

Duration Theme: The human health

Topic: Our food
Sub-topic: Deficiency diseases

30 min

Subject Competences:
The learner:
 Describes what causes marasmus and how to prevent it.
 Identifies the signs of marasmus.

Language Competences:
The learner:
 Correctly pronounces the word marasmus,
 Reads and comprehends the information about marasmus.

Assessment:
 What deficiency disease results when a child lacks enough
carbohydrates in the body?
 How can one prevent marasmus in the children?
 Identify any 3 signs of marasmus in children.

Skills: Problem solving

Values: Kindness

Methods : Guided discovery, brainstorming

Activities : Describing the causes of marasmus.

Materials : Food stuffs

References:
P.4 NCDC Abridged curriculum, pg. 74
St. Bernard integrated Sci, pupil’s book 4, pg 78

Connecting to the larger goal:

When children don’t eat enough foods rich in carbohydrates, they suffer
from marasmus.
Key points:
 Carbohydrates are energy giving foods examples include mize,
sorghum, cassava etc.
 When children eat enough carbohydrates, they suffer from
marasmus.
 We can prevent marasmus by giving children enough foods rich in
carbohydrates.

Lesson Procedure

Do now/opening (2 mins):
How can a P. 4 child prevent kwashiorkor?

Introduction to new material (6 mins):

Prevention is better than cure. In this lesson we will explore marasmus
and how to prevent it.

Guided practice (10 mins):

Jane was a greedy girl. She didn’t want to share food with her friends.
When she was 2 years old, her parents fell sick and died. The
neighbours couldn’t give her enough food because she was greedy. She
was eating little food and lacked enough carbohydrates. Lack of enough
carbohydrates caused her a disease called marasmus.

Should we share things with others? Why? (let child respond). Then
ask, what do you think are the signs of marasmus? (LET CHILD
RESPOND). Then say, signs of marasmus include;

 Face looks like that of an old person.

 Ones becomes very thin and underweight.
 Eyes are very bright
 Lower part of the abdomen gets swollen.
(display image of a child suffering from marasmus)
How can one prevent marasmus in children?
(Let child respond). Then say, by eating enough foods rich in
carbohydrates e.g sorghum, rice, cassava, maize, yams etc.

Also, by breastfeeding children for at least 2 years.

 Independent practice (10 mins):

 What deficiency disease results when a child lacks enough
carbohydrates in the body?
  How can one prevent marasmus in the children?
 Identify any 3 signs of marasmus in children.

Closing (2 min):
What causes marasmus?
 Subject: Science
Class: P4
Lesson No. : 91

Duration Theme: The human health

Topic: Our food
Sub-topic: Deficiency diseases

30 min

Subject Competences:
The learner:
 Describes what causes goiter and how to prevent it.
 Identifies the signs of goiter.
Language Competences:
The learner:
 Correctly pronounces the word goiter.
 Reads and comprehends the information about goiter.

Assessment:
 What causes goitre?
 How can one prevent goitre?
 What is the sign that someone has goiter?

Skills: Problem solving

Values: Kindness

Methods : Guided discovery, brainstorming.

Activities : Describing the causes of goiter and how to prevent it.

Materials : Food stuffs

References:
P.4 NCDC Abridged curriculum, pg. 74
St. Bernard integrated Sci, pupil’s book 4, pg 79.

Connecting to the larger goal:

When people don’t eat enough food rich in iodine, they suffer from
goiter.

Key points:
  Goitre is the swelling of the gland in the throat.
 Goiter is caused by lack of enough food rich in iodine in the diet.
 We can prevent goiter by eating enough foods rich in iodine e.g
leaf vegetables, sea fish etc.

Lesson Procedure

Do now/opening (2 mins):
How can a P. 4 child prevent marasmus? (LET CHILD RESPOND)

Introduction to new material (6 mins):

Prevention is better than cure. In this lesson we will explore goiter

Guided practice (10 mins):

What do you think causes goitre? (let child respond). Then say, goiter
is caused by lack of enough iodine in the diet. Iodine is essentially a
mineral. The swelling of the gland in the throat is a sign of goitre.
(display image of a person with goiter)

Independent practice (10 mins):

 What causes goitre?
 How can one prevent goitre?
 What is the sign that someone has goiter?

Closing (2 min):
How can you prevent goiter?

Subject: Science
 Class: P4
Lesson No. : 92
Duration Theme: The human health
Topic: Our food
Sub-topic: Food contamination

30 min

Subject Competences:
The learner:
 Describes what food contamination is.
 Identifies ways how food gets contaminated.
Language Competences:
The learner:
 Reads and comprehends information about food contamination.

Assessment:
1.) Describe what food contamination is.
2.) Identify 3 ways how food gets contaminated.

Skills: Critical thinking

Values: Responsibility

Methods :Guided discovery, brainstorming

Activities :
Describing what food contamination is.

Materials : Food stuffs

References:
P.4 NCDC Abridged curriculum, pg. 74
St. Bernard integrated Sci, pupil’s book 4, pg 80

Connecting to the larger goal:

If we don’t act responsibly, out food will be contaminated by germs that
cause diseases when we eat the food.

Key points:
 Food contamination is when germs get into the food hence
making it harmful to those that eat it.
  Food can get contaminated in many ways e.g when left un covered
such that flies from dirty places come and settle on it.
 Food contamination can lead to diseases so we must be
responsible enough to prevent it.

Lesson Procedure

Do now/opening (2 mins):
How can a P.4 child prevent goitre?

Introduction to new material (6 mins):

Amos was eating food when his friend James called him to go and play
football. Amos immediately left his food un covered and joined James in
playing football when Amos returned, he found houseflies on his food.
What effect do you think the houseflies put on his food? (let child
respond). Then say, houseflies left germs on his food. In this lesson, we
will explore food contamination.

Guided practice (10 mins):

What is food contamination ? (let child respond). Then say, food
contamination is when germs get into food hence making it harmful to
those that eat it. (DISPLAY IMAGE OF HOUSFLIED SETTLING ON
FOOD). How harmful is the food that has germs in it? (let child
respond). Then say, these germs will cause diseases to people that eat
the food. Then ask how does food get contaminated? (let child respond).
Then say, food gets contaminated when:

Its left un covered and flied from dirty places come and settle on it.
These flies carry germs on their hairy bodies and will leave it on the
food.
Served using dirty containers or utensils.
Served in dirty places.
Eaten with dirty hands.
One sneezes while serving the food.

NOTE: If a person eats contaminated food, he or she will suffer from

diarrhoea, stomach pain, vomiting etc.

Independent practice (10 mins):

1.) Describe what food contamination is.
2.) Identify 3 ways how food gets contaminated.
Closing (2 min):
Describe what food contamination is.
 Subject: Science
Class: P4
Lesson No. : 93

Duration Theme: The human health

Topic: Our food
Sub-topic: Prevention of food contamination.

30 min

Subject Competences:
The learner:
Describes ways of preventing food contamination.
Language Competences:
The learner:
Reads and comprehends information about how to prevent food
contamination.

Assessment:
Describing 4 ways of preventing food contamination.

Skills: Critical thinking

Values: Responsibility.

Methods : Guided discovery, brainstorming

Activities : Describing how to prevent food contamination.

Materials : Food stuffs

References: P.4 NCDC Abridged curriculum, pg. 74

St. Bernard integrated Sci, pupil’s book 4, pg 82-83

Connecting to the larger goal:

When we act responsibly, we can prevent food contamination

Key points:
 We can prevent food contamination in a number of ways e.g
covering food before keeping it for future use.
 Preventing food contamination means preventing germs from
getting into the food.
 Preventing food contamination keeps us away from diseases.
Lesson Procedure

Do now/opening (2 mins):
Describe what food contamination is (let child respond).

Introduction to new material (6 mins):

Prevention is better than cure. In this lesson, we will exp0lore how to
prevent food contamination.

Guided practice (10 mins):

What do you think we can do to prevent food contamination? (let child
respond). Then say, we can prevent food contamination by;
 Preparing and serving food is clean places.
 Serving food in clean containers.
 Washing our hands with soap and clean water before eating and
serving food.
 Covering food during cooking and storage to keep is safe from
rats, cockroaches and houseflies.
 Cooking food thoroughly most especially meat in order to kill all
germs in it.
 Covering our nose and mouth during sneezing or coughing to
prevent mucus from dropping in the food to contaminate it.

Independent practice (10 mins):

Describing 4 ways of preventing food contamination.

Closing (2 min):
Why is it important to prevent food contamination?

Subject: Science
Class: P4
 Lesson No. : 94

Duration Theme: The human health

Topic: Our food
Sub-topic: Food preservation

30 min

Subject Competences:
The learner:
 Describes what food preservation is
 Identifies the methods of food preservation.
Language Competences:
The learner:
 Correctly pronounces the word preservation.
 Reads and comprehends information about food preservation.

Assessment:
 Describes what food preservation is
 How can one preserve food? (identify any 4 ways that you know)

Skills: Critical thinking

Values: Responsibility

Methods : Guided discovery , brainstorming

Activities :
Describing methods of food preservation.

Materials : Food stuffs

References:
P.4 NCDC Abridged curriculum, pg. 74
St. Bernard integrated Sci, pupil’s book 4, pg 83

Connecting to the larger goal:

When we preserve food, it can stay in good conditions for a longer time.

Key points:
 Food preservation is a way of keeping food safe and free from
 germs for a long time.
 There are different methods of preserving food e.g freezing.
 When we preserve food, it can stay in good condition for a longer
time.

Lesson Procedure

Do now/opening (2 mins):
Identify any 2 ways of preventing food contamination.

Introduction to new material (6 mins):

At the time of harvesting, we have large amounts of food that we can’t
finish eating in one day. Also some foods get spoilt in a short time e.g
fish. So if we what to keep food for a long time, we must do something
to preserve it. In this lesson, we will explore the methods of food
preservation.

Guided practice (10 mins):

What is food preservation? (let child respond). Then say, food
preservation is a way of keeping food safe and free from germs for a
long time. How can we preserve food? (Let child respond). Then say, we
can preserve food by;
 Refrigeration/ Freezing. Here we keep the food stuffs in a
refrigerator that is very cold to keep away germs. Foods preserved
by this method include milk, meat, fish etc.

 Smoking and roasting. Fire is used to smoke and roast food stuffs
such as fish, meat, maize etc.
 Salting. Here we add salt to the food stuffs. Foods preserved by
this method are meat, fish etc.
 Sun drying. Here the food stuffs are put under the sun to dry
foods preserved in this way include cereals or grains.

Independent practice (10 mins):

 Describes what food preservation is
 How can one preserve food? (identify any 4 ways that you know)

Closing (2 min):
Describe one way of preserving meat at home.
 Subject: Science
Class: P4
Lesson No. : 95

Duration Theme: The human health

Topic: Sanitation
Sub-topic: Sanitation and its importance

30 min

Subject Competences:
The learner:
Describes what sanitation is.
Describes the importance of sanitation
Language Competences:
The learner:
Correctly pronounces the word sanitation.
Reads and comprehends information about sanitation

Assessment:
1. What is sanitation?
2. Give 3 examples of places in our environment that should be kept
clean.
3. How useful is sanitation to us?
4. What activities can we do to keep our environment clean?

Skills: Creativity
Values: Responsibility

Methods : Guided discovery, brainstorming

Activities :
Describing how to keep our environment clean.

Materials : Brooms, soap, water, slashers, scrubbing brushes

References: P.4 NCDC Abridged curriculum, pg. 74

St. Bernard integrated Sci, pupil’s book 4, pg 113-114

Connecting to the larger goal:

When we keep the environment clean, we keep away flies that spread
germs hence protecting ourselves against diseases.
Key points:
 Sanitation is the way our environment is kept clean and healthy.
Environment refers to all things that surround man.
 We can keep our environment clean in a number of ways e.g
sweeping way rubbish.
 When we keep the environment clean, we keep away flies that
spread germs hence protecting ourselves against diseases.

Lesson Procedure

Do now/opening (2 mins):

Introduction to new material (6 mins):

How can one keep one’s body clean? (Let child respond). Then say, by
bathing daily, brushing teeth at least twice a day, washing dirty clothes
etc. in this lesson, we will explore sanitation which is the way to keep
our environment clean.

Guided practice (10 mins):

What is environment? (Let child respond). Then say environment means
all the things that surround man e.g compounds, latrines etc. what is
sanitation? (let child respond), Then say, sanitation is the way our
environment is kept clean and healthy. Everyone should make an effort
to live in a clean environment because this protects us against
diseases. Some of the places in our environment that must be kept
clean include; compounds, latrines or toilets, school urinals, animals
houses, kitchens etc.
What activities can we do to keep our environment clean? (let child
respond). Then say, we can keep the environment clean by;

 Sweeping the compound daily.

 Using water and soap to scrub the latrines or toilets daily.
 Sweeping the kitchen floor before and after cooking.
 Slashing tall bushes from the compound.
 Throwing all rubbish in dustbins or rubbish pits.

Independent practice (10 mins):

1. What is sanitation?
2. Give 3 examples of places in our environment that should be kept
clean.
3. How useful is sanitation to us?
 4. What activities can we do to keep our environment clean?

Closing (2 min):
How can one keep one’s environment clean? (let child respond)
 Subject: Science
Class: P4
Lesson No. : 96

Duration Theme: The human health

Topic: Sanitation
Sub-topic: Germs and diseases

30 min

Subject Competences:
The learner:
Describes what germs are.
Identifies where germs are found.
Identifies types of germs.
Language Competences:
The learner:
Correctly pronounces the word germs.
Reads and comprehends information about germs.

Assessment:
1. Identify any 3 places where we find germs.
2. What are germs? How are we able to see germs?
3. Identify 3 types of germs.

Skills: Creativity
Values: Responsibility

Methods : Guided discovery

Activities : Identifying types of germs.

Materials : Microscope , magnifying glass.

References: P.4 NCDC Abridged curriculum, pg. 76

St. Bernard integrated Sci, pupil’s book 4, pg 115-116

Connecting to the larger goal:

Germs cause diseases so we ought to know how to avoid them.

Key points:
  Germs are tiny things that cause diseases. They can’t be seen by
naked eyes so we use an instrument called a microscope to see
them.
 Germs are found in very many places e.g latrines, rubbish pits,
un boiled water etc.
 Germs cause diseases so we ought to know how to avoid them.

Lesson Procedure

Do now/opening (2 mins):
How can one keep one’s environment clean? (let child respond).

Introduction to new material (6 mins):

Have you ever wondered what causes you to be sick sometimes? What
do you honk causes sickness? (let child respond). Then say, we fall sick
because germs cause diseases to us. In this lesson, we will explore
what germs are.

Guided practice (10 mins):

What are germs? (Let child respond) then say, germs are tiny things
that cause diseases. We can’t see them by naked eyes so we need an
instrument called a microscope to see them. (display image of a
microscope). Where do we find germs? (let child respond), then say we
can find germs in:
 All dirty places e.g latrines, rubbish pit etc.
 Un boiled water
 Human and animal wastes.

What are some of the types of germs? (Let child respond). Then say,
types of germs include:
Bacteria. These can cause diseases such as cholera, tetanus etc.
Viruses. These can cause diseases e.g AIDS, polio etc.
Fungi . These feed on dead or rotten materials . they cause ring worms
in human beings.
Protozoa. These cause diseases such as malaria.

Independent practice (10 mins):

1. Identify any 3 places where we find germs.
2. What are germs? How are we able to see germs?
3. Identify 3 types of germs.

Closing (2 min):
What instrument do we use to see germs?
 Subject: Science
Class: P4
Lesson No. : 97

Duration Theme: The human health

Topic: Sanitation
Sub-topic: How germs are spread

30 min

Subject Competences:
The learner:
Describes how germs are spread.
Language Competences:
The learner:
Reads and comprehends information about how germs are spread.

Assessment:
Identify 4 ways how germs are spread.

Skills: Creativity
Values: Responsibility

Methods : Brainstorming

Activities : Describing how germs are spread.

Materials : Water, air, insects

References: P.4 NCDC Abridged curriculum, pg. 77

St. Bernard integrated Sci, pupil’s book 4, pg 117-119

Connecting to the larger goal:

When germs are spread, more people get infected with diseases so we
need to prevent the spread of germs.

Key points:
Spreading germs means to transfer germs from one person to another.
Germs are spread in a number of ways e.g through air, body to body
contact etc.
When germs are spread, more people get infected with diseases so we
need to prevent the spread of germs.

Lesson Procedure

Do now/opening (2 mins):
Give one example of a disease caused by
I. Virus………………..
II. Bacteria………………..
III. Protozoa………………….

Introduction to new material (6 mins):

Just as humans can move from one place to another, germs can also
do the same. In this lesson, we will explore how germs are spread.

Guided practice (10 mins):

How do you think germs are spread from one person to another. (let
child respond). Then say, germs can be spread through:
1. Body to body contact e.g sharing clothes with an infected person,
handshakes, sharing beds or hugs etc.
2. Insect bites and stings e.g mosquito bites.
3. Air. If one breathes in air containing germs, he or she get germs
and infect with diseases such as cough, flu, measles etc.
4. Drinking dirty or un boiled water. Here we take in germs that
cause diseases such as typhoid, dysentery, cholera etc.

Then let child watch video about germs and how they spread.
(youtube.com/watch?v=GGGtQLFPskQ)

Independent practice (10 mins):

Identify 4 ways how germs are spread.

Closing (2 min):
Give 2 examples of diseases that one can get by drinking dirty or un
boiled water.
 Subject: Science
Class: P4
Lesson No. : 98

Duration Theme: The human health

Topic: Sanitation
Sub-topic: The 4fs germ path

30 min

Subject Competences:
The learner:
Describes the 4fs germ path
Language Competences:
The learner:
Reads and comprehends information about the 4fs germ path.

Assessment:
In your own words, describe the 4fs germ path

Skills: Communication
Values: Empathy

Methods : Guided discovery

Activities: Describing the 4fs germ path.

Materials : Fingers, food, flies, faeces

References: P.4 NCDC Abridged curriculum, pg. 77

St. Bernard integrated Sci, pupil’s book 4, pg 119-120

Connecting to the larger goal:

If we know the germ path well, we can work to block it thereby
preventing the spread of diseases from one person to another.

Key points:
 The 4fs germ path is the particular cycle followed by germs as
they spread diseases from one person to another.
 4fs stands for faeces, flies, fingers and food.
 If we know the germ path well, we can work to block it thereby
 preventing the spread of diseases from one person to another.

Lesson Procedure

Do now/opening (2 mins):
Identify 2 ways how germs are spread from one person to another.

Introduction to new material (6 mins):

Humans can move from one place to another using different paths
likewise, germs sometimes follow particular paths as they spread
diseases from one person to another. In this lesson we will explore the
4fs germ path.

Guided practice (10 mins):

A P.4 child defecated in the compound. Houseflies settles on the faeces
and late flew away to settle on Doreen’s food that she had left un
covered in the kitchen. After playing netball, Doreen returned and used
her fingers to eat the food that she had left uncovered.
Do you think germs will enter Doreen’s body? Why? (let child respond).
Then say, the situation above describes the 4fs germ path. 4fs stands
for faeces, flies, fingers and food

Flies
Faeces Food food eaten by a person

Fingers

Independent practice (10 mins):

In your own words, describe the 4fs germ path

Closing (2 min):
What does 4fs stand for?

Subject: Science
 Class: P4
Lesson No. :99

Duration Theme: The human health

Topic: Sanitation
Sub-topic: How germs cause rotting

30 min

Subject Competences:
The learner: -describes how germs cause rotting.

Language Competences:
The learner: - reads and comprehends information about how germs
cause rotting

Assessment:
1. In your own words, describe how germs cause
rotting.

Skills: Communication
Values: Empathy

Methods : Guided discovery

Activities: Describing how germs cause rotting

Materials : Dead plants and animals

References: - P.4 NCDC Abridged curriculum, pg. 77

-St. Bernard Integrated Science, pupil’s book 4, pg.120

Connecting to the larger goal: Rotting makes food go bad but it

makes the soil more fertile enough to give higher crop yields.

Key points:
1. Rotting means the breakdown of food, dead
animals and dead plants into very small
 particles. This happens as the germs feed on the
food or dead animals/plants.
2. Rotting happens because germs have the ability
to feed.
3. Rotting makes food go bad but it makes the soil
more fertile enough to give higher crop yields.

Lesson Procedure

Do now/opening (2 mins): Can you describe the 4Fs germs path in

your own words?

Introduction to new material (6 mins): Humans must feed in order to

live. Since germs are also living things, they also must feed. In this
lesson we will explore what happens as germs feed.

Guided practice (10 mins):

What do you think germs feed on? (let child respond). Then say, germs
feed on food, dead plants, dead animals etc.
Then ask, what do you think happens as germs feed? (let child
respond). Then say, as germs feed on food or dead plants and animals,
they multiply and break down the food, dead plants, and dead animals
into small particles. This process is called rotting. As things rot, a
smelly gas is given off and these things become bad and not good to
eat.
If it’s a plant or animals, it rots and forms fertile soil that is suitable
for crop growing.

Independent practice (10 mins):

1. In your own words, describe how germs cause

rotting.

Closing (2 min):
In which way is rotting useful?
 Subject: Science
Class: P4
Lesson No. : 100

Duration Theme: The human health

Topic: Sanitation
Sub-topic: Ways of protecting ourselves against germs and
diseases.

30 min

Subject Competences:
The learner:
Identifies ways of protecting ourselves against germs and diseases.
Language Competences:
The learner:
Reads and comprehends information about how to protect ourselves
against germs and disease.

Assessment:
Identify any 4 ways of protecting ourselves against germs and diseases.

Skills: Problem solving

Values: Responsibility

Methods : Brainstorming

Activities: Describing ways of protecting ourselves against germs and

diseases.

Materials : water, soap, dustbins

References:
P.4 NCDC Abridged curriculum, pg. 77
St. Bernard integrated Sci, pupil’s book 4, pg 121

Connecting to the larger goal:

If we act responsibly, we can protect ourselves against germs and
diseases.

Key points:
  Protecting ourselves against germs and diseases means working
to ensure that we avoid germs getting into our bodies.
 There are many ways of protecting ourselves against germs and
diseases e.g drinking boiled water.
 If we act responsibly, we can protect ourselves against germs and
diseases.

Lesson Procedure

Do now/opening (2 mins):
Describe how germs cause rotting of things.

Introduction to new material (6 mins):

Prevention is better than cure. In this lesson, we will explore how to
explore how to protect ourselves against germs and diseases.

Guided practice (10 mins):

How do you think we can protect ourselves against germs and
diseases? (let child respond). Then say, we can protect ourselves
against germs and diseases by;
 Cleaning our toilets or latrines and keeping them covered.
 Washing our hands with soap and clean water after visiting the
toilets.
 Cleaning our utensils and keeping the dry.
 Sleeping under a treated mosquito net.
 Drinking boiled water.
 Keeping our environment clean.
 Cooking the food thoroughly in order to kill any germs present.
 Spraying our houses using insecticides to kill vectors such as
cockroaches, mosquitoes etc.
 Protecting water sources from people and animals misusing them
to avoid contamination.
 Keeping our food well covered or refrigerated in order not to allow
germs to multiply and cause rotting.
 Keeping our hands and body clean.

Independent practice (10 mins):

Identify any 4 ways of protecting ourselves against germs and diseases

Closing (2 min):
Suggest any 2 ways of protecting yourself against germs and diseases.
Subject: Science
Class: P4
 Lesson No. : 101

Duration Theme: Human health

Topic: Communicate intestinal and worm intestations
Sub-topic: Communicable diseases

30 min

Subject Competences:
The learner:
Describes what communicable diseases.
Gives examples of communicable diseases.
Describes what diarrhea is.
Language Competences:
The learner:
Correctly pronounces the word “diarrhea”
Reads and comprehends information about communicable diseases.

Assessment:
1. What is a communicable disease?
2. Give 3 examples of communicable diseases?
3. What can happen if diarrhea is not treated quickly?
4. Write 3Ds in full.

Skills: Problem solving

Values: Responsibility

Methods: Guided discovery, brainstorming.

Activities :
Describing what communicable diseases are.

Materials : Images of people suffering from a diarrhoeal disease e.g

cholera.

References:
P.4 NCDC Abridged curriculum, pg. 78
St. Bernard integrated Sci, pupil’s book 4, pg 123

Connecting to the larger goal:

Communicable diseases weaken us and reduce our productivity at
work so we need to prevent them.

Key points:
 Communicable diseases are diseases which spread from one
person to another.
 Examples of communicable diseases include cholera, typhoid etc.
 Communicable diseases weaken us and reduce our productivity
at work so we need to prevent them.

Lesson Procedure

Do now/opening (2 mins):
Give 3 ways in which a P.4 child can protect him or herself against
germs and diseases?

Introduction to new material (6 mins):

Have ever fallen sick? How were you feeling when you fell sick? What
were you suffering from? Then say in this lesson, we will explore what
communicable diseases are.

Guided practice (10 mins):

What is a communicable disease? (Let child respond). Then say
communicable diseases are diseases that spread from one person to
another e.g cholera, dysentery, typhoid etc. the common intestinal
communicable diseases have diarrhea as one of their signs so they are
also called diarrhoeal diseases.
What is diarrhea? (let child respond). Then say, diarrhea is the frequent
passing out of watery stool. If diarroeah is not treated quickly it leads to
dehydration and death. So, diarrhea, dehydration and death are
interconnected and we can summarize them as the 3Ds.

Independent practice (10 mins):

1. What is a communicable disease?
2. Give 3 examples of communicable diseases?
3. What can happen if diarrhea is not treated quickly?
4. Write 3Ds in full.

Closing (2 min):
What is diarrhoea?

Subject: Science
Class: P4
Lesson No. : 102
Duration Theme: Human health
Topic: Communicate intestinal and worm intestations
Sub-topic: Diarrhoea diseases

30 min

Subject Competences:
The learner:
Describes the signs and symptoms of cholera.
Identify the cause of cholera.
Language Competences:
The learner:
Correctly pronounces the word “cholera”
Reads and comprehends information about cholera.

Assessment:
 Identify 2 signs and symptoms of cholera.
 How is cholera spread?
 What causes cholera?
 How can a P.4 child prevent cholera?

Skills: Problem solving

Values: Responsibility

Methods: Guided discovery, brainstorming.

Activities :
Describing the signs and symptoms of cholera.

Materials : Images of people suffering from cholera.

References:
P.4 NCDC Abridged curriculum, pg. 78
St. Bernard integrated Sci, pupil’s book 4, pg 124

Connecting to the larger goal:

Cholera is a deadly disease and we should take precautions to protect
ourselves against it.

Key points:
 Cholera is a disease caused by a bacterium.
 The germs that cause cholera are commonly spread through
 contaminated food and water.
 Cholera is a deadly disease and we should take precautions to
protect ourselves against it.

Lesson Procedure

Do now/opening (2 mins):
Write 3Ds in full.

Introduction to new material (6 mins):

How can you tell that you are sick? (let child ask to describe how they
felt at some point that made them confirm that they had fallen sick.
Then say, in this lesson, we will explore cholera focusing on the signs
and symptoms of the disease and its cause. We will also look at how to
prevent cholera.

Guided practice (10 mins):

How can one tell that one has cholera? (LET CHILD RESPOND). Then
say, some of the signs and symptoms of cholera are;
 Vomiting many times
 Passing out watery and smelly stool many times in a day.
 General body weakness that is a person is unable to stand or
walk.

1. What causes cholera? (ley child respond). Then say, a bacteria

cause bacteria.
2. How is cholera spread? (let child respond). Then say, through
contaminated food and water.
3. Which insect vectors transmit cholera? (let child respond). Then
say, houseflies and cockroaches transmit cholera.

NOTE: Cholera can kill I about 48 hours if not treated. How can P.4
child prevent cholera? (Let child respond). Then say,
 By drinking boiled water.
 Covering food properly to prevent contamination by houseflies.

Independent practice (10 mins):

 Identify 2 signs and symptoms of cholera.
 How is cholera spread?
 What causes cholera?
 How can a P.4 child prevent cholera?
Closing (2 min):
How can a P.4 child prevent cholera?
 Subject: Science
Class: P4
Lesson No. : 103

Duration Theme: Human health

Topic: Communicate intestinal and worm intestations
Sub-topic: Diarrhoeal diseases

30 min

Subject Competences:
The learner:
Describes the signs and symptoms of dysentery.
Identify the cause of dysentery.
Language Competences:
The learner:
Correctly pronounces the word “dysentery”
Reads and comprehends information about dysentery.

Assessment:
 Identify 2 signs and symptoms of dysentery.
 How is dysentery spread?
 What causes dysentery?
 How can a P.4 child prevent dysentery?

Skills: Problem solving

Values: Responsibility

Methods: Guided discovery, brainstorming.

Activities :
Describing the signs and symptoms of dysentery.

Materials: Images of people suffering from dysentery.

References:
P.4 NCDC Abridged curriculum, pg. 78
St. Bernard integrated Sci, pupil’s book 4, pg 124

Connecting to the larger goal:

Dysentery is a deadly disease and we should take precautions to
protect ourselves against it.
Key points:
 Dysentery is a disease caused by a bacteria.
 The germs that cause dysentery are commonly spread through
contaminated food and water.
 Dysentery is a deadly disease and we should take precautions to
protect ourselves against it.

Lesson Procedure

Do now/opening (2 mins):
How can a P.4 child prevent dysentery? (let child respond).

Introduction to new material (6 mins):

When a P.4 child falls sick, what advice would you give him or her? (let
child respond). Then say, In this lesson, we will explore what happens
when one gets dysentery and the cause of dysentery. We will also cover
how to prevent dysentery.

Guided practice (10 mins):

How can one tell that one has dysentery? (let child respond). Then
say, some of the signs and symptoms of dysentery are;
 Passing out watery faeces/stool with blood stains.
 Stomach ache.
 Head ache and fever

What causes dysentery? (let child respond). Then say, a bacteria or

protozoa causes dysentery.
How is dysentery spread? (let child respond). Then say, it is spread
through faeces contaminated food and water.

How can a P.4 child prevent dysentery? (let child respond) Then say;
 By drinking boiled water.
 Covering food properly to prevent any possible contamination.
 Proper use of latrines and toilet e.g defecting inside the latrine
hole, covering the latrine etc.
 Wash the fruits before eating them.
 Cook all food thoroughly.
 Wash hands with soap and clean water before eating food

Independent practice (10 mins):

 Identify 2 signs and symptoms of dysentery.
 How is dysentery spread?
  What causes dysentery?
 How can a P.4 child prevent dysentery?

Closing (2 min):
How can a P.4 child prevent dysentery?

Class: P4
Lesson No. :104.

Duration Theme: Human health

Topic: Communicable intestinal diseases& worm infestations.
Sub-topic: Diarrhoeal diseases

30 min

Subject Competences:
The learner:
- Describes the signs and symptoms of typhoid.
- Identifies the cause of typhoid.
Language Competences:
The learner:
Reads and comprehends information about typhoid.
Correctly pronounces the word ‘typhoid’.

Assessment:
1. Identify 2 signs and symptoms of typhoid.
2. How is typhoid spread?
3. What causes typhoid?
4. How can a P.4 child prevent typhoid?

Skills: Problem solving Values: Responsibility

Methods : Guided discovery

Activities: Describing the signs and symptoms of typhoid.

Materials: Images of people suffering from typhoid.

 References: - P.4 NCDC Abridged curriculum, pg. 78.
- St. Bernard Integrated Science, pupil’s book 4, pg. 125.

Connecting to the larger goal: Typhoid weakens our body systems so we should
take precautions to protect ourselves against it.

Key points:
1. Typhoid is a disease caused by a bacteria.
2. The germs that cause typhoid are commonly spread through contaminated
food and water.
3. Typhoid weakens our body systems so we should take precautions to protect
ourselves against it.

Lesson Procedure

Do now/opening (2 mins): Give any 2 signs of dysentery. (let child respond).

Introduction to new material (6 mins): Remember a time when you fell sick.
What did you do to recover from the sickness? (let child respond). Then say, in this
lesson we will explore what happens when one gets typhoid & the cause of typhoid.
We will also cover how to prevent typhoid.

Guided practice (10 mins):

How can one tell that one has typhoid? (let child respond), then say, some of the
signs and symptoms of typhoid are; - passing out watery stool with mucus.
- Stomach ache.
- Head ache.
- Fever
What causes typhoid? (let child respond). Then say, typhoid is caused by a
bacteria.
How is typhoid spread? (let child respond). Then say, it is spread through
contaminated food and water.
How can a P.4 child prevent typhoid? (let child respond) Then say,
- By drinking boiled water.
- Cooking all food thoroughly.
- Covering food properly to prevent any possible contamination.
- Wash the fruits before eating them.
- Wash hands with soap and clean water before eating food.

Independent practice (10 mins):

1. Identify 2 signs and symptoms of typhoid.
2. How is typhoid spread?
3. What causes typhoid?
 4. How can a P.4 child prevent typhoid?

Closing (2 min): How can a P.4 child prevent typhoid?

Class: P4
Lesson No. :105.

Duration Theme: Human health

Topic: Communicable intestinal diseases& worm infestations.
Sub-topic: Causes of intestinal common communicable diseases.

30 min

Subject Competences:
The learner:
- Identifies the germs and the diseases they cause.
- Describes behaviours that result into getting infected with
communicable diseases.
Language Competences:
The learner:
Reads and comprehends information about germs and the diseases they cause.

Assessment:
1. Identify any one disease caused by;
i) Bacteria
ii) Virus
iii) Protozoa
iv) Worms
2. What behaviours result into communicable diseases? (give 3 behaviours)

Skills: Critical thinking. Values: Responsibility.

Methods : Guided discovery, brainstorming.

Activities:
- Identifying germs and the diseases they cause.
- Describing behaviours that results into communicable
diseases.
Materials: Images of germs.

References: - P.4 NCDC Abridged curriculum, pg. 78.

- St. Bernard Integrated Science, pupil’s book 4, pg. 125-126.

Connecting to the larger goal: Germs are everywhere so we need to be

responsible enough to reduce the chances of them entering our bodies.

Key points:
- Germs are tiny living things that cause diseases.
- Germs include bacteria, virus, protozon, etc.
- Germs are everywhere so we need to be responsible enough to
reduce the chances of them entering our bodies.

Lesson Procedure

Do now/opening (2 mins): Identify any 2 signs of typhoid.

Introduction to new material (6 mins): When we wash our clothes with soap and
clean water, they become clean. If we don’t wash them, they remain dirty.
Everything on earth results from something. In this lesson, we will explore the
germs and the diseases they cause. We will also look at the behaviours that results
into diseases.

Guided practice (10 mins): What diseases are caused by;

1. Bacteria (let child respond), then say, typhoid, cholera, diarrhoea.
2. Virus (let child respond), then say, diarrhoea, AIDS, covid-19.
3. Protozoa such as amoeba (let child respond), then say, dysentery.
4. Worms (let child respond), then say, dysentery, diarrhoea, skin rashes, etc.
What behaviours do you think can result into communicable diseases? (let child
respond), then say,
- Eating poorly cooked food.
- Eating unwashed fruits.
- Drinking unboiled water.
- Eating food without washing hands properly.
- Improper use latrines and toilets e.g. defecating outside the
latrine hole, leaving the latrine uncovered.

Independent practice (10 mins):

1. Identify any one disease caused by;
v) Bacteria
 vi) Virus
vii) Protozoa
viii) Worms
2. What behaviours result into communicable diseases? (give 3 behaviours)

Closing (2 min): Why do you think it is necessary to boil water before drinking it?

Class: P4
Lesson No. :106.

Duration Theme: Human health

Topic: Communicable intestinal diseases& worm infestations.
Sub-topic: How common intestinal communicable diseases are
spread through 4Fs.

30 min

Subject Competences:
The learner:
- Describes how communicable diseases are spread through 4Fs.
Language Competences:
The learner:
Reads and comprehends the description of how communicable diseases are spread
through 4Fs.

Assessment:
In your own words, describe how communicable diseases are spread
through 4Fs germ path.
Skills: Communication. Values: Responsibility.

Methods : Guided discovery, brainstorming.

Activities:
- Describing how communicable diseases are spread through
4Fs.

Materials: Images of the 4Fs germ path.

References: - P.4 NCDC Abridged curriculum, pg. 78.

- St. Bernard Integrated Science, pupil’s book 4, pg. 126.

Connecting to the larger goal: Germs are everywhere so we need to be

responsible enough to reduce the chances of them entering our bodies.

Key points:
- The 4Fs germ path is the particular cycle or path that germs
follow as they spread diseases from one person to another.
- When germs enter our bodies, we get infected by diseases.
- Germs are everywhere so we need to be responsible enough to
reduce the chances of them entering our bodies.

Lesson Procedure

Do now/opening (2 mins): Which germ causes the following diseases?

i. AIDS
ii. Typhoid
iii. dysentry

Introduction to new material (6 mins): Imagine that you want to go to the

market to buy food. Which route will you take from your home? (let child respond),
then say, we go through some paths to reach certain places. Even germs follow
certain paths before they enter our bodies. In this lesson, we will explore how
intestinal communicable diseases are spread through the 4Fs germ path.
Guided practice (10 mins): How do you think intestinal communicable diseases
are spread through the 4Fs germ path? (let child describe the process in their own
words). Then say, 4Fs stand for Faeces, Flies, Fingers and food.
Germs breed in faeces. Flies visit the faeces and carry the germs using their hairy
bodies. The flies then drop on to the food with germs.
If a person eats that contaminated food using fingers he or she suffers from
intestinal diseases e.g. diarrhoea.
Note; Sometimes using dirty fingers to eat food can also contaminate the food and
cause intestinal communicable diseases.

Independent practice (10 mins):

In your own words, describe how communicable diseases are spread
through 4Fs germ path.

Closing (2 min): Write 4Fs in full.

Subject: Science
Class: P4
Lesson No. :107.

Duration Theme: Human health

Topic: Communicable intestinal diseases& worm infestations.
Sub-topic: Prevention of communicable diseases.
30 min

Subject Competences:
The learner: - identifies ways of preventing communicable diseases.
Language Competences:
The learner: Reads and comprehends information about how to prevent
communicable diseases.

Assessment: In which ways can a P.4 child prevent communicable diseases? (Give
5 ways)

Skills: Critical thinking Values: Responsibility

Methods : Guided discovery.

Activities: Identifying ways of preventing communicable diseases.

Materials: Image of behaviors that are useful in preventing communicable

diseases.

References: - P.4 NCDC Abridged curriculum, pg. 78.

- St. Bernard Integrated Science, pupil’s book 4, pg. 128-129

Connecting to the larger goal: We can prevent communicable diseases by

behaving in a certain way e.g. washing hands with soap and clean water before
handling any food.

Key points:
- Prevention of communicable diseases means acting in such a
way that we don’t get infected with the disease.
- We can prevent communicable diseases in a number of ways
e.g. covering all cooked foods when kept.
- By preventing communicable diseases, we protect our body
systems against weakening.

Lesson Procedure

Do now/opening (2 mins): What will happen if a P.4 child eats contaminated food
using fingers? (let child respond)

Introduction to new material (6 mins): Jane wants to remove a hot saucepan

from a charcoal stove. How can she prevent herself from burning her fingers as
she removes the saucepan? (let child respond), then say, in this lesson, we will
explore ways of preventing communicable diseases.

Guided practice (10 mins): How can a P.4 child prevent communicable diseases?
(let child respond), Then say, we can prevent communicable diseases by;
- Washing hands with soap and clean water before handling any
food.
- Washing hands with soap and clean water after visiting toilet/
latrine.
- Cutting fingernails short and keeping them clean.
- Covering all cooked foods when kept.
- Covering pit latrines to keep flies away.
- Washing fruits and vegetables before eating them.
- Keeping the kitchen clean.

Independent practice (10 mins):

In which ways can a P.4 child prevent communicable
diseases? (Give 5 ways)

Closing (2 min): Why is it important to prevent communicable diseases?

Subject: Science
Class: P4
Lesson No. :108.

Duration Theme: Human health

Topic: Communicable intestinal diseases& worm infestations.
Sub-topic: Dehydration

30 min

Subject Competences:
The learner: describes what dehydration is. Identifies the signs and symptoms of
dehydration.
Language Competences:
The learner: correctly pronounces ‘dehydration’.
Reads and comprehends information about dehydration.

Assessment:
1. What is dehydration?
2. Identify 3 signs and symptoms of dehydration.
3. What causes dehydration?
4. How can we prevent dehydration?

Skills: Critical thinking Values: Responsibility

Methods : Brainstorming.

Activities: Identifying signs and symptoms of dehydration.

Materials: Images of a dehydrated person.

References: - P.4 NCDC Abridged curriculum, pg. 79.

- St. Bernard Integrated Science, pupil’s book 4, pg. 130.

Connecting to the larger goal: Dehydration can result into death when not
treated early enough.

Key points:
1. Dehydration is a condition when the body does not have enough water in it.
2. Dehydration results from too much vomiting and a long period of diarrhoea.
3. Dehydration can result into death when not treated early enough.

Lesson Procedure

Do now/opening (2 mins): In which 2 ways can you prevent communicable

diseases? (let child respond)

Introduction to new material (6 mins): The body needs water in order to

function well. Sometimes the body loses a lot of water through diarrhoea and
vomiting. In this lesson, we will explore what dehydration is and we can tell that a
person is dehydrated.
Guided practice (10 mins): What is dehydration? (let child respond), then say,
dehydration is a condition when the body does not have enough water in it. It is
caused by much vomiting and long period of diarrhoea.
How can we tell that a person is dehydrated? (let child respond), then say, some of
the signs and symptoms of dehydration include;
- Having sunken eyes.
- The person has dry lips.
- The person feels very thirsty.
- The person has little or no urine at all.
- In babies, the soft part on the head will be sunken.
How can we prevent dehydration?
- By giving the patient lots of fluids e.g. juice.
- By giving Oral Rehydration Solution (ORS) to the patient.

Independent practice (10 mins):

1. What is dehydration?
2. Identify 3 signs and symptoms of dehydration.
3. What causes dehydration? 4.
4. How can we prevent dehydration?

Closing (2 min): What causes dehydration?

Subject: Science
Class: P4
Lesson No. :109.

Duration Theme: Human health

Topic: Communicable intestinal diseases& worm infestations.
Sub-topic: Oral Rehydration Solution

30 min

Subject Competences:
The learner:
- Describes how to make ORS.
- Identifies why ORS is given to a dehydrated person.
Language Competences:
The learner: correctly pronounces ‘Oral Rehydration Solution’.
Reads and comprehends information about ORS.

Assessment:
1. What is ORS in full?
2. Write the steps followed to make Oral Rehydration Solution locally.
3. Why is it important to wash your hands when preparing to make ORS
locally?
4. Why do you taste the solution?
5. Why is it important to give ORS after every stool?

Skills: Critical thinking Values: Responsibility

Methods : Guided discovery

Activities: Making ORS locally.

Materials: Sugar, water, salt, clean container, spoon.

References: - P.4 NCDC Abridged curriculum, pg. 79.

- St. Bernard Integrated Science, pupil’s book 4, pg. 131-132.

Connecting to the larger goal: We can prevent dehydration by giving ORS to the
patient after every passing out of watery stool.

Key points:
1. Oral Rehydration Solution contains sugar, salt and water. We can also refer
to it as Sugar Salt Solution (SSS)
2. We can make ORS locally using sugar, salt and water.
3. We prevent dehydration by giving ORS to the patient after every passing out
of watery stool.

Lesson Procedure

Do now/opening (2 mins): How can I tell that a person is dehydrated? (Give 2

signs of dehydration).
Introduction to new material (6 mins): We can prevent dehydration by giving
ORS to the patient after every passing out of watery stool. In this lesson, we will
explore how to make ORS locally and why it is important to give ORS to a
dehydrated person.

Guided practice (10 mins): Why should we give ORS to a dehydrated person? (Let
child respond), then say, to replace the lost water and salts in the body. What are
the steps followed to make ORS locally? (Give child time to respond if possible),
then say, steps followed to make ORS locally are;
1. Wash your hands with clean water and soap.
2. Measure and pour one litre of boiled water into a clean water.
3. Measure one levelled tea spoon of salt and 8 levelled tea spoons of sugar and
add into water.
4. Stir to dissolve the salt & sugar.
5. Taste the solution in order to find out if it is salty or not. Note that it should
never taste salty or else the patient will vomit.
6. Give the young child ¼ a mug of the solution after every passing out of
watery stool.
- To an adult, give a mug of the solution every passing out of
watery stool.

Independent practice (10 mins):

1. What is ORS in full?
2. Write the steps followed to make Oral Rehydration Solution locally.
3. Why is it important to wash your hands when preparing to make ORS
locally?
4. Why do you taste the solution?
Why is it important to give ORS after every stool?

Closing (2 min): Why do we give ORS to the patient after every passing out of
watery stool?

Subject: Science
Class: P4
Lesson No. :110.

Duration Theme: Human health

Topic: Communicable intestinal diseases& worm infestations.
Sub-topic: Worm infestations
30 min

Subject Competences:
The learner: defines what worms are.
Identifies examples of worms.
Describes ways how worms enter our bodies.
Language Competences:
The learner:
Reads and comprehends information about worms.

Assessment:
1. What are worms?
2. Identify 4 examples of worms.
3. What are some of the ways through which worms enter our bodies? (give 2
ways)

Skills: Critical thinking Values: Responsibility

Methods : Guided discovery

Activities: Identifying examples of worms and how they enter our bodies.

Materials: Images of the different worms.

References: - P.4 NCDC Abridged curriculum, pg. 79.

- St. Bernard Integrated Science, pupil’s book 4, pg. 132-133

Connecting to the larger goal: Worms negatively affect our body health by
feeding on food and blood in the body so we need to prevent them from entering
our bodies.

Key points:
1. Worms are parasites which live inside our bodies.
2. Worms enter our bodies in a number of ways e.g. through eating poorly
cooked foods.
3. Worms negatively affect our body health by feeding on food and blood in
the body so we need to prevent them from entering our bodies.

Lesson Procedure

Do now/opening (2 mins): What is ORS in full?

 Why should we wash our hands with clean water and
soap before preparing ORS locally?

Introduction to new material (6 mins): Animals don’t make their own food so
they depend on plants for food. However, some animals depend on other animals
for food. These are called parasites. In this lesson, we will explore worms as an
example of parasites.

Guided practice (10 mins): What are worms? (let child respond), then say, worms
are parasites that live inside our bodies. They are called parasites because they
feed on the food and blood of the host. How do you think worms enter our bodies?
(let child respond), then say, worms enter our bodies through;
- Eating poorly cooked foods.
- Eating unwashed fruits and vegetables.
- Drinking unboiled water.
What are some of the examples of worms that you know? (let child respond), then
say, examples of worms include; tape worms, round worms, hook worms, thread
worms, whip worms.
(Display image of each example of worms above)

Independent practice (10 mins):

1. What are worms?
2. Identify 4 examples of worms.
3.What are some of the ways through which worms enter our bodies? (give 2
ways)

Closing (2 min): Why should we prevent worms from entering our bodies?

Subject: Science
Class: P4
Lesson No. :111.

Duration Theme: Human health

Topic: Communicable intestinal diseases& worm infestations.
Sub-topic: Worm infestations

30 min
Subject Competences:
The learner: - identifies parts of a tape worm.
- Describes how tape worms are spread.
- Describes the signs and symptoms of tape worms’ infestations.
- Describes how tape worm infestations can be prevented.
Language Competences:
The learner: Reads and comprehends information about tape worms.

Assessment:
1. Draw a tape worm and its head then label it.
2. How does a tape worm enter the body?
3. How does a tape worm reproduce?
4. How does a tape worm get its food in the body?
5. Identify 3 signs and symptoms of tape worm infestations.
6. How can a P.4 child prevent tape worm infestation?

Skills: Critical thinking Values: Responsibility

Methods : Guided discovery.

Activities: - identifying parts of a tape worm.

- Describing the signs and symptoms of tape worm infestations.

Materials: Image of a tape worm.

References: - P.4 NCDC Abridged curriculum, pg. 79.

- St. Bernard Integrated Science, pupil’s book 4, pg. 133-134.

Connecting to the larger goal: When tape worms enter our bodies, they feed on
digested food in the intestines which negatively affects our health. We thus need to
prevent them from entering our bodies.

Key points:
1. A tape worm comprises a head with hooks and suckers in addition to
a segmented body.
2. Tape worms can enter our bodies in many ways e.g. through eating
poorly cooked meat.
3. We must prevent tape worms from entering our bodies because they
feed on digested food in the intestines which negatively affects our
health.
Lesson Procedure

Do now/opening (2 mins): What are worms?

Introduction to new material (6 mins): When worms enter our bodies, they feed
on the digested food in the intestines. In this lesson, we will explore tape worms,
how they enter our bodies and ways to prevent them from entering our bodies.

Guided practice (10 mins): Display image of a tape worm.

Then say, a tape worm’s body is divided into sections called segments. The hooks
on its head enable it to hold onto the intestines using suckers. It reproduces by
laying eggs. When one eats poorly cooked meat that contains tape worms, they will
enter one’s body. What are some of the signs and symptoms of tape worm
infestation? (let child respond), then say, signs and symptoms include; swollen
stomach, stomachache, loss of weight, diarrhoea, body weakness, vomiting, eyes
turn pale yellow when the liver is infected.
How can one prevent tape worm infestation? (let child respond), then say, we can
prevent tape worm infestation by; Thoroughly cooking all meat, ensuring proper
disposal of faeces, deworming ourselves regularly.

Independent practice (10 mins):

1. Draw a tape worm and its head then label it.
2. How does a tape worm enter the body?
3. How does a tape worm reproduce?
4. How does a tape worm get its food in the body?
5. Identify 3 signs and symptoms of tape worm infestations.
How can a P.4 child prevent tape worm infestation?

Closing (2 min): Which part enables hook worms to hold on to the intestines?
 Subject: Science
Class: P4
Lesson No. :112.

Duration Theme: Human health

Topic: Communicable intestinal diseases& worm infestations.
Sub-topic: Worm infestations

30 min

Subject Competences:
The learner:
- Describes how round worms are spread.
- Describes the signs and symptoms of round worms
infestations.
- Describes how round worm infestations can be prevented.
Language Competences:
The learner: Reads and comprehends information about round worms.
Assessment:
1. How do round worms spread? (give 2 ways)
2. How can one avoid getting round worms in one’s body? (give 4
ways)
3. Identify any 3 signs and symptoms of round worm infestation.

Skills: Critical thinking Values: Responsibility

Methods : Guided discovery.

Activities: Describing the signs and symptoms of round worm infestations.

Identifying how to prevent round worm infestation.

Materials: Image of a round worm.

References: - P.4 NCDC Abridged curriculum, pg. 79.

- St. Bernard Integrated Science, pupil’s book 4, pg. 135-136.

Connecting to the larger goal: We must prevent round worms from entering our
bodies because they feed on digested food in the body which negatively affects our
health.

Key points:
1. Round worms have a cylindrical shape.
2. Round worms enter our bodies in many ways e.g. through use of
unwashed hands to eat.
3. We must prevent round worms from entering our bodies because
they feed on digested food in the body which negatively affects our
health.

Lesson Procedure

Do now/opening (2 mins): Which body part do tape worms use to feed on

digested food in the intestines?

Introduction to new material (6 mins): When worms enter our bodies, they feed
on the digested food in the intestines. In this lesson, we will explore round worms,
how they enter our bodies & ways to prevent them from entering our bodies.
Guided practice (10 mins): Display image of a round worm.
Then say, a round worm has a cylindrical body without segments. They feed on
digested food and live in the intestines of the host animal. How are round worms
spread? (let child respond), then say, round worms are spread through; using un
washed hands to eat, eating unwashed fruits & vegetables, eating dirty food.
What are some of the signs and symptoms of round worms infestation? (let child
respond), then say, signs and symptoms include; stomach ache with diarrhoea,
body weakness, dry cough, abdominal pain, becoming anaemic (a condition when
one lacks enough blood). How can one prevent round worms from entering one’s
body? (let child respond), then say, by; washing hands with clean water and soap
before eating them, deworming ourselves regularly, keeping our finger nails short
and clean, not playing in dirty places, washing hands with clean water and soap
after visiting the latrine or toilet.

Independent practice (10 mins):

1. How do round worms spread? (give 2 ways)
2. How can one avoid getting round worms in one’s body? (give 4
ways)
3. Identify any 3 signs and symptoms of round worm infestation.

Closing (2 min): How can a P.4 child prevent round worms from entering his/her
body? (give 2 ways)

Subject: Science
Class: P4
Lesson No. :113.

Duration Theme: Human health

Topic: Communicable intestinal diseases& worm infestations.
Sub-topic: Worm infestations

30 min

Subject Competences:
The learner:
- Describes how hook worms are spread.
- Describes the signs and symptoms of hook worms infestations.
- Describes how hook worm infestations can be prevented.
Language Competences:
The learner: Reads and comprehends information about hook worms.
Assessment:
1. Describe how hook worms are spread.
2. Write 3 ways of preventing hook worms infestations.
3. Identify any 3 signs and symptoms of hook worm
infestations.

Skills: Critical thinking Values: Responsibility

Methods : Guided discovery.

Activities: Describing the signs and symptoms of hook worm infestations.

Identifying how to prevent hook worm infestation.

Materials: Image of a hook worm.

References: - P.4 NCDC Abridged curriculum, pg. 79.

- St. Bernard Integrated Science, pupil’s book 4, pg. 136-137

Connecting to the larger goal: We must prevent hook worms from entering our
bodies because they feed on blood in the body which negatively affects our health.

Key points:
1. Hook worms are short worms with hooks on their mouth.
2. Hook worms enter our bodies in many ways e.g. when we walk
bare footed in damp soil.
3. We must prevent hook worms from entering our bodies because
they feed on blood in our body thereby negatively affecting our
health.

Lesson Procedure

Do now/opening (2 mins): Give 2 ways in which a P.4 child can prevent round
worms from entering his/her body.

Introduction to new material (6 mins): When worms enter our bodies, they feed
on the food and blood in the body which weakens our bodies. In this lesson, we
will explore hook worms, how they enter our bodies & ways to prevent them from
entering our bodies.

Guided practice (10 mins): Display image of a hook worm.

Then say, hook worms are short worms with hooks on their mouth. They live in
the small intestines and feed on blood.
What are some of the signs and symptoms of hook worms infestation? (let child
respond), then say, signs and symptoms include; diarrhoea, pale skin, pale eyelids
and palms, totally white fingernails to show anaemia, loss of weight, body
weakness.
How can we prevent hook worms from entering one’s body? (let child respond),
then say, we can prevent hook worm infestations by; wearing shoes or scandals
especially in wet places, deworming ourselves regularly, always defecating in the
latrines or toilet not in the bushes.
How do hook worms spread? Hook worms’ eggs are passed out in faeces, they then
hatch out in damp soil and water. If we walk bare footed and get in contact with
the eggs, they will enter through the foot skin and then join the blood stream. They
are then transported to the intestines where they stay and suck blood from there.

Independent practice (10 mins):

1. Describe how hook worms are spread.
2. Write 3 ways of preventing hook worms infestations.
3. Identify any 3 signs and symptoms of hook worm
infestations.

Closing (2 min): How can a P.4 child prevent hook worm infestation?

Subject: Science
Class: P4
Lesson No. :114

Duration Theme: Human health

Topic: Communicable intestinal diseases & worm infestations
Sub-topic: Worm infestations

30 min

Subject Competences:
The learner:
- Describes how thread worms spread.
- Describes the signs and symptoms of thread worm infestations.
- Describes how thread worm infestation can be prevented.
Language Competences:
The learner: -Reads & comprehends information about thread worms.

Assessment:
1. Which part of the body do thread worms live?
2. Give 3 signs and symptoms of a person infested with thread worms.
3. Identify 3 ways in which a P.4 child can prevent thread worm infestation.

Skills: Critical thinking Values: Responsibility

Methods : Guided discovery.

Activities: Describing signs and symptoms of thread worm infestations.

Materials: Images of a thread worm.

References: - P.4 NCDC Abridged curriculum, pg. 79.

- St. Bernard Integrated Science, pupil’s book 4, pg. 137-138

Connecting to the larger goal: We must prevent thread worms from entering our
bodies because they bring discomfort in the stomach which lowers our productivity
at work.

Key points:
1. Thread worms are white, small and have a thread like structure. They are
also called pin worms.
2. They are spread in a number of ways e.g. through sharing underwears.
3. We must prevent thread worms from entering our bodies because they bring
discomfort in the stomach which lowers our productivity at work.

Lesson Procedure

Do now/opening (2 mins): Identify 2 ways in which you can prevent hook worm
infestation.

Introduction to new material (6 mins): When worms enter our bodies, they also
bring discomfort in the stomach which in turn makes us to work less. In this
lesson, we will explore thread worms, how thy enter our bodies and how to prevent
them from entering our bodies.

Guided practice (10 mins):

Display image of a thread worm. Then say, thread worms are small, white and
thread like. They live in large intestines and lay eggs around the anus. What are
some of the signs and symptoms of thread worm infestation? ( let child respond),
then say signs and symptoms include; having itching around the anus, vomiting,
having discomfort in the stomach, having sleepless nights.
How can we prevent thread worm infestations? (let child respond), then say, we
can prevent thread worm infestation by;
- Washing around the anus as you bathe.
- Deworming regularly.
- Cutting finger nails short & keeping them clean.
- Washing hands with clean water and soap before handling any
food and after using the toilet.
- Avoid sharing under wears, knickers and beddings.
How do thread worms spread? When a person with finger nails scratches the
itching part, thread worms will hide in the nails. The eggs will get into the body
when the person eats with unwashed hands. The eggs then hatch in the stomach
and worms crawl into the large intestines. When the infected person shares
anything edible with someone without washing his or her hands, the eggs are
spread to that person.
Note; Thread worms are also called pin worms. Sharing under wears and beddings
can also spread the thread worms.

Independent practice (10 mins):

1. Which part of the body do thread worms live?
2. Give 3 signs and symptoms of a person infested with thread worms.
3. Identify 3 ways in which a P.4 child can prevent thread worm infestation.

Closing (2 min): Identify any 2 signs of thread worm infestation.

Subject: Science
Class: P4
Lesson No. :115

Duration Theme: Human health

Topic: Vectors and diseases.
Sub-topic: Common disease vectors
30 min

Subject Competences:
The learner:
- Describes what a vector is.
- Gives examples of vectors.
- Identifies habitats of vectors.

Language Competences:
The learner: -Reads & comprehends information about vectors.

Assessment:
1. What is a disease?
2. What is a vector?
3. Give 5 examples of common vectors.
4. Identify 2 places where vectors are found.

Skills: Observation Values: Kindness

Methods : Guided discovery.

Activities: Identifying disease vectors.

Materials: Images of vectors.

References: - P.4 NCDC Abridged curriculum, pg. 80.

- St. Bernard Integrated Science, pupil’s book 4, pg. 141.

Connecting to the larger goal: When we identify vectors, we will be in position to

prevent them from separating diseases.

Key points:
1. Vectors are living organisms that spread disease causing germs.
2. Examples of vectors include mosquitoes, rats, lice etc.
3. When we identify vectors, we will be in position to prevent them from
spreading diseases.

Lesson Procedure

Do now/opening (2 mins): Identify any 3 examples of worms that you know.

Introduction to new material (6 mins): Human beings move from one place to
another, even other animals are in position to move. In this lesson we will explore
what vectors are, examples of vectors and the different habitats of the vectors.

Guided practice (10 mins):

What is a vector? (let child respond), then say, a vector is a living organism that
spreads disease causing germs. Then ask, what is a disease? (let child respond),
then say, a disease is an illness caused by an infection. Can you identify some
examples of vectors? (let child respond) then display images of different vectors
such as; mosquitoes, rats, bedbugs, ticks, fleas, cockroaches, houseflies,
tsetseflies, etc.

Can you identify some habitats for vectors? (let child respond), then say, we can
find vectors in our homes, in dirty dark places such as cupboards, latrines and
beds.

Independent practice (10 mins):

1. What is a disease?
2. What is a vector?
3. Give 5 examples of common vectors.
4.Identify 2 places where vectors are found.

Closing (2 min): Why do you think a mosquito is called a vector?

Subject: Science
Class: P4
Lesson No. :116.

Duration Theme: Human health

Topic: Vectors and diseases.
Sub-topic: Common disease vectors

30 min
Subject Competences:
The learner:
- Identifies the types of mosquitoes.
- Describes the appearance of mosquitoes.
- Identifies the parts of a mosquito.

Language Competences:
The learner: Correctly pronounces the word ‘mosquito’.
Reads and comprehends information about mosquitoes.

Assessment:
1. Give 3 types of mosquitoes.
2. Describe the general appearance of mosquitoes.

Skills: Observation Values: Kindness

Methods : Guided discovery.

Activities: Describing the appearance of mosquitoes.

Materials: Images of a mosquito

References: - P.4 NCDC Abridged curriculum, pg. 80.

- St. Bernard Integrated Science, pupil’s book 4, pg. 142.

Connecting to the larger goal: Mosquitoes spread diseases such as malaria so its
important to prevent contact with them.

Key points:
1. A mosquito is a vector that feeds on blood.
2. Examples of mosquitoes include culex mosquito, anopheles’ mosquito etc.
3. Mosquitoes spread diseases such as malaria so it is very important to
prevent contact with them.

Lesson Procedure

Do now/opening (2 mins): In which places do we find vectors? (give 2 places)

Introduction to new material (6 mins): Have you ever gone to the hospital and
the doctor informed you that you were suffering from malaria? (let child respond).
Whether the child respond with a yes or no, go ahead and ask- what do you think
spreads malaria? (let child respond), then say, in this lesson we will explore
mosquitoes and we will also discover that they spread diseases such as malaria.

Guided practice (10 mins): let child watch video about the different types of
mosquitoes (youtube.com/watch?v=v83nxxqXaLs). Then ask, can you identify
types of mosquitoes? (let child respond), then say, types of mosquitoes include;
Anopheles, culex, and aedes or tiger mosquito. How does a mosquito look like? (let
child describe appearance of a mosquito), then say,
1. The body is divided into 3 main parts i.e. head, thorax, abdomen.
2. The head has a pair of compound eyes, a pair of antenna and a proboscis
(for) sucking blood)
3. The thorax has wings and 3 pairs of legs.
4. The abdomen is long with spiracles used for breathing.
(Display image of mosquito with labelled parts)

Independent practice (10 mins):

1. Give 3 types of mosquitoes.
2. Describe the general appearance of mosquitoes.

Closing (2 min): Can you identify 3 types of moquitoes?

Subject: Science
Class: P4
Lesson No. :117

Duration Theme: Human health

Topic: Vectors and diseases.
Sub-topic: How vectors spread diseases.

30 min
Subject Competences:
The learner:
- Describes how female anopheles mosquitoes spread malaria.
- Identifies the signs and symptoms of malaria.
Language Competences:
The learner: - correctly pronounces ‘anopheles’.
-Reads & comprehends information about how a female anopheles
mosquito spreads malaria.

Assessment:
1. Name the type of mosquito which spreads malaria.
2. Name the germ which causes malaria.
3. Describe how a female anopheles mosquito spreads malaria.
4. Identify 2 signs and symptoms of malaria.

Skills: Communication Values: Honesty

Methods : Guided discovery.

Activities: Describing how a female anopheles mosquito spreads malaria.

Materials : Images of a female anopheles mosquito.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 142

Connecting to the larger goal: Mosquitoes spread diseases such as malaria so it

is important to prevent contact with them.

Key points:
1. A female anopheles’ mosquito spreads malaria.
2. As the mosquito sucks blood, it spreads a germ called plasmodium which
causes malaria.
3. Mosquitoes spread diseases such as malaria so its important to prevent
contact with them.

Lesson Procedure

Do now/opening (2 mins): Can you identify 3 types of mosquitoes?

Introduction to new material (6 mins): If anopheles mosquitoes didn’t exist,
people would not get infected with malaria. In this lesson, we will explore how a
female anopheles mosquito spreads malaria and the signs and symptoms of
malaria.

Guided practice (10 mins): How do you think a female anopheles mosquito
spreads malaria? (let child respond), Then say, As the mosquito sucks blood it
spreads a germ called plasmodium. The plasmodium germ then undergoes stages
of development and multiplication in the blood stream.
They then attack the red blood cells and the victim suffers from malaria as a
result.
What are some of the signs and symptoms of malaria? (let child respond), then
say, these include;
- High temperature
- Shivering
- Body weakness and tiredness
- Headache
- Vomiting
Note: A mosquito uses the proboscis which is found on its head to suck blood
from a human being.

Independent practice (10 mins):

1. Name the type of mosquito which spreads malaria.
2. Name the germ which causes malaria.
3. Describe how a female anopheles mosquito spreads malaria.
4. Identify 2 signs and symptoms of malaria.

Closing (2 min): Which type of mosquito spreads malaria?

Subject: Science
Class: P4
Lesson No. :118

Duration Theme: Human health

Topic: Vectors and diseases.
Sub-topic: How vectors spread diseases.

30 min
Subject Competences:
The learner:
- Describes how a culex mosquito spreads elephantiasis.
- identifies the signs and symptoms of elephantiasis.
Language Competences:
The learner: - correctly pronounces ‘culex’ and ‘elephantiasis’.
-Reads & comprehends information about how culex mosquitoes spread
elephantiasis.

Assessment:
1. Name the type of mosquito which spreads elephantiasis.
2. What germ causes elephantiasis?
3. Identify 1 sign of elephantiasis.
4. Describe how a culex mosquito spreads elephantiasis.

Skills: Communication Values: Honesty

Methods : Guided discovery.

Activities: Describing how a culex mosquito spreads elephantiasis.

Materials : Images of a culex mosquito and a person suffering from elephantiasis.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 143
- https.//www.medicalnewstoday.com/articles/321797#causes

Connecting to the larger goal: Culex mosquitoes spread elephantiasis so its important to
prevent contact with them.

Key points:
1. A culex mosquito spreads elephantiasis.
2. When the infected mosquito bites someone else, it passes on the larva of the round w
to their blood.
3. Culex mosquitoes spread elephantiasis so its important to prevent contact with them.

Lesson Procedure

Do now/opening (2 mins): Which type of mosquito spreads malaria?

Introduction to new material (6 mins): If culex mosquitoes didn’t exist, people would not g
infected with elephantiasis. In this lesson, we will explore how a culex mosquito spreads
elephantiasis and the signs and symptoms of elephantiasis.

Guided practice (10 mins): How do you think a culex mosquito spreads elephantiasis? (let c
respond), Then say, The culex mosquito becomes infected with roundworm larvae when they
a blood meal from an infected human. The mosquitoes then bite someone else, passing the la
into their blood stream. Finally, the worm larvae migrate to the lymphatics via the blood stre
and mature in the lymph system.
How can one tell that a person has elephantiasis? (let child respond), then say, the major sig
elephantiasis is that the lower part of the legs grow very big. (at this point, display image of a
person suffering from elephantiasis.)

Independent practice (10 mins):

1. Name the type of mosquito which spreads elephantiasis.
2. What germ causes elephantiasis?
3. Identify 1 sign of elephantiasis.
4. Describe how a culex mosquito spreads elephantiasis.

Closing (2 min): What germ causes elephantiasis?

Subject: Science
Class: P4
Lesson No. :119

Duration Theme: Human health

Topic: Vectors and diseases.
Sub-topic: How vectors spread diseases.

30 min

Subject Competences:
The learner:
- Describes how the aedes mosquito spreads yellow fever.
- identifies the signs and symptoms of yellow fever.
Language Competences:
The learner: -Reads & comprehends information about how aedes mosquitoes sp
yellow fever.

Assessment:
1. Name the type of mosquito which spreads yellow fever.
2. What germ causes yellow fever?
3. Identify 3 signs and symptoms of yellow fever.
4. Describe how the aedes mosquito spreads yellow fever.

Skills: Communication Values: Honesty

Methods : Guided discovery.

Activities: Describing how aedes mosquito spreads yellow fever.

Materials : Images of aedes mosquito.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 143
- https.//www.worldmosquitoprogramme.org/en/learn/mosquito-
borne.diseases/yellowfever 09th/11/2022; 3:24 pm

Connecting to the larger goal: Aedes mosquitoes spread yellow fever and we can prevent ye
fever by getting the yellow fever vaccination.

Key points:
1. Aedes mosquito spreads yellow fever.
2. When an infected mosquito bites someone else, it passes on the virus that causes yell
to that person.
3. We can prevent yellow fever by getting the yellow fever vaccine.

Lesson Procedure

Do now/opening (2 mins): What germ causes elephantiasis? How can we tell that a person
elephantiasis? (let child respond).

Introduction to new material (6 mins): ): If aedes mosquitoes didn’t exist, people would no
infected with yellow fever. In this lesson, we will explore how the aedes mosquito spreads yel
fever and the signs and symptoms of yellow fever.
Guided practice (10 mins): How do you think the aedes mosquito spreads yellow fever? (let
respond), Then say, The aedes mosquito gets infected with the virus when they take a blood
from an infected human. The infected mosquitoes bite someone else, and pass on the virus i
their blood stream. The virus then causes yellow fever. Then ask, how can we tell that a pers
yellow fever? (let child respond), then say, signs and symptoms of yellow fever are;
- Fever
- Headache
- Back pain
- Vomiting
- Bleeding from the mouth, nose, eyes, or stomach.

Independent practice (10 mins):

1. Name the type of mosquito which spreads yellow fever.
2. What germ causes yellow fever?
3. Identify 3 signs and symptoms of yellow fever.
4.Describe how the aedes mosquito spreads yellow fever.

Closing (2 min): 1. What germ causes yellow fever?

2. How can one prevent yellow fever?

Subject: Science
Class: P4
Lesson No. :120

Duration Theme: Human health

Topic: Vectors and diseases.
Sub-topic: Lifecycle of mosquitoes

30 min

Subject Competences:
The learner: - describes the lifecycle of mosquitoes.
Language Competences:
The learner: -Reads & comprehends information about the lifecycle of
mosquitoes.
Assessment:
1. Describe the lifecycle of a mosquito.
2. What does it mean when we say that a vector undergoes ‘complete
metarmophosis?

Skills: Communication Values: Honesty

Methods : Guided discovery.

Activities: Describing the life cycle of a mosquito.

Materials: Video showing life cycle of a mosquito.

References: - P.4 NCDC Abridged curriculum, pg. 80-81

- St. Bernard Integrated Science, pupil’s book 4, pg. 144

Connecting to the larger goal: All living organisms go through different stages in
order to fully grow.

Key points:
1. The lifecycle of a mosquito comprises 4 stages.
2. The stages of the lifecycle are; eggs -> larva -> pupa -> adult.
3. All living organisms go through different stages in order to grow fully.

Lesson Procedure

Do now/opening (2 mins): 1. How can one prevent yellow fever?

2.What type of mosquito spreads yellow fever?

Introduction to new material (6 mins): After sometime, a boy will grow to

become a big man. Just like humans, mosquitoes also go through different stages
before they grow fully. In this lesson we will explore the life cycle of a mosquito.
Guided practice (10 mins):
Let child watch video about the life cycle of a mosquito (youtube.com/watch?v=-
lifzvlqGSM). Then ask child to describe the lifecycle of a mosquito in their own
words. After, state that the stages in a mosquito lifecycle are;
- Female mosquito lays her eggs in water.
- After about 1 week, the eggs hatch and become larvae.
- After some weeks, the larvae turns into pupa.
- After a few days a young mosquito comes out of the pupa.
Within 5-10 minutes, the adult mosquito flies away.
Note; A vector which undergoes 4 stages in its life cycle is said to undergo a
complete metarmophosis.

Independent practice (10 mins):

1. Describe the lifecycle of a mosquito.
2.What does it mean when we say that a vector undergoes ‘complete
metamorphosis?

Closing (2 min): 1. Can you outline the stages in the life cycle of a mosquito?

Class: P4
Lesson No. :121

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Ways of controlling mosquitoes

30 min

Subject Competences:
The learner: - describes the different ways of controlling mosquitoes
Language Competences:
The learner: Reads and comprehends information about controlling mosquitoes.

Assessment: 1. Identify 3 ways of controlling mosquitoes.

2. How does oil poured on stagnant water control mosquitoes?
Skills: Communication.
Values: Honesty

Methods : Guided discovery, brainstorming

Activities: Describing how to control mosquitoes

Materials : Images showing activities done to control mosquitoes

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 145

Connecting to the larger goal: When we control mosquitoes, we in turn

prevent infection with diseases spread by mosquitoes.

Key points: 1. Mosquitoes spread diseases so we need to control them as a

way to prevent contact with them.
2.We can control mosquitoes in different ways e.g. pouring oil on
stagnant water.
3. When we control mosquitoes, we in turn prevent infection with
diseases spread by mosquitoes.

Lesson Procedure

Do now/opening (2 mins): Can you identify the stages in the lifecycle of a

mosquito?

Introduction to new material (6 mins): If we desire to prevent some diseases,

we ought to control the vectors that spread them. In this lesson we will explore
the ways of controlling mosquitoes.

Guided practice (10 mins): How can we control mosquitoes? (let child
respond), Then say, mosquitoes can be controlled by:
- Draining stagnant water from our surroundings.
- Spraying insecticides in the rooms to kill adult
mosquitoes.
- Clearing the bushes around us to remove their breeding
places.
- Pouring oil on stagnant water to kill the mosquito larvae
and pupa by cutting off of oxygen supply.
- Sleeping under a treated mosquito net at night.
(You might display images of some of the above activities)
Independent practice(10 mins): 1. Identify 3 ways of controlling
mosquitoes.
2. How does oil poured on stagnant water control mosquitoes?

Closing (2 min): Why is it important to control mosquitoes?

Class: P4
Lesson No. :122

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Common disease vectors

30 min

Subject Competences:
The learner: - describes the appearance of a housefly.
-identifies the parts of a housefly.
-describes the feeding habits of a housefly.
Language Competences:
The learner: -correctly pronounces “housefly”
-Reads and comprehends information about of a housefly.

Assessment: 1. Describes 2 characteristics of a housefly.

2.What does a housefly feed on?
3. How does the housefly carry germs to our food?

Skills: Communication.
Values: Kindness

Methods : Guided discovery

Activities: Describing the characteristics of a housefly.

Materials : Images of a tick.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 146

Connecting to the larger goal: Houseflies spread diseases such as typhoid so

its important to prevent contact with them.

Key points: 1. A housefly is a vector that feeds on decaying matter in dirty

places. It also feeds on our food.
2.They have hairy bodies and carry germs on their body hairs to
our food.
3. Houseflies spread diseases such as cholera so its important to
prevent contact with them.

Lesson Procedure

Do now/opening (2 mins): Identify any 2 ways of controlling mosquitoes.(let

child respond)

Introduction to new material (6 mins): Have you ever experienced diarrhoea?

(let child respond) Whether child responds with yes or No, go ahead and ask,
what do you think spreads diarrhoea? (let child respond) Then say, in this
lesson we will explore houseflies, what they feed on and how they carry germs
to our food.

Guided practice (10 mins): Display a labelled image of a housefly. (let child
take time to observe the diagram). Then ask, what are some of the
characteristics of a housefly? (let child respond). characteristics of a housefly
are:
- The body is divided into 3 main body parts namely, head,
thorax, abdomen.
- It has wings on the thorax.
- It has six legs
Then ask, what does a housefly feed on? (let child respond), then say, a
housefly feeds on decaying matter in dirty places. It also feeds on our food.
How does the housefly carry germs to our food? (let child respond), Then say,
when a housefly visits dirty places, the germs stick on the hairs of its body. It
then carries the germs to our food when it settles on it.

Independent practice(10 mins): 1. Describes 2 characteristics of a housefly.

2.What does a housefly feed on?
3. How does the housefly carry germs to our food?

Closing (2 min): How does the housefly carry germs to our food?
 Class: P4
Lesson No. :123

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Lifecycle of houseflies

30 min

Subject Competences:
The learner: - describes the lifecycle of houseflies.
Language Competences:
The learner: Reads and comprehends information about the lifecycle of
houseflies.

Assessment: 1. Describes the lifecycle of houseflies.

2. What does it mean when we say that a vector undergoes
complete metarmophosis?

Skills: Communication.
Values: Honesty

Methods : Guided discovery

Activities: Describing how ticks spread germs

Materials : Images of a tick.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 147

Connecting to the larger goal: All living organisms go through different stages
in order to fully grow.

Key points: 1. The lifecycle of a housefly comprises 4 stages.

2.The stages of the lifecycle are: eggs larva pupa adult
3. All living organisms go through different stages in order to fully
grow.

Lesson Procedure
Do now/opening (2 mins):1. How many legs does a housefly have?
2. What are the 3 main body parts of a housefly?

Introduction to new material (6 mins): After sometime, a girl will grow to

become a woman. Just like humans, houseflies also go through different stages
before they fully grow fully. In this lesson we will explore the lifecycle of a
housefly.

Guided practice (10 mins): let child watch video about the lifecycle of a
housefly(youtube.com/watch?v=F5dnUcJVBIs) Then ask child to describe the
lifecycle of a housefly in their own words. After state that the stages in a
housefly lifecycle are:
- A female adult housefly lays eggs in batches which
contain about 100-150 eggs in manure heaps, rotting
bodies, exposed food or faeces.
- After one day the eggs hatch into larva(maggots)
- After 4-6 days the maggots turn into a pupa. In this
stage they don’t feed nor move.
- Then the adult comes out of pupa in about 4-5 days.
Note: A vector which undergoes 4 stages in its lifecycle is said to undergo a
complete metarmophosis.
- Maggots are always seen moving on rotting things looking
for food.
(Display the summary of the lifecycle with an image)

Independent practice(10 mins): 1. Describes the lifecycle of houseflies.

2. What does it mean when we say that a vector undergoes
complete metarmophosis?

Closing (2 min): Can you outline the stages in the lifecycle of a housefly?
 Class: P4
Lesson No. :124

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Diseases spread by houseflies

30 min

Subject Competences:
The learner: - identifies the diseases spread by houseflies.
-describes how to control and prevent diseases spread by
houseflies.
-identifies ways of treating the diseases.

Language Competences:
The learner: Reads and comprehends information about the diseases spread by
houseflies.

Assessment: 1. Write down 4 diseases spread by houseflies

2. Identify any 3 ways of controlling diseases spread by
houseflies.
3. Why do we give ORS as treatment for diseases spread by
houseflies?
4. Which part of the body is affected by trachoma?
Skills: Communication.
Values: Honesty

Methods : Guided discovery

Activities: Identifying diseases spread by houseflies.

-Describing how to control and prevent diseases spread by
houseflies.

Materials : Insecticides, dustbin.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 148

Connecting to the larger goal: There are different ways of controlling and
preventing diseases spread by houseflies e.g. kill the houseflies with
insecticides.

Key points: 1. Houseflies spread diseases such as typhoid, diarrhea etc.

2. We can control and prevent diseases spread by houseflies in
many ways e.g. kill the houseflies with insecticides.
3. By preventing diseases spread by houseflies, we will have more
time to work and improve our lives.

Lesson Procedure

Do now/opening (2 mins): How many stages comprise the life cycle of a

housefly? Can you outline these stages?

Introduction to new material (6 mins): There are a number of diseases

spread by houseflies. In this lesson we will explore the diseases spread by
houseflies and control them, and how to treat them.

Guided practice (10 mins): What diseases are spread by house flies? (let child
respond), Then say, diseases spread by houseflies are:
Diarrhea, typhoid, dysentery, cholera, trachoma.
How do you think we can prevent and control the above diseases? (let child
respond), Then say, we can control and prevent diseases by:
- Covering food to protect it from flies that bring germs to it
- Killing the houseflies with insecticides.
- Drinking clean boiled water.
 - Disposing all rubbish in a dustbin or rubbish pit.
- Proper disposal of faeces in either a latrine or toilet.
How can we treat the above diseases? (let child respond)
Then say, By: - giving the patient a lot of fluids
- Giving the patient ORS or SSS.
- Giving the patient medicine recommended by a doctor.
- For trachoma, use the ointment recommended by the
doctor.
Note: Trachoma is a disease that affects the eyes.

Independent practice(10 mins): 1. Write down 4 diseases spread by

houseflies.
2. Identify any 3 ways of controlling diseases spread by
houseflies.
3. Why do we give ORS as treatment for diseases spread by
houseflies?
4. Which part of the body is affected by trachoma?

Closing (2 min): Outline 2 diseases spread by houseflies?

Class: P4
Lesson No. :125
Duration Theme: Human health
Topic: Vectors and diseases
Sub-topic: Cockroaches

30 min

Subject Competences:
The learner: - describes the appearance of cockroaches
-identifies the habitat of cockroaches
-describes how cockroaches spread germs

Language Competences:
The learner: Reads and comprehends information about cockroaches.

Assessment: 1. How do cockroaches spread germs?

2. Where do cockroaches stay?
3. Describe the appearance of a cockroach
(identify about 3 parts of a cockroach’s body and talk about them)

Skills: Communication.
Values: Honesty

Methods : Guided discovery

Activities: . Describing the appearance of a cockroach

Materials : Images of a cockroach.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 148-
149

Connecting to the larger goal: Cockroaches spread germs so its important to

prevent contact with them.

Key points: 1. Cockroaches are flat brown insects that spread germs.
2. They spread germs by the help of their hairy bodies.
3. Cockroaches spread germs so its important to prevent contact
with them.

Lesson Procedure

Do now/opening (2 mins): Outline 3 diseases spread by house flies. In which

2 ways can you prevent the above diseases?
Introduction to new material (6 mins): Cockroaches are living organisms
found in our environment. In this lesson we will explore how cockroaches look
like, where they stay, and how they spread germs.

Guided practice (10 mins): Display image of a cockroach. Then ask the learner
to describe the appearance of a cockroach in his/her own words. Afterwards,
say, A cockroach:
- Is a flat brown insect
- It has 3 main body parts i.e. head, thorax and abdomen.
- It has 2 compound eyes on its head.
- It has 6 legs.
- It has wings.
- It has a pair of antennae on its head.
Where do cockroaches live? (let child respond), then say, they live in hidden
dark corners such as drawers, cup boards, latrines, store-rooms etc.
How do you think cockroaches spread germs? (let child respond) Then say,
cockroaches carry germs from dirty places on their hairy bodies. When they
crawl on food, it deposits the germs onto it and contaminate it.
Note: Cockroaches spread germs that cause typhoid, dysentery etc.

Independent practice(10 mins): 1. How do cockroaches spread germs?

2. Where do cockroaches stay?
3. Describe the appearance of a cockroach
(identify about 3 parts of a cockroach’s body and talk about them)

Closing (2 min): How many legs does a cockroach have?

How do cockroaches spread germs?
 Class: P4
Lesson No. :126

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Lifecycle of cockroaches

30 min

Subject Competences:
The learner: - describes the lifecycle of cockroaches
-identifies ways of preventing and controlling cockroaches

Language Competences:
The learner: Reads and comprehends information about the lifecycle of
cockroaches and how to prevent cockroaches.

Assessment: 1. Describe the lifecycle of cockroaches.

2. What does it mean when we say that a vector undergoes
“incomplete metarmophosis”?
3. How can we prevent and control cockroaches?
4. What is the difference between the nymph and adult
cockroach?

Skills: Communication.
Values: Honesty

Methods : Guided discovery

Activities: Describing the lifecycle of a cockroach

Materials : Video showing the lifecycle of a cockroach.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 149-
150

Connecting to the larger goal: All living organisms go through different

stages in order to fully grow.

Key points: 1. The lifecycle of a cockroach comprises 3 stages.

2. The stages of the lifecycle are: eggs nymph adult.
3. All living organisms go through different stages in order to
grow fully.

Lesson Procedure

Do now/opening (2 mins): 1. How do cockroaches spread germs?

2. How many antennae does a cockroach have on its head?

Introduction to new material (6 mins): After sometimes, the eggs laid by a

female housefly will develop into an adult housefly. Just like houseflies,
cockroaches also go through different stages before they grow fully. In this
lesson we will explore the lifecycle of a cockroach and how to prevent
cockroaches.

Guided practice (10 mins): let child watch video about the lifecycle of a
cockroach(youtube.com/watch?v=AvxMVCfvo) Then ask child to describe the
lifecycle of a cockroach in their own words. After state that the stages in a
cockroach lifecycle are:
- The female cockroach lays eggs in an egg case each
having about 16 eggs.
- The eggs hatch into nymph which looks like the adult but
they don’t have wings.
- After a few days, it changes into an adult with fully
developed wings.
Note: A cockroach has an incomplete metarmophosis because it has 3 stages of
growth.
(Display summary of the lifecycle with a diagram)
How can we prevent and control cockroaches? (let child respond), Then say
cockroaches can be prevented and controlled by:
- Keeping all food covered to cut off food on which
cockroaches would feed.
- Spraying dark places with insecticides to kill the adult
 and young cockroaches.

Independent practice(10 mins): 1. Describe the lifecycle of cockroaches.

2. What does it mean when we say that a vector undergoes
“incomplete metarmophosis”?
3. How can we prevent and control cockroaches?
4. What is the difference between the nymph and adult
cockroach?

Closing (2 min): Can you outline the stages in the lifecycle of a cockroach?

Class: P4
Lesson No. :127

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: The tsetsefly
30 min

Subject Competences:
The learner: - describes the diseases spread by tsetseflies in people and
animals.
-identifies the germ that causes sleeping sickness.
-describes the signs and symptoms of sleeping sickness and how
tsetseflies spread diseases
Language Competences:
The learner: Reads and comprehends information about tsetseflies.

Assessment: 1. What diseases do tsetseflies spread in:

(a)people
(b)animals
2. Identify 2 signs and symptoms of sleeping sickness
3. What germ causes sleeping sickness?

Skills: Communication.
Values: Kindness

Methods : Guided discovery

Activities: Describing how tsetseflies spread germs

Materials : Images of a tsetsefly.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 151

Connecting to the larger goal: Tsetseflies spread germs hence its important
to prevent contact with them.

Key points: 1. Tsetseflies are insects that spread germs which cause sleeping
sickness.
2. Tsetseflies live near rivers and streams because they need water
to breed.
3. Tsetseflies spread germs hence its important to prevent contact
with them.

Lesson Procedure

Do now/opening (2 mins): 1. What type of metarmophosis do these insects

undergo?

(i) Housefly
 (ii) Cockroach

Introduction to new material (6 mins): We have already seen how houseflies

and cockroaches spread germs. In this lesson we will explore how tsetseflies
spread germs.

Guided practice (10 mins): What diseases are spread by tsetseflies? (let child
respond), Then say, tsetseflies spread sleeping sickness in people and nagana
in animals. How do tsetseflies spread germs? (let child respond), Then say, a
female tsetsefly sucks blood infected with the trypanosome germ. This germ
develops further in the stomach of the tsetsefly then it moves to its salivary
glands. When the tsetsefly bites a normal person, it transmits the germ and the
person gets infected with sleeping sickness.
What are some of the signs and symptoms of sleeping sickness? (let child
respond), Then say, these include:
- Loss of body weight
- Prolonged fever
- Body weakness
- Being sleepy
Note: -The trypanosoma germ causes sleeping sickness
to people and nagana in animals.
- The male tsetsefly doesnot feed on human blood. It feeds
on plant juices.

Independent practice(10 mins): 1. What diseases do tsetseflies spread in:

(a)people
(b)animals
2. Identify 2 signs and symptoms of sleeping sickness
3. What germ causes sleeping sickness

Closing (2 min): What germ causes nagana in animals?

 Class: P4
Lesson No. :128

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Lifecycle of tsetseflies

30 min

Subject Competences:
The learner: - describes the lifecycle of tsetseflies
-identifies ways of controlling tsetseflies
Language Competences:
The learner: Reads and comprehends information about the lifecycle of
tsetseflies and how to control tsetseflies.

Assessment: 1. Describe the lifecycle of a tsetsefly.

2. Identify 3 ways of controlling tsetseflies.

Skills: Communication.
Values: Honesty

Methods : Guided discovery

Activities: Describing the lifecycle of a tsetsefly.

Materials : Video showing the lifecycle of a tsetsefly.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 151-
152

Connecting to the larger goal: All living organisms go through different

stages in order to fully grow.

Key points: 1. The lifecycle of a tsetsefly comprises 4 stages.

2. The stages of the lifecycle are: eggs lava pupa adult.
3. All living organisms go through different stages in order to
grow fully.

Lesson Procedure

Do now/opening (2 mins): 1. Outline 3 signs and symptoms of sleeping

sickness?

Introduction to new material (6 mins): After sometimes, the eggs laid by a

female cockroach will develop into an adult cockroach. Just like cockroaches,
tsetseflies also go through different stages before they grow fully. In this lesson
we will explore the lifecycle of a tsetsefly and how to control tsetseflies.

Guided practice (10 mins): let child watch video about the lifecycle of a
tsetsefly(youtube.com/watch?v=i3b4JvgUpPs) Then ask child to describe the
lifecycle of a tsetsefly in their own words. After state that the stages in a
tsetsefly”s lifecycle are:
- An adult tsetsefly hatches eggs in its body.
- The female tsetsefly is fertilized once in its life time and
produces 6-12 larvae.
- The larvae develops in the addomen.
- The larvae is deposited by the mother in soil or under
leaves to develop into pupa. This stage takes 3-4 weeks
then changes to adult.
(Display summary of the lifecycle with a diagram)
How can we control tsetseflies?(let child respond), Then say we can control
tsetseflies by:
- Spraying insecticides to kill adult tsetseflies.
- Clearing bushes near homes in order to destroy their
hiding places.
- Using tsetsefly traps to trap adult tsetseflies.
- Using sterile males to fertilise females.
Independent practice(10 mins): 1. Describe the lifecycle of a tsetsefly.
2. Identify 3 ways of controlling tsetseflies.

Closing (2 min): What type of metarmophosis does a tsetsefly undergo?

Class: P4
Lesson No. :129

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Fleas

30 min

Subject Competences:
The learner: - describes the diseases spread by fleas.
-identifies the habitats of fleas.
-describes the appearance of fleas.
Language Competences:
The learner: Reads and comprehends information about fleas.

Assessment: 1. What diseases are spread by fleas?

 (Give 2 diseases)
2. How do fleas look like?
3. Where can we find fleas?
4. Where do fleas lay their eggs?
5. Where do fleas get the germs they spread to people?

Skills: Communication.
Values: Kindness

Methods : Guided discovery

Activities: Identifying the habitats of fleas and diseases spread by fleas.

Materials : Images of a flea.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 153

Connecting to the larger goal: Fleas spread germs so its important to prevent
contact with them.

Key points: 1. Fleas are tiny brown insects with no wings that spread germs
that causes diseases such as bubonic plague.
2. Fleas hide in animals fur such as dogs, cats and rats.
3. Fleas spread germs so its important to prevent contact with
them.

Lesson Procedure

Do now/opening (2 mins): Give 2 ways of controlling tsetseflies.

Introduction to new material (6 mins): We have already learnt about

houseflies, cockroaches and tsetseflies as vectors that spread diseases. In this
lesson we will explore fleas as insect vectors.
Guided practice (10 mins): How do fleas look like? (let child respond) Then
display image of a flea and say that fleas are tiny brown insects with no wings.
They have long hind legs so they can jump from one place to another very
quickly.
Where can we find fleas? (let child respond) Then say fleas hide in animals fur
such as dogs, cats and rats.
Where do fleas get the germs they spread to people? (let child respond), then
say, they get germs from sick rats.
What diseases are spread by fleas? (let child respond) Then say, diseases
spread by fleas are: bubonic plague and typhus fever.

Independent practice(10 mins): 1. What diseases are spread by fleas?

(Give 2 diseases)
2. How do fleas look like?
3. Where can we find fleas?
4. Where do fleas lay their eggs?
5. Where do fleas get the germs they spread to people?

Closing (2 min): Give 2 diseases spread by fleas.

Class: P4
Lesson No. :130

Duration Theme: Human health

 Topic: Vectors and diseases
Sub-topic: Rats and mice

30 min

Subject Competences:
The learner: -identifies the habitats of rats.
-describes how rats and mice spread germs
- identifies ways of preventing and controlling plague
-identifies signs and symptoms of bubonic plague.
Language Competences:
The learner: Reads and comprehends information about rats and mice.

Assessment: 1. Why are rats dangerous to us?

2. How does a flea carry germs from rats to people?
3. Identify 2 ways of controlling bubonic plague.

Skills: Communication.
Values: Kindness

Methods : Guided discovery

Activities: Describing how rats spread germs.

Materials : Images of rats and rat traps.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 154

Connecting to the larger goal: Rats feed on our stored crops in addition to
spreading germs that cause diseases such as bubonic plague so we need to
control them.

Key points: 1. Rats are animals that carry germs to our food as they feed on it.
2. Rats live in dirty places and rubbish heaps.
3. Rats feed on our stored crops in addition to spreading germs
that cause diseases such as bubonic plague so we need to control them.

Lesson Procedure

Do now/opening (2 mins): Outline 2 diseases spread by fleas.

Introduction to new material (6 mins): Have you ever seen a rat? Where did
you see it? What was it doing? (let child respond to all these questions in their
own words) Then say, in this lesson we will explore rats and mice and how they
spread germs.

Guided practice (10 mins): Display image of a rat Then ask, where do rats
live? (let child respond) Then say, they live in dirty places and rubbish heaps.
Then ask, what do rats feed on? (let child respond) Then say, they feed on foods
such as maize, millet, sorghum and also left over foods.
How do rats and mice spread germs? (let child respond) Then say, rats and
mice often have fleas on their bodies. If the rat has plague and the flea bites the
rat, the plague germs will get into the flea’s body. When the flea then bites the
humans body, the germs get into the man’s body. Rats and mice spread
bacteria which causes diseases such as bubonic plague and typhus fever.
What are the signs and symptoms of bubonic plague? (let child respond) , Then
say these include:
- High fever
- Headache
- Swelling in the neck, armpits and lymph nodes
How can we prevent and control bubonic plague? (let child respond) Then say,
we can control bubonic plague by:
- Using rat traps to kill rats around the home.
- Spraying the house with insecticides to kill fleas.
- Spreading beddings in the sunshine to kill adult fleas.
- Administering an anti-plague vaccine in case of an out
break.

Independent practice(10 mins): 1. Why are rats dangerous to us?

2. How does a flea carry germs from rats to people?
3. Identify 2 ways of controlling bubonic plague.

Closing (2 min): Outline 2 ways of preventing and controlling bubonic plague.

 Class: P4
Lesson No. :131

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Ticks

30 min

Subject Competences:
The learner: - describes the diseases spread by ticks.
-identifies the habitats of ticks.
-describes the appearance of ticks.
-describes how ticks spread germs.
Language Competences:
The learner: Reads and comprehends information about ticks.

Assessment: 1. How does a tick look like? (let child describe features on a
tick’s body)
2. Where do ticks live?
4. How do ticks spread germs?

Skills: Communication.
Values: Kindness

Methods : Guided discovery

Activities: Describing how ticks spread germs

Materials : Images of a tick.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 155

Connecting to the larger goal: Ticks spread germs that cause diseases such
as typhus fever so its important to prevent contact with them.

Key points: 1. Ticks are vectors that spread germs such as typhus fever.
 2. Ticks are found on bodies of animals such as dogs, cats, sheep,
goats, cows. They can also be found in bushes or in over grown grasses.
3. Ticks spread germs that cause diseases such as typhus fever so
its important to prevent contact with them.

Lesson Procedure

Do now/opening (2 mins): Give any 2 signs and symptoms of bubonic plague.

Introduction to new material (6 mins): Have you ever seen a tick? Where did
you see it? (let child respond to these questions) Then say, in this lesson we will
explore ticks and how they spread germs.

Guided practice (10 mins): Display image of a tick. Then ask, where do we
find ticks? (let child respond) Then say, we find ticks on bodies of animals such
as dogs, cats, sheep, goats, cows. They can also be found in bushes. Describe
the appearance of a tick. (let child respond) Then say, a tick has 2 main body
parts. It has 8 legs, It has no wings.
How do ticks spread germs? (let child respond) Then say, Ticks bite people and
suck their blood. When they suck the blood they inject germs in the peoples
bodies. The germs spread by ticks cause a disease called typhus fever.

Independent practice(10 mins): 1. How does a tick look like? (let child
describe features on a tick’s body)
2. Where do ticks live?
4. How do ticks spread germs?

Closing (2 min): What disease is spread by ticks?

 Class: P4
Lesson No. :132

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Lifecycle of ticks

30 min

Subject Competences:
The learner: - describes the lifecycle of ticks
-identifies ways of controlling diseases spread by ticks

Language Competences:
The learner: Reads and comprehends information about the lifecycle of ticks
and how to control diseases spread by ticks.

Assessment: 1. Describe the lifecycle of a tick.

2. Identify 2 ways of controlling diseases spread by ticks.

Skills: Communication.
Values: Honesty

Methods : Guided discovery

Activities: Describing the lifecycle of a tick.

Materials : Video showing the lifecycle of a tick.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 155-
156

Connecting to the larger goal: All living organisms go through different

stages in order to fully grow.

Key points: 1. The lifecycle of a tick comprises 4 stages.

2. The stages of the lifecycle are: eggs , lava , nymph , adult
tick.
3. All living organisms go through different stages in order to
grow fully.

Lesson Procedure

Do now/opening (2 mins): Where do we find ticks? What disease is spread by

ticks?

Introduction to new material (6 mins): After sometimes, the eggs in the body
of a tsetsefly develop into a larva which is then passed out of the body and
later develops into an adult tsetsefly. Just like tsetseflies, ticks also go through
different stages before they grow fully. In this lesson we will explore the lifecycle
of a tick and how to control diseases spread by ticks.

Guided practice (10 mins): let child watch video about the lifecycle of a
tick(youtube.com/watch?v=MQeYB792mPM) Then ask child to describe the
lifecycle of a tick in their own words. After state that the stages in a tick’s
lifecycle are:
- A female tick lays eggs.
- Each egg then develops into a six legged larva which
looks like the adult tick but lacks one pair of legs.
- The larvae then grows into a nymph and here develops
the 4th pair of legs.
- The nymph develops into an adult tick.
(Display summary of the lifecycle with a diagram)
Then ask, how can we control diseases spread by ticks? (let child respond),
Then say; - By spraying ticks with chemicals e.g. permethrin.
- By dipping farm animals in a dip tank with chemicals
which kill ticks and other parasites on animal bodies.
- Hand picking and killing although it’s a slow method.
- By avoiding lying in grass where animals graze.

Independent practice(10 mins): 1. Describe the lifecycle of a tick.

2. Identify 2 ways of controlling diseases spread by ticks.

Closing (2 min): Give 2 ways of controlling diseases spread by ticks.

 Class: P4
Lesson No. :133

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Lice

30 min

Subject Competences:
The learner: - identifies types of lice and where they are found.
-identifies diseases spread by lice.
-describes how lice are spread.
-identifies ways of preventing and controlling lice
Language Competences:
The learner: Reads and comprehends information about lice.

Assessment: 1. Identifies 3 types of lice.

2. Where do we find lice?
3. Outlines 2 diseases spread by lice.
4. Describes 2 ways in which lice are spread.
5. How can we prevent and control the spread of lice?

Skills: Communication.
Values: Honesty

Methods : Guided discovery

Activities: Describing how lice are spread.

Materials : Images of lice.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 157-
158

Connecting to the larger goal: Lice spread diseases so its important to

prevent contact with them.

Key points: 1. Lice are vectors that spread diseases such as typhus fever.
2. Lice are found in dirty hair, dirty clothes, pubic hair around
our private parts, etc.
3. Lice spread diseases so its important to prevent contact with
them.

Lesson Procedure

Do now/opening (2 mins): In your own words, describe the life cycle of a tick.

Introduction to new material (6 mins): What are some of the vectors which
spread diseases that you already know? (let child respond), then say, in this
lesson we will explore lice as vectors.

Guided practice (10 mins): Display image of lice. Then ask, what types of lice
exist? (let child respond) Then say, types of lice are: 1. Body lice that are found
in dirty clothes.
2. Hair lice that are found in dirty hair.
3. Crab lice that are found in pubic hair around our private parts.
Then ask, how do lice spread? (let child respond) Then say, lice spread by
sharing combs, hair brushes and hats.
Then ask, what diseases are spread by lice? (let child respond) Then say,
diseases are: typhus fever, relapsing fever
How can we prevent and control lice? (let child respond), then say, by:
- Avoiding sharing combs and hair brushes.
- Maintaining proper personal hygiene
- Washing and ironing clothes when they get dirty.
- Keeping the hair short.

Independent practice(10 mins): 1. Identifies 3 types of lice.

2. Where do we find lice?
3. Outlines 2 diseases spread by lice.
4. Describes 2 ways in which lice are spread.
5. How can we prevent and control the spread of lice?

Closing (2 min): Where can we find lice?

 Class: P4
Lesson No. :134

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Bed bugs

30 min

Subject Competences:
The learner: - identifies the habitats of bedbugs.
-identifies the appearance of bedbugs.
- identifies the effects of bedbugs on human health.
-identifies ways of preventing and controlling bedbugs
Language Competences:
The learner: Reads and comprehends information about bedbugs.

Assessment: 1. Where do bedbugs live?

2. How does a bedbug look like?
3. Outline 2 ways of preventing and controlling bedbugs.
4. How are bedbugs dangerous to us?

Skills: Communication.
Values: Honesty

Methods : Guided discovery

Activities: Describing how to control bedbugs.

Materials : Images of bedbugs.

 References: - P.4 NCDC Abridged curriculum, pg. 81
- St. Bernard Integrated Science, pupil’s book 4, pg. 159

Connecting to the larger goal: Bedbugs suck blood from our bodies resulting
into a deadly condition called anaemia so its necessary to prevent contact with
them.

Key points: 1. Bedbugs are brown insects that suck blood from our bodies.
2. Bedbugs are found in mattresses or beddings, furniture,
cracks in floors, walls etc.
3. Bedbugs suck blood from our bodies resulting into a deadly
condition called anaemia so its necessary to prevent contact with them.

Lesson Procedure

Do now/opening (2 mins): Identify 2 ways of controlling the spread of lice.

Introduction to new material (6 mins): Give any 3 vectors that spread

diseases? (let child respond), then say, in this lesson we will explore bed bugs
as vectors.

Guided practice (10 mins): Display image of a bedbug. Then ask child to
describe how the bedbug looks like. Then say a bedbug is a brown insect with
no wings. Where do bedbugs live? (let child respond) Then say, bedbugs live in
mattresses or beddings, cracks in floors, walls, furniture, etc.
Then ask, what are some of the ways of preventing and controlling bedbugs?
(let child respond) Then say,
- Spraying beddings in sunshine to kill adult bedbugs and
their eggs.
- Washing and ironing the beddings regularly to kill the
bedbugs and their eggs.
Note: When bedbugs suck blood from our bodies, it results in a deadly
condition called anaemia.

Independent practice(10 mins): 1. Where do bedbugs live?

2. How does a bedbug look like?
3. Outline 2 ways of preventing and controlling bedbugs.
4. How are bedbugs dangerous to us?
Closing (2 min): What condition can result when bedbugs suck blood from our
bodies?

Class: P4
Lesson No. :135

Duration Theme: Human health

Topic: Vectors and diseases
Sub-topic: Mites

30 min

Subject Competences:
The learner: - describes how mites are spread.
-describes the appearance of mites.
- identifies the diseases spread by mites.
- identifies the signs of scabies.

Language Competences:
The learner: Reads and comprehends information about mites.

Assessment: 1. What disease is spread by mites?

2. How are mites spread?
3 How does a mite look like?
4. What are the signs that a person has scabies?

Skills: Communication.
Values: Honesty

Methods : Guided discovery

Activities: Identifying signs of scabies.

Materials : Images of mites.

References: - P.4 NCDC Abridged curriculum, pg. 81

- St. Bernard Integrated Science, pupil’s book 4, pg. 159-
 160

Connecting to the larger goal: Mites spread diseases so its important to

prevent contact with them.

Key points: 1. Mites are very small insects with no wings that spread diseases.
2. Mites are spread from one person to another through direct
casual skin contact with an infected person.
3. Mites spread diseases so its important to prevent contact with
them.

Lesson Procedure

Do now/opening (2 mins): In which 2 ways can we control mites?

Introduction to new material (6 mins): What is a vector? (let child respond),

then say, in this lesson we will explore mites as vectors.

Guided practice (10 mins): Display image of a mite. Then ask child to describe
how the bedbug looks like. Then say a mite is a very small insect with no wings.
The most common type of mite in Uganda is called the Itch mite.
How are mites spread? (let child respond), then say, mites are transmitted
from one person to another through direct casual skin contact with an infected
person.
What disease is spread by mites? (let child respond) Then say, mites spread by
a disease called scabies.
Scabies cause a lot of itching and scratching on the skin.

Independent practice(10 mins): 1. What disease is spread by mites?

2. How are mites spread?
3 How does a mite look like?
4. What are the signs that a person has scabies?

Closing (2 min): How can we tell that a person has scabies?

Subject: Science
Class: P4
Lesson No. :136
Duration Theme: Human health
Topic: Accidents, poisoning and first aid.
Sub-topic: Accidents at home.

30 min

Subject Competences:
The learner:
- Defines an accident.
- Gives examples of accidents at home.
Language Competences:
The learner: -Reads & comprehends the information about accidents at home.

Assessment: 1. What is an accident?

2. Give 3 examples of accidents at home.
3. How do you think we can prevent accidents?

Skills: Problem solving Values: Kindness

Methods : Guided discovery

Activities: Giving examples of accidents.

Materials : Images showing the different accidents.

References: - P.4 NCDC Abridged curriculum, pg. 82

- St. Bernard Integrated Science, pupil’s book 4, pg. 162

Connecting to the larger goal: We can prevent accidents by being more careful as
we perform the different activities.

Key points:
1. An accident is a sudden happening that causes harm to the body
unexpectedly.
2. Examples of accidents include cutting your fingers while peeling food,
pouring hot water on your body, etc.
3. We can prevent accidents by being more careful as we perform the different
activities.
Lesson Procedure

Do now/opening (2 mins): Give 2 examples of vectors and one disease spread by

each (let child respond)

Introduction to new material (6 mins): Which activities do you normally do at

home? Have you ever got a problem while performing those activities? If yes, what
problem was that? (let child respond to the above questions. Then say, in this
lesson we will explore accidents at home.

Guided practice (10 mins):

What is an accident? (let child respond) Then say, an accident is a sudden
happening that causes harm to the body unexpectedly. There are many examples
of accidents at home. These include:
- Pouring hot water on one’s body
- Cutting one’s fingers while peeling food.
- Falling down while climbing a tree.
- Falling down while running
- Drinking or eating poisonous substances.
(Display images of all the above accidents)
Then ask child to mention any other examples of accidents that they may be
knowing.
Note; We can prevent accidents by being more careful while performing the
different activities.

Independent practice (10 mins):

1. What is an accident?
2. Give 3 examples of accidents at home.
3. How do you think we can prevent accidents?

Closing (2 min): How can we prevent accidents at home?

Subject: Science
Class: P4
 Lesson No. :137

Duration Theme: Human health

Topic: Accidents, poisoning and first aid.
Sub-topic: Accidents on the way to and from school.

30 min

Subject Competences:
The learner:
- Gives examples of accidents on the way to and from school.
accident.
- Describes how to prevent accidents on the way to and from
school.
Language Competences:
The learner: -Reads & comprehends the information about accidents on the way to
and from school.

Assessment: 1. Give 2 examples of accidents on the way to and from school:

2. How can we prevent accidents on the way to and from school?
3. What term is used to describe a sudden happening that causes
harm to the body unexpectedly?

Skills: Problem solving Values: Kindness

Methods : Guided discovery

Activities: Giving examples of accidents on the way to and from school.

Materials : Images showing the different accidents.

References: - P.4 NCDC Abridged curriculum, pg. 82

- St. Bernard Integrated Science, pupil’s book 4, pg. 163

Connecting to the larger goal: We can prevent accidents on the way to and from
school by not playing while moving along the road.

Key points:
1. An accident is a sudden happening that causes harm to the body
unexpectedly.
 2. Examples of accidents on the way to and from school are being knocked
down by a car.
3. We can prevent accidents on the way to and from school by not playing
while moving along the road.

Lesson Procedure

Do now/opening (2 mins): What is an accident? Give any 2 examples of accidents

at home.

Introduction to new material (6 mins): Accidents can happen anywhere.

Sometimes they happen at home. In this lesson we will explore the accidents that
can happen on the way to and from school.

Guided practice (10 mins): Accidents on the way are called road or traffic
accidents. Can you identify some examples of road accidents? (let child respond)
then say, examples of road accidents include;
- Being knocked down by a bicycle, motorcycle or a car.
- Falling off a bicycle or motorcycle while riding.
(display images of the above accidents)
Then ask, can you mention any other accidents that can happen on the way to &
from school? (let child respond)
Note; We can prevent accidents on the way to & from school by not playing while
moving along the road.

Independent practice (10 mins):

1. Give 2 examples of accidents on the way to and from school:
2. How can we prevent accidents on the way to and from school?
3. What term is used to describe a sudden happening that causes
harm to the body unexpectedly?

Closing (2 min): How can we prevent accidents on the way to and from school?
 Subject: Science
Class: P4
Lesson No. :138

Duration Theme: Human health

Topic: Accidents, poisoning and first aid.
Sub-topic: Causes of accidents on the way.

30 min

Subject Competences:
The learner:
- Identifies the causes of accidents on the way.
Language Competences:
The learner: -Reads & comprehends the causes of accidents on the way.

Assessment: 1. Outline 4 causes of accidents on the way.

2. How can we prevent accidents on the way? (give 2 ways)

Skills: Problem solving Values: Kindness

Methods : Guided discovery, brainstorming

Activities: Identifying the causes of accidents on the way.

Materials : Images showing the causes of accidents on the way.

References: - P.4 NCDC Abridged curriculum, pg. 82

- St. Bernard Integrated Science, pupil’s book 4, pg. 164
Connecting to the larger goal: There are many different causes of accidents on
the way.

Key points:
1An accident is a sudden happening that causes harm to the body
unexpectedly.
2Examples of causes of accidents include playing on the road.
3We should act responsibly and prevent road accidents because they can
lead to death.

Lesson Procedure

Do now/opening (2 mins): Give 2 examples of road accidents.

Introduction to new material (6 mins): We are still exploring accidents. In this

lesson we will look at the causes of accidents on the way. (causes of road
accidents)

Guided practice (10 mins): What are some of the causes of accidents on the way?
(let child respond), then say, causes of road accidents include;
- Playing on the road.
- Drinking alcohol while driving.
- Grazing animals along the roads.
- Over loading vehicles.
- A vehicle over speeding.
- Bad roads.
- Driving vehicles that are in poor mechanical conditions.
- Not following traffic rules.
(Display images showing the above causes of road accidents)

Independent practice (10 mins):

1. Outline 4 causes of accidents on the way.
2. How can we prevent accidents on the way? (give 2 ways)

Closing (2 min): How can we prevent road accidents?

 Class: P4
Lesson No. :139

Duration Theme: Human health

Topic: Accidents, poisoning, and first aid
Sub-topic: Ways of preventing road
accidents

30 min

Subject Competences:
The learner: - describes the ways of preventing road accidents.

Language Competences:
The learner: Reads and comprehends information about the ways of preventing
road accidents.

Assessment: 1. How can we prevent road accidents?

(Give 4 ways)

Skills: Problem solving

Values: Kindness

Methods : Guided discovery, brainstorming

Activities: Describing ways of preventing road accidents.

Materials : Road signs

References: - P.4 NCDC Abridged curriculum, pg. 82

- St. Bernard Integrated Science, pupil’s book 4, pg. 165

Connecting to the larger goal: We need to prevent road accidents because

they can lead to death.
Key points: 1. Road accidents are those that happen along the road.
2. We can prevent road accidents in a number of ways e.g. by not
over speeding.
3. We need to prevent road accidents because they can lead to
death.

Lesson Procedure

Do now/opening (2 mins): Give any 2 causes of road accidents.

Introduction to new material (6 mins): How can a P.4 child prevent

him/herself from getting malaria? (let child respond), Then say, in this lesson
we will explore how to prevent road accidents.

Guided practice (10 mins): How can we prevent road accidents? (let child
respond) Then say, we can to prevent road accidents by:
- Children should not play on or near the roads.
- Putting road signs on roads and road users following
them.
- Pedestrians should use a zebra crossing to cross busy
areas.
- Drivers should avoid over speeding
- People should not overload their vehicles
- Drivers should not drive while drunk of alcohol.
- Keeping vehicles in good mechanical conditions all the
time.

Independent practice(10 mins): 1. How can we prevent road accidents?

(Give 4 ways)

Closing (2 min): How can we prevent road accidents?

 Class: P4
Lesson No. :140

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: Types of injuries

30 min

Subject Competences:
The learner: - defines injuries
-defines fracture and what causes them.
-defines cuts and what causes them.
Language Competences:
The learner: Reads and comprehends information about cuts and wounds.

Assessment: 1. What is a fracture?

2. What can cause a fracture?
3. Give 2 examples of situations when a P.4 child can
experience a cut injury.

Skills: Communication.
Values: Responsibility

Methods : Guided discovery

Activities: Describing the causes of cuts and fractures.

Materials : Images of people experiencing cuts

References: - P.4 NCDC Abridged curriculum, pg. 82

- St. Bernard Integrated Science, pupil’s book 4, pg. 166-
167

Connecting to the larger goal: We should prevent injuries because they

negatively affect our work.

Key points: 1. Injuries can be any harm or damage to the body

2. Examples of such injuries are cuts, fractures, bruises, etc.
3. We should prevent injuries because they negatively affect our
work.

Lesson Procedure

Do now/opening (2 mins): Give 2 ways of preventing road accidents.

Introduction to new material (6 mins): Sometimes our bodies will be harmed

leading to pain and failure to work effectively. In this lesson, we will explore
cuts and fractures as some of the injuries that we can experience sometimes.

Guided practice (10 mins): What is a fracture? (let child respond), Then say, a
fracture is a type of injury where a bone is broken or cracked. What can cause a
fracture? (let child respond), Then say, a fracture can happen if a person falls
badly or gets an accident.
Give 2 examples of situations when a P.4 child can experience a cut. i.e. cuts
him/herself. (let child respond), Then say, examples of situations when a P.4
child can experience a cut are:
- The child steps on broken glasses and they cut his/her
feet.
- The child cuts his/her hand while cutting jack fruit.
- The child cuts his/her fingers while cutting off the finger
nails.
- The child cuts his/her hands while peeling food.
(Display images of the above situations)

Independent practice(10 mins): 1. What is a fracture?

2. What can cause a fracture?
3. Give 2 examples of situations when a P.4 child can
experience a cut injury.

Closing (2 min): What situations can lead to a fracture?

Class: P4
Lesson No. :141
Duration Theme: Human health
Topic: Accidents, poisoning, and first
aid
Sub-topic: Types of injuries

30 min

Subject Competences:
The learner: - defines burn and describes its causes
- defines a scald and describes its causes.

Language Competences:
The learner: Reads and comprehends information about burns and scalds.

Assessment: 1. Define a burn.

2. Define a scald
3. What causes burns?
4. What causes scalds?
5. How can we prevent burns and scalds?
6. What should a P.4 child do as soon as they experience a
burn or a scald?

Skills: Communication.
Values: Responsibility

Methods : Guided discovery, brain storming

Activities: Describing burns and scalds and their causes.

Materials : Images of people experiencing burns and scalds.

References: - P.4 NCDC Abridged curriculum, pg. 82

- St. Bernard Integrated Science, pupil’s book 4, pg. 166-
167

Connecting to the larger goal: We should prevent burns and scalds because
they cause pain to our bodies and negatively affect our work.

Key points: 1. A burn is an injury of the skin caused by dry heat while a scald
is an injury of the skin caused by wet heat.
2. Burns and scalds can be caused by many things e.g. contact
with hot charcoal.
 3. We should prevent burns and scalds because they cause pain to
our bodies and negatively affect our work.

Lesson Procedure

Do now/opening (2 mins): Give 2 examples of situations when a P.4 child can

experience a cut as an injury.

Introduction to new material (6 mins): Sometimes our bodies experience pain

due to some situations e.g. hot water pouring on our bodies. In this lesson, we
will explore burns and scalds as some of the injuries that we experience
sometimes.

Guided practice (10 mins): What is a burn? (let child respond), Then say, a
burn is an injury of the skin caused by dry heat. Examples of dry heat are: hot
charcoal, hot metals, fire, etc. What is a scald? (let child respond), Then say, a
scald is an injury of the skin caused by wet heat. Examples of wet heat are: hot
porridge, steam, hot water, etc.

Then, display images showing a child that has experienced a burn and
another for one that has experienced a scald.
Note: When you get a burn or scald, apply cool or lukewarm water to the
affected part for about 20 minutes. Then seek further medical attention.
- We can prevent burns and scalds by being more careful
as we handle hot substances. We should also handle hot
substances with insulators (objects that don’t conduct
heat)

Independent practice(10 mins): 1. Define a burn.

2. Define a scald
3. What causes burns?
4. What causes scalds?
5. How can we prevent burns and scalds?
6. What should a P.4 child do as soon as they
experience a burn or a scald?

Closing (2 min): What is the difference between a burn and a scald?

 Class: P4
Lesson No. :142

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: Types of injuries

30 min

Subject Competences:
The learner: describes what a strain is and its causes
Describes what a sprain is and its causes

Language Competences:
The learner: - correctly pronounces the word “strain” and “sprain”
- Reads and comprehends information about strains and
sprains
Assessment: 1. What is the difference between a sprain and a strain?
2. Which injury occurs when a person’s arm or leg is twisted?
3. Give 2 examples of situations that can lead to a person getting
a strain.
4. Give 2 examples of situations that can lead to a person
getting a sprain.

Skills: Communication
Values: Responsibility

Methods : Guided discovery

Activities : Describing a sprain and a strain

Materials : Video describing a strain and a sprain

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg.167-
168

Connecting to the larger goal: Sprains and strains are painful but they can
heal when we receive first aid/treatment

Key points: 1. A sprain results from a twisted or torn ligament while a strain
results from using the muscles a lot of work for a long time.
2. Sprains or strains can result from a number of activities e.g.
leg slipping in a ditch accidentally, playing football, etc.
3. Sprains and strains are painful but can heal when we receive
first aid/treatment.

Lesson Procedure

Do now/opening (2 mins): What is the difference between a burn and a scald?

Introduction to new material (6 mins): We sometimes get injuries on our

bodies. In this lesson we will explore what strains and sprains are.

Guided practice (10 mins): let child watch video about ankle sprains
(youtube.com/watch?Jab2nqxeP8Q)(1:O1), Then say, a sprain is an injury
resulting from a twisted or torn ligament. A ligament is a band of muscles that
hold bones together at the joint. Examples of situations when one can get a
sprain are: -missing a step while one is walking down the steps can lead to an
ankle sprain.
- One’s leg slipping in a ditch or hole accidentally.
Note: When one gets a sprain, there’s usually a swelling around the joint and
pain.
Let the child watch video about hamstring strain (youtube.com/watch?
v=(Qqq67Gqt71) 1:28, Then say, a strain is an injury at the tendon or muscle. A
tendon is the part that joins muscles to bones. Examples of situations when
one gets a strain are:
- Playing football, netball, volley ball.
- When the body such as a face is hit against a hard object.
Note: When a person gets a strain, the muscle may appear swollen and the
injured part experiences much pain.
- A strain can get healed by resting or applying ice to the
injured part.

Independent practice(10 mins): 1. What is the difference between a sprain

and a strain?
2. Which injury occurs when a person’s arm or leg is twisted?
3. Give 2 examples of situations that can lead to a person getting
a strain.
4. Give 2 examples of situations that can lead to a person
getting a sprain.

Closing (2 min): What is the difference between a sprain and a strain?

Class: P4
Lesson No. :143

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: Types of injuries

30 min
Subject Competences:
The learner: describes what a dislocation is.
Describes how to treat a dislocation.

Language Competences:
The learner: - correctly pronounces the word “dislocation”
Reads and comprehends information about dislocations.

Assessment: 1. Describe what a dislocation is

2.What should one do next when one gets a dislocation?

Skills: Problem solving

Values: Responsibility

Methods : Guided discovery

Activities : Describing a dislocation

Materials : Video showing a dislocation

References: - P.4 NCDC Abridged curriculum, pg. 82

- St. Bernard Integrated Science, pupil’s book 4, pg. 168

Connecting to the larger goal: Dislocations are painful but they can heal
when we receive first aid/treatment

Key points: 1. A dislocation is a condition when the bone gets out of its usual
position.
2. Common causes of a dislocation are: car accidents, falls,
contact sports such as football, etc.
3. Dislocations are painful but can heal when we receive first
aid/treatment.

Lesson Procedure

Do now/opening (2 mins): Describe what a strain is. Give 2 examples of

activities/situations that can lead to strains.

Introduction to new material (6 mins): We sometimes get injuries on our

bodies. In this lesson we will explore what a dislocation is and the first
aid/treatment for it.
Guided practice (10 mins): let child watch video about a shoulder dislocation
(youtube.com/v=qzTZ7eYnRY(1:30), Then say, a dislocation is a condition when
the bone gets out of its usual position.
Then ask, what should one do when one gets a dislocation? (let child respond),
Then say,
- Get medical help immediately
- Don’t try to move a dislocated joint or force it back into
place because this can damage the joint and its
surrounding muscles, ligaments, nerves or blood vessels.
- Put ice on the injured joint as this can help reduce
swelling.

Independent practice(10 mins): 1. Describe what a dislocation is

2.What should one do next when one gets a dislocation?

Closing (2 min): What should you do next after getting a dislocation?

Class: P4
Lesson No. :144

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: Safety rules on the road

30 min
Subject Competences:
The learner: - outlines the safety rules on the road.
- Identifies some road signs.

Language Competences:
The learner: Reads and comprehends information about the safety rules on the
road.

Assessment: 1. Identify any 3 safety rules on the road.

2. Display 4 road signs and ask the learner to describe what they
imply.
(i) Danger (iv) Traffic lights
(ii) Zebra crossing
(iii)No parking

Skills: Focus and self control

Values: Responsibility

Methods : Guided discovery

Activities : Outlining the safety rules on the road.

Materials : Road signs

References: - P.4 NCDC Abridged curriculum, pg. 82

- St. Bernard Integrated Science, pupil’s book 4, pg. 168

Connecting to the larger goal: When we follow the safety rules on the road,
we can prevent road accidents.

Key points: 1. Safety rules are the precautions that we can follow to prevent
road accidents.
2. Safety rules include not playing on the road, always walking on
the pedestrian side of the road, etc.
3. When we follow the safety rules on the road, we can prevent
road accidents.

Lesson Procedure

Do now/opening (2 mins): Describe what a dislocation is.

Introduction to new material (6 mins): If we are disciplined to follow certain

rules in life, we can avoid many problems e.g. if we don’t consume alcohol, our
brains won’t be damaged. (Ask child to also give an example of a good rule to
follow), Then say, in this lesson we will explore examples of safety rules on the
road.

Guided practice (10 mins): What is a road safety rule? (let child respond),
Then say, a road safety rule are the precautions that we follow in order to
prevent road accidents. Examples include:
- Don’t play on the road.
- Before you cross the road, always look right, look left and
look right again. If there is no vehicle coming, cross the road quickly but don’t
run.
- Always walk on the pedestrian side of the road.
- Always follow the road signs.
Examples of road signs are: (Display road signs for (i) danger (ii) zebra crossing
(iii)No parking (iv) Traffic lights.
Then ask the learner to do further reading about other road signs.

Independent practice(10 mins): 1. Identify any 3 safety rules on the road.

2. Display 4 road signs and ask the learner to describe what they
imply.
(i) Danger (iv) Traffic lights
(ii) Zebra crossing
(iii)No parking

Closing (2 min): Give 2 examples of safety rules on the road.

Subject: Science
 Class: P4
Lesson No. :145

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: Poisoning

30 min

Subject Competences:
The learner: - defines poison and poisoning
- Outlines the causes of poisoning
Language Competences:
The learner: - reads and comprehends information about poisoning

Assessment: 1. What is poison?

2. What is poisoning?
3. What do you think are some of the causes of poisoning?
4. List any 2 things that are poisonous to our bodies.

Skills: Focus and self-control

Values: Responsibility

Methods : Guided discovery, brainstorming.

Activities: Identifying the causes of poisoning

Materials: Chemicals like jik.

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg. 169.

Connecting to the larger goal: Poisoning can lead to death so we should be

careful not to take in poison.

Key points: 1. Poison is anything that can cause harm when it gets into one’s
body. Poisoning is when a person eats or drinks something that is harmful to
the body.
 2. There are many examples of poison e.g. most chemicals such
as jik.
3. Poisoning can lead to death so we should be careful not to take
in poison.

Lesson Procedure

Do now/opening (2 mins) Give 2 examples of safety rules on the road.

Introduction to new material (6 mins): Not everything that we eat or drink is

good for our bodies. Some things are harmful to our bodies and we refer to
these as poison. In this lesson we will explore poisoning and its causes.

Guided practice (10mins) What is poison? (let child respond), Then say,
poison is anything that can cause harm or death when it gets into one’s body.
What is poisoning? (let child respond), then say, poisoning is when a person
eats or drinks something that is harmful to the body.
Then ask, what do you think can cause poisoning? (let child respond), then say,
poisoning can be caused by: - carelessness of adults and older children when
they leave drugs and chemicals within the reach of the young ones.
(Display images of chemicals such as jik)
Note: Examples of poisonous things are: chemicals such as jik, drugs, snake
venom, etc.

Independent practice (10mins)

1. What is poison?
2. What is poisoning?
3. What do you think are some of the causes of poisoning?
4. List any 2 things that are poisonous to our bodies

Closing (2 min): What causes poisoning?

 Subject: Science
Class: P4
Lesson No. :146

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: Poisoning

30 min

Subject Competences:
- The learner: - Outlines the ways of preventing
poisoning

Language Competences:
The learner: - reads and comprehends information about how to prevent
poisoning

Assessment: 1. Can you identify 4 ways of preventing poisoning?

Skills: Focus and self-control

Values: Responsibility

Methods : Brainstorming.

Activities: Identifying ways of preventing poisoning

Materials: Bushes, Chemicals like jik.

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg. 170.

Connecting to the larger goal: We need to prevent poisoning because it leads

to death.
Key points: 1. Preventing poisoning means doing whatever is necessary such
that poison doesn’t enter our bodies.
2. We can prevent poisoning in many various ways e.g. destroying
all expired drugs that are not in use, putting all chemicals and drugs out of
reach of the young children.
3. We need to prevent poisoning because it leads to death.

Lesson Procedure

Do now/opening (2 mins) What causes poisoning? (let child respond)

Introduction to new material (6 mins): Prevention is always better than cure.

In thi lesson we will explore how to prevent poisoning.

Guided practice (10mins) How do you think we can prevent poisoning? (let
child respond), then say, we can prevent poisoning by:
- Putting all chemicals and drugs in a lockable place out of
reach of children.
- Destroying all expired drugs that are not in use.
- Putting rat poison in a safe place where children cannot
reach.
- Always checking on expiry period before buying or using
any product.
- Avoiding playing in the bushes in addition to slashing
away tall bushes. This will prevent snake bites.
- Labelling all bottles that contain medicine and other
chemicals.
- Not drinking any liquid you come across in a home or
school without a label.
- Not putting poisonous products such as jik, paraffin,
fertilizer in soft drink bottles because children can drink
them by mistake.

Independent practice (10mins) 1. Can you identify 4 ways of preventing

poisoning?

Closing (2 min): In which 2 ways can you prevent poisoning?

 Subject: Science
Class: P4
Lesson No. :147

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: First aid and first aid kit

30 min

Subject Competences:
The learner: - describes first aid and a first aider.
- describes the qualities of a good first aider

Language Competences:
The learner: - reads and comprehends information about what first aid is and
the qualities of a good first aider.

Assessment: 1. What is first aid?

2. Give 4 qualities of a good first aider
3. Do you think first aid is necessary?
(defend your answer)

Skills: Problem solving

Values: Kindness

Methods : Guided discovery, brainstorming

Activities : Describing qualities of a good first aider

Materials : First aid box

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg. 170-
171

Connecting to the larger goal: First aid is important because it can prevent
death.
Key points: 1. First aid is the first help/treatment given to a person who has
had an accident before taking him/her to a health worker. A first aider is a
person who gives first aid.
2. We can give first aid in a number of ways e.g. we can give Panadol medicine
to reduce any pain that the injured person may be feeling after the injury.
3. First aid is important because it can prevent death.
.

Lesson Procedure

Do now/opening (2 mins): In which 2 ways can a P.4 child prevent poisoning?

(let child respond)

Introduction to new material (6 mins): When someone gets an accident in

our presence, we must be kind enough to offer some help to him/her even
before taking them to a health worker. This kind of help is called first aid. In
this lesson we will explore what first aid is and the qualities of a good first
aider.

Guided practice (10 mins): What is first aid? (let child respond), Then say, first
aid is the first help/treatment given to a person who has had an accident before
taking him/her to a health worker. Then ask, who is a first aider? (let child
respond), then say, a first aider is a person who gives first aid. Then ask, what
are some of the qualities of a good first aider? (let child respond)
Then say, qualities of a good first aider are:
- He/she should be kind and sympathetic
- He/she should have common sense.
- He/she be quick and knowledgeable in giving first aid.
- He/she should be observant.
- He/she should be gentle but fast.
Note: First aid can prevent death hence it is very important to give it.

Independent practice (10 mins): 1. What is first aid?

2. Give 4 qualities of a good first aider
3. Do you think first aid is necessary?
(defend your answer)

Closing (2 min): Do you think first aid is necessary? (defend your response)
 Subject: Science
Class: P4
Lesson No. :148

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: First aid and first aid kit

30 min

Subject Competences:
The learner: - gives reasons for giving first aid.

Language Competences:
The learner: - reads and comprehends information about why first aid is given.

Assessment: 1. Why do we give first aid? (Give 3 reasons)

Skills: Problem solving

Values: Kindness

Methods : Guided discovery, brainstorming

Activities : Describing why first aid is given.

Materials : First aid box

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg.171

Connecting to the larger goal: First aid is important because it can prevent
death.

Key points: 1. First aid is the first help/treatment given to a person who has
had an accident before taking him/her to a health worker.
2. There are many ways of giving first aid e.g. giving Panadol medicine to
reduce pain.
3. First aid is important because it can prevent death.

Lesson Procedure

Do now/opening (2 mins): Give 2 qualities of a good first aider

Introduction to new material (6 mins): We ought to help those that get

accidents even before taking them to a health worker. In this lesson we will
explore why giving first aid is important.

Guided practice (10 mins): Why do you think giving first aid is very
important? (let child respond), then say, we give first aid in order to:
- Save life
- Promote recovery
- Reduce pain
- Prevent the condition from becoming worse.
- Stop bleeding hence preventing loss of too much blood.
let child watch video about importance of first aid (youtube.com/watch?
v=L4nZVu3Z5Xk)

Independent practice (10 mins): 1. Why do we give first aid? (Give 3 reasons)

Closing (2 min): Why do we give first aid?

Subject: Science
Class: P4
Lesson No. :149

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: First aid and first aid kit

30 min
Subject Competences:
The learner: defines a first aid kit.
Identifies components of a first aid kit and their respective
functions.

Language Competences:
The learner: - reads and comprehends information about a first aid kit.

Assessment: 1. What is a first aid kit?

2. Identify any 4 components of a first aid kit and their respective
functions.

Skills: Problem solving

Values: Kindness

Methods : Guided discovery, brainstorming

Activities : Identifying components of a first aid kit and their respective

functions.

Materials : First aid kit.

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg.171-
172

Connecting to the larger goal: A first aid kit enables us to securely keep
materials that we need to give first aid.

Key points: 1. A first aid kit is a container in which we keep things/materials

we use to give first aid.
2. A first aid kit contains a number of things e.g. plaster, razor blade, safety
pins, etc.
3. A first aid kit enables us to securely keep materials that we need to give
first aid.

Lesson Procedure

Do now/opening (2 mins): Why do we give first aid? (Give 3 reasons)

Introduction to new material (6 mins): There are many materials that we

need to give first aid. It is important to keep these materials safely. In this
lesson we will explore components of a first aid kit and their respective
functions.

Guided practice (10 mins):let child watch video about the essential first aid kit
components (youtube.com/watch?v=-wuQYoRtzNI), then say, a first aid kit is a
container in which things used to give first aid are kept. This container must
always be clean and clearly labelled. We have different components of a first aid
kit. These include:
(ensure to display one image at a time when talking about the components of a
first aid kit)
-Cotton wool for cleaning cuts/wounds of an injured person.
-Bandage for wrapping around the injured parts e.g. ankles, wrists etc. It is also
used for holding fractured bones in position.
-Scissors for cutting plasters, bandages and gauze or piece of cloth.
-Razor blade for shaving hair around the injured part. It is also used to cut
finger nails/foot nails in order to expose the wound.
-Safety pins for holding or pining bandages in one place around the injured
part.

Independent practice (10 mins): 1. What is a first aid kit?

2. Identify any 4 components of a first aid kit and their respective
functions.

Closing (2 min): Give 2 components of a first aid kit and their respective
functions.

Class: P4
Lesson No. :150

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: First aid and first aid kit

30 min
Subject Competences:
The learner: defines a first aid kit.
Identifies components of a first aid kit and their respective
functions.

Language Competences:
The learner: - reads and comprehends information about a first aid kit.

Assessment: 1. What is the functions of the following in a first aid kit?

(a) Plaster (b) iodine
(c) Gauze (d) Panadol
(e) Safety pins

Skills: Problem solving

Values: Kindness

Methods : Guided discovery, brainstorming

Activities : Identifying components of a first aid kit and their respective

functions.

Materials : First aid kit.

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg.172-
173

Connecting to the larger goal: A first aid kit enables us to securely keep the
materials that we need to give first aid.

Key points: 1. A first aid kit is a container in which we keep things/materials

we use to give first aid.
2. A first aid kit contains a number of things e.g. plaster, razor blade, cotton
wool, etc.
3. A first aid kit enables us to securely keep materials that we need to give
first aid.

Lesson Procedure
Do now/opening (2 mins): What is the use of the following components of a
first aid kit.
(a) cotton wool (b) bandage
(c) scissors

Introduction to new material (6 mins): There are many materials that we

need to give first aid. It is important to keep these materials safely. In this
lesson we will explore more components of a first aid kit and their respective
functions.

Guided practice (10 mins): Other components of a first aid kit are:
(ensure to display one image at a time when talking about these components)
-Cotton wool for cleaning cuts/wounds of an injured person.
-Plasters for covering cuts/wounds in order to keep away dirt and germs.
-Iodine and spirit for cleaning cuts/wounds in order to kill germs.
-Gauze for protecting wounds. It is also used to absorb pus and fluids from
scalds.
-Medicine for reducing any pain that the injured person may be feeling after the
injury.

Independent practice(10 mins): 1. What is the functions of the following in a

first aid kit?
(b) Plaster (b) iodine
(c) Gauze (d) Panadol
(e) Safety pins

Closing (2 min): Give 2 components of a first aid kit and their respective
functions.

Subject: Science
Class: P4
Lesson No. :151

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: Giving first aid
30 min

Subject Competences:
The learner: - describes how to give first aid to a person bleeding.
- describes how to give first aid to a person experiencing nose
bleeding.

Language Competences:
The learner: - reads and comprehends information about how to give first aid to
a person bleeding or one who is experiencing nose bleeding.

Assessment: 1. Jane has fallen down while running and blood is coming out of
her knees. What first aid would you give her?
2. What first aid can you give to a person experiencing nose
bleeding?

Skills: Problem solving

Values: Kindness

Methods : Guided discovery, brainstorming

Activities : Describing how to give first aid to a person who is bleeding

Materials : First aid kit

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg. 174,
176

Connecting to the larger goal: When we experience bleeding, it is important

to stop it as fast as possible because it can result to death if we lose too much
blood.

Key points: 1. Bleeding refers to the condition in which blood comes out of our
bodies.
2. Bleeding can be caused by many things e.g. accidents
3. We need to stop bleeding as fast as possible since it can lead to
death when we lose too much blood.

Lesson Procedure

Do now/opening (2 mins): What is the use of the following components of a

first aid kit? (i) Panadol (iii) plasters
(ii) iodine

Introduction to new material (6 mins): While John was playing football, he

fell down and blood started coming out of his knees. What scientific name do
we give to the unexpected coming out of blood from someone’s body? (let child
respond), then say, this is called bleeding. In this lesson we will explore how to
give first aid to someone or one experiencing nose bleeding.

Guided practice (10 mins): What first aid would you give to John above? (let
child respond), then say, we can press cotton wool on the injured part to stop
the bleeding. However if the bleeding is heavy, press cotton wool and take him
to the hospital immediately.
Then ask, what if a person is experiencing nose bleeding;
- sit the patient down with the head well forward.
- Advise the patient to breathe through the mouth as you
pinch the soft part of the nose.

Independent practice (10 mins): 1. Jane has fallen down while running and
blood is coming out of her knees. What first aid would you give her?
2. What first aid can you give to a person experiencing nose
bleeding?

Closing (2 min): What is the first aid for bleeding?

Subject: Science
Class: P4
Lesson No. :152
Duration Theme: Human health
Topic: Accidents, poisoning, and first
aid
Sub-topic: Giving first aid

30 min

Subject Competences:
The learner: - describes how to give first aid to a fracture.
- describes how to give first aid for snake bites.

Language Competences:
The learner: - reads and comprehends information about how to give first aid
for a fracture and snake bites.

Assessment: 1. Alex was bitten by a snake while he was going to the well. What
first aid does Alex need?
2. While running, Jane fell down and her leg got broken. What first
aid does Jane require?

Skills: Problem solving

Values: Kindness

Methods : Guided discovery

Activities : Describing how to give first aid to a person with a fracture and one
who has been bitten by a snake.

Materials : Stretcher, spirits.

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg. 174,
176

Connecting to the larger goal: When we experience a snake bite, first aid is
important in order to prevent death. For one with a fracture, first aid quickens
the healing process.
Key points: 1. A fracture is when our bones break. Snake bites is when we are
accidentally bitten by a snake(s)
2. As we walk through grass or bushes, snakes sometimes bite us.
Also, we might break our bones while playing games such as football.
3. When one experiences a snake bite, first aid is important in order
to prevent death. For one with a fracture, first aid quickens the healing process.

Lesson Procedure

Do now/opening (2 mins) James is experiencing nose bleeding. What first aid

would you give him? (let child respond)

Introduction to new material (6 mins): Sometimes our bones could break or

snakes could bite us. In this lesson we will explore how to give first aid when we
break our bones or when snakes bite us.

Guided practice (10mins): What first aid would you give to a person that has
just been bitten by a snake? (let child respond), then say,
- Firstly, keep the person calm.
- Then tie a piece of cloth between the bitten part and
heart. This is done to prevent the poison from reaching
the heart quickly. The piece of cloth here is scientifically
called a tourniquet.
- Then carry the victim to the nearest health unit using a
stretcher. Don’t allow him/her to walk.
Note: If you have a black stone, you can press it at the bitten part before taking
the person to the health unit. Then ask, what first aid would you give to a
person with a fracture? (let child respond), then say,
- Make the person lie down still.
- Apply a splint to the broken limb Splints are pieces of
wood or some other hard material which are tied firmly
on a fractured area. These keep the broken bones in one
position.
- Then take the casuality to hospital.
Note: Use a stretcher to take the casuality to hospital in case it’s a leg fracture
(Display image of a splint)
Independent practice (10mins): 1. Alex was bitten by a snake while he was
going to the well. What first aid does Alex need?
2. While running, Jane fell down and her leg got broken. What first
aid does Jane require?

Closing (2 min): Describe how you can give first aid to a person that has been
bitten by a snake.

Subject: Science
Class: P4
Lesson No. :153

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: Giving first aid

30 min

Subject Competences:
The learner: - describes how to give first aid for burns and scalds.

Language Competences:
The learner: - reads and comprehends information about how to give first aid
for burns and scalds.

Assessment: 1. What is the first aid for burns and scalds?

Skills: Problem solving

Values: Kindness

Methods : Guided discovery

Activities : Describing how to give first aid for burns and scalds.
Materials : Cold water.

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg. 174

Connecting to the larger goal: Giving first aid for burns and scalds quickens
the healing process.

Key points: 1. A burn is an injury caused by dry heat while a scald is an

injury caused by wet heat.
2. There are many causes of burns and scalds e.g. when hot water
accidentally pours on our bodies.
3. Giving first aid for burns and scalds quickens the healing
process.

Lesson Procedure

Do now/opening (2 mins) Describe how you can give first aid to a person with
a fracture.

Introduction to new material (6 mins): Sometimes our bodies get burnt by

hot things such as hot water. In this lesson we will explore how to give first aid
for burns and scalds.

Guided practice (10mins): A burn is an injury caused by dry heat while a

scald is an injury caused by wet heat. Then ask, what is the first aid for burns
and scalds? (let child respond), Then say, the first aid for burns and scalds is:
- Cool the burnt area using cold and clean water. Thus
reduces pain, bleeding and swelling in the tissues.
- Keep the burnt area clean and dry.
- Remove any clothing sticking to the burnt area.
- If the burn is big, put the person in a bath of water.

Independent practice (10mins): 1. What is the first aid for burns and scalds?

Closing (2 min): Describe the first aid given to a person with a burn/scald.
 Subject: Science
Class: P4
Lesson No. :154

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: Giving first aid

30 min

Subject Competences:
The learner: - describes the first aid for sprains, strains and dislocations.

Language Competences:
The learner: - reads and comprehends information about how to give first aid
for sprains, strains and dislocations.

Assessment: Describe the first aid for sprains, strains and dislocations.

Skills: Problem solving

Values: Kindness

Methods : Guided discovery, brain storming.

Activities: Describing the first aid for sprains, strains and dislocations.

Materials : Slings.

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg. 175

Connecting to the larger goal: Giving first aid for sprains, strains and
dislocations quickens the healing process.
Key points: 1. A dislocation is when a bone gets out of its normal position. A
sprain is when the ligament is twisted or torn. A strain is an injury at the
tendon or muscle.
2. A number of factors can lead to strains, sprains and dislocations
e.g. when a leg slips in a ditch or hole accidentally.
3. Giving first aid for sprains, strains and dislocations quickens the
healing process.

Lesson Procedure

Do now/opening (2 mins) Describe the first aid given to a person with a

burn/scald.

Introduction to new material (6 mins): Sometimes we experience sprains,

strains or dislocations. In this lesson we will explore how to give first aid for
sprains, strains and dislocations.

Guided practice (10mins) A strain is an injury at the tendon or muscle. A

sprain is when the ligament is twisted or torn. A dislocation is when a bone gets
out of its normal position. Then ask, what is the first aid for sprains, strains
and dislocations? (let child respond), then say,
- Apply cold water or ice at the injured part.
- Fix the injured part with a firm bandage.
- Support the injured part with a sling (if it is a broken
hand) or a clutch/stick for support and to keep the
broken bones in one position if it’s a broken leg.
- Then take the injured person to a hospital for further
checkup.
Note: A sling is a piece of cloth tied around your neck to support an injured arm
or hand.
(Display image of a sling and a clutch)

Independent practice (10mins) Describe the first aid for sprains, strains and
dislocations.
Closing (2 min): Describe the first aid for sprains, strains and dislocations.

Subject: Science
Class: P4
Lesson No. :155

Duration Theme: Human health

Topic: Accidents, poisoning, and first
aid
Sub-topic: Giving first aid

30 min

Subject Competences:
The learner: - describes the first aid for the different kinds of poisoning.

Language Competences:
The learner: - reads and comprehends information about how to give first aid
for the different kinds of poisoning.

Assessment: 1. Describe the first aid for:

(a) a person that has taken in solid poison such as drugs or rat
poison
(b) a person that has taken in liquid poison such as paraffin,
petrol or bleacher such as jik.

Skills: Problem solving

Values: Kindness

Methods : Guided discovery.

Activities: Describing the first aid for the different kinds of poisoning.

Materials : Milk, raw eggs, tomatoes.

References: - P.4 NCDC Abridged curriculum, pg. 83

- St. Bernard Integrated Science, pupil’s book 4, pg. 175-
176.

Connecting to the larger goal: Giving first aid for the different kinds of
poisoning can prevent death.

Key points: 1. Poisoning is when one takes into one’s body anything that is
harmful to the body.
2. There are many examples of substances that are harmful when
eaten or drunk. These include rat poison, paraffin etc.
3. First aid for the different kinds of poisoning can prevent death.

Lesson Procedure

Do now/opening (2 mins) Describe the first aid for the different kinds of
poisoning.

Introduction to new material (6 mins): Sometimes very young children can

eat or drink substances that are harmful to their bodies. In this lesson we will
explore how to give first aid for the different kinds of poisoning.

Guided practice (10mins) What first aid can you give to a person that has
taken solid poison such as drugs or rat poison? (let child respond), then say,
- make the person vomit. This can be achieved by giving
the person raw eggs with tomatoes.
- make the person drink some water with a lot of soap.
Then ask, what if a person has taken liquid poison such as paraffin, petrol or
bleacher such as jik, what first aid should we give them? (let the child respond),
then say,
- make the person drink several cupful of milk, juice or
 water to dilute the poison.
- Then take the person to a health worker as soon as
possible.
Note: Don’t make the person who has taken in liquid poison to vomit because
this can damage the throat or lungs.

Independent practice (10mins)

1. Describe the first aid for:
(a) a person that has taken in solid poison such as drugs or rat
poison such as drugs or rat poison.
(b) a person that has taken in liquid poison such as paraffin,
petrol or bleacher such as jik.

Closing (2 min): What first aid can you give to a person who has drunk jik?

Subject: Science
Class: P4
Lesson No. :156

Duration Theme: Science in human activities & occupations

Topic: Keeping rabbits
Sub-topic: External parts of a rabbit.

30 min

Subject Competences:
The learner: -Identifies the external parts of a rabbit
-defines a buck, kitten and a doe.

Language Competences:
The learner: -Reads & comprehends the information about a rabbit.
Assessment: 1. What is:
(a) buck
(b) kitten
(c) doe
2. Display image of a rabbit. Ask the learner to identify the different
parts(point at one part at a time)

Skills: Observation
Values: Gratitude

Methods : Guided discovery

Activities: - Identifying external parts of a rabbit

Materials : Images of a rabbit.

References: - P.4 NCDC Abridged curriculum, pg. 87

- St. Bernard Integrated Science, pupil’s book 4, pg. 178

Connecting to the larger goal: Keeping rabbits is beneficial in many various ways
e.g. we get meat, we can sell them to get money, etc.

Key points: 1. A rabbit is a small animal. It has different parts e.g. head, nose,
eyes, etc.
2. A rabbit’s body comprises many external parts.
3. Keeping rabbits is beneficial in many various ways e.g. we get
meat, we can sell them to get money, etc.

Lesson Procedure

Do now/opening (2 mins): Give four examples of animals that can be reared at

home. (let child respond)

Introduction to new material (6 mins): Have you ever seen a rabbit? Can you
identify any 3 external parts of a rabbit? (let child respond), then say, in this
lesson, we will explore the external parts of a rabbit.
Guided practice (10 mins): Display image of a rabbit. Then point at one part at a
time and ask the learner to name it. (for every part pointed at, end by restating its
name before pointing at another part). Make sure you point at each of these parts:
ear, head, nose, mouth, neck, leg, belly, thigh, tail, whiskers, and eyes.

Independent practice (10 mins): 1. What is:

(a) buck
(b) kitten
(c) doe
2. Display image of a rabbit. Ask the learner to identify the different parts (point at
one part at a time)

Closing (2 min): What name is given to:

(i) a male rabbit
(ii) a female rabbit
(iii) a young rabbit

Subject: Science
Class: P4
Lesson No. :157

Duration Theme: Science in human activities & occupations

Topic: Keeping rabbits
Sub-topic: Types of rabbits.

30 min

Subject Competences:
The learner: - differentiates between local and exotic breeds of rabbits.
- Give examples of exotic breeds and their characteristics.

Language Competences:
The learner: -Reads & comprehends information about local and exotic breeds of
rabbits.
Assessment: 1. What are the differences between local and exotic breeds of
rabbits? (Give 3 differences)
2. Give four examples of exotic rabbits.
3. How useful are rabbits to human beings.

Skills: Observation
Values: Gratitude

Methods : Guided discovery

Activities: - Comparing local and exotic rabbits.

Materials : Images of local and exotic rabbits.

References: - P.4 NCDC Abridged curriculum, pg. 87

- St. Bernard Integrated Science, pupil’s book 4, pg. 178-180

Connecting to the larger goal: Keeping rabbits is beneficial in many various ways
e.g. we get meat, we can sell them to get money, etc.

Key points: 1. There are two main types of rabbits i.e. local and exotic rabbits.
2. Local rabbits are those that originate from Uganda while exotic
rabbits are those that originate from other countries or continents.
3. Keeping rabbits is beneficial in many ways e.g. we get meat, we can
sell them to get money, etc.

Lesson Procedure

Do now/opening (2 mins): Can you identify any four external parts of a rabbit? (let
child respond)

Introduction to new material (6 mins): Many people in Uganda rear rabbits and
they earn income out of rabbit rearing. In this lesson we will explore the main types
of rabbits reared in Uganda i.e. local and exotic rabbits.
Guided practice (10 mins): What are the main 2 types of rabbits in Uganda? (let
child respond), then say, the types of rabbits are: local and exotic rabbits. Local
rabbits are those that originate from Uganda while exotic ones are those that
originate from other countries or continents. (At this point, display an image of a
local rabbit) Then say, examples of exotic rabbits are:
- Chinchilla rabbits (grey in colour, has good fur, kept for
meat)
- New Zealand rabbits (white, pink eyes, short legs, good meat)
- California rabbits (white, black ears and nose, high quality
meat, from USA)
- Angora rabbits (white, has fine silky fur, good meat)
(Display one image at a time of the exotic breeds, ask learner to describe it, then
state characteristics before going to the next image)
Some of the differences between local and exotic rabbits are:
Local rabbits Exotic rabbits
-produce little meat -produce a lot of high quality meat
-have thin layer of fur -have plenty of fur
-take long to grow -They are fast to grow.
-They are resistant to local -They are easily attacked by local diseases.
diseases.
-Produce young ones of - Produce young ones of the same colour.
different colours.

Independent practice (10 mins): 1. What are the differences between local and
exotic breeds of rabbits? (Give 3 differences)
2. Give four examples of exotic rabbits.
3. How useful are rabbits to human beings

Closing (2 min): Give any 2 differences between local and exotic rabbits.

Subject: Science
Class: P4
Lesson No. :158

Duration Theme: Science in human activities & occupations

Topic: Keeping rabbits
 Sub-topic: Uses of rabbits.

30 min

Subject Competences:
The learner: - reads and comprehends the different uses of rabbits.

Language Competences:
The learner: -Reads & comprehends the different uses of rabbits.

Assessment: 1. How useful are rabbits to human beings?

(Describe any 4 uses)

Skills: Communication
Values: Gratitude

Methods : Guided discovery, brain storming

Activities: - Describing the uses of rabbits to man.

Materials : Images of a rabbit.

References: - P.4 NCDC Abridged curriculum, pg. 87

- St. Bernard Integrated Science, pupil’s book 4, pg. 180-181

Connecting to the larger goal: Rabbits are very useful in many ways e.g. they
provide good meat to man.

Key points: 1. Rabbits are small animals that can be kept at home.
2. Rabbits are very useful in many ways e.g. they are a source of
meat.
3. Keeping rabbits is also a profitable venture.

Lesson Procedure

Do now/opening (2 mins): Give any 2 differences between local and exotic

rabbits. (let child respond)

Introduction to new material (6 mins): Rabbit rearing can be a profitable

venture if handled responsibly. In this lesson, we will explore the different uses of
rabbits to man.

Guided practice (10 mins): In which ways do you think are rabbits useful to
man? (let child respond), then say, the uses of rabbits are:
- They provide meat to man.
- They can be sold to get money which is used to buy other
necessities such as soap, sugar, etc.
- The skin of a rabbit is used for making shoes, bags and
jackets.
- Their droppings and urine are used as manure to improve
soil fertility and increase crop yields.
- They are also used for study purposes.
(Display images of bags, jackets that are made from rabbit skins)

Independent practice (10 mins): 1. How useful are rabbits to human beings?

(Describe any 4 uses)

Closing (2 min): How useful are rabbits to man? (Give 2 uses)

Subject: Science
Class: P4
Lesson No. :159

Duration Theme: Science in human activities & occupations

Topic: Keeping rabbits
Sub-topic: Construction of a rabbit hutch.

30 min

Subject Competences:
The learner: -Identifies the type of hutches.
-describes the qualities of a good hutch.

Language Competences:
The learner: -Reads & comprehends the information about hutches.
Assessment: 1. Identify the 3 main types of hutches
2. Give 3 qualities of a good hutch
3. Why should a hutch be strong enough?
4. What name is given to:
(a) the wild beasts that prey on rabbits.
(b) a house for domestic rabbits.

Skills: Creativity
Values: Gratitude

Methods : Guided discovery, brainstorming

Activities: - Identifying the types of hutches

- Describing the qualities of a good hutch

Materials : Images of hutches

References: - P.4 NCDC Abridged curriculum, pg. 87

- St. Bernard Integrated Science, pupil’s book 4, pg. 181-182

Connecting to the larger goal: Hutches can protect the rabbits against attack by
wild animals or other animals.

Key points: 1. A house for domestic rabbits is called a hutch or a pen.

2.We have 3 main types of hutches i.e. morrant hutch , traditional
hutch & a cage hutch.
3.Hutches can protect the rabbits against attack by wild animals or
other animals.

Lesson Procedure

Do now/opening (2 mins): Give 2 uses of rabbits to man.

Introduction to new material (6 mins): Humans are protected from danger when
they sleep in houses. Just like humans, rabbits also need houses in order to avoid
danger. In this lesson we will explore the different rabbit hutches (houses).
Guided practice (10 mins): A hutch is a house for domestic rabbits.
It can also be called a pen. We have 3 main types of
hutches.
i.e. - morrant hutch (Display image of these
- Traditional hutch hutches one at a time)
- cage hutch
What are some of the qualities of a good hutch? (let child respond), then say,
- It should be clean and dry.
- It should have a free circulation of air.
- It should be strong enough to protect the rabbits from wild
animals and rain.
- It should be raised off the ground to protect rabbits from
enemies such as dogs, snakes, cats etc.
- It should have a strong cemented floor not to allow them to
make burrows.
Note; The wild beasts who prey on rabbits (feed on the rabbits) are called
predators.
Morrant hutches should be moved daily so that rabbits get young or fresh grass.
The floor of a morrant should have holes to enable the rabbits eat the grass.

Independent practice (10 mins):

: 1. Identify the 3 main types of hutches
2. Give 3 qualities of a good hutch
3. Why should a hutch be strong enough?
4. What name is given to:
(a) the wild beasts that prey on rabbits.
(b) a house for domestic rabbits.

Closing (2 min): Give 2 qualities of a good hutch.

Subject: Science
Class: P4
Lesson No. :160

Duration Theme: Science in human activities & occupations

Topic: Keeping rabbits
 Sub-topic: Management practices when rearing rabbits

30 min

Subject Competences:
The learner – identifies the food for rabbits.
_ describes why it is important to feed rabbits well.
Language Competences:
The learner: -Reads & comprehends information about the feeding of rabbits.

Assessment: 1. What do rabbits feed on? (identify any 4 foods)

2. What are pellets?
3. What is a balanced diet?
4. Why do you think it is important to feed rabbits on a balanced
diet?

Skills: Creativity.
Values: Gratitude

Methods : Guided discovery, brainstorming.

Activities: Identify the food for rabbits.

Materials : Images of feeds for rabbits.

References: - P.4 NCDC Abridged curriculum, pg. 87

- St. Bernard Integrated Science, pupil’s book 4, pg. 183

Connecting to the larger goal: When rabbits are fed well, they will give us high
quality meat in return.

Key points:
1. Just like any other animals, rabbits need a balanced diet.
2. Rabbits feed on maize grains, sorghum, cabbage leaves, carrots, etc.
3. When rabbits are fed well, they will give us high quality meat in return.

Lesson Procedure
Do now/opening (2 mins): Why should a rabbit hutch be strong enough?

Introduction to new material (6 mins): Just like any other animals, rabbits need
a balanced diet. In this lesson we will explore the different types of food rabbits
feed on.

Guided practice (10 mins): What do rabbits feed on? (let child respond), then say,
rabbits feed on;
- Maize grains - cabbage leaves - napier grasses
- Sorghum - carrots
- Maize flour - pellets
- Salt dissolved in water to make their bones strong & healthy.
Note; - Pellets are animal feeds manufactured in factories.
-Rabbits should be fed at least twice a day i.e. in the morning & evening.

Independent practice (10 mins): 1. What do rabbits feed on? (identify any 4
foods)
2. What are pellets?
3. What is a balanced diet?
4. Why do you think it is important to feed rabbits on a balanced
diet?

Closing (2 min): Give 2 examples of foods that rabbits feed on.

Subject: Science
Class: P4
Lesson No. :161

Duration Theme: Science in human activities & occupations

Topic: Keeping rabbits
Sub-topic: Management practices when rearing rabbits

30 min
Subject Competences:
The learner: - Describes what breeding is.
- Identifies the signs of a doe on heat.
- Defines a litter and a nest.
Language Competences:
The learner: -Reads & comprehends the information about breeding of rabbits.

Assessment: 1. What is breeding?

2. Define the following terms as used in breeding of rabbits:
i) litter
ii) nest
3.Give 3 signs of a doe on heat.
4.What is the gestation period of a rabbit?
5. How is a doe different from a duck?

Skills: Observation Values: Kindness

Methods : Guided discovery, brainstorming

Activities: Describing the signs of a doe on heat.

-

Materials : Images of a doe and a buck.

References: - P.4 NCDC Abridged curriculum, pg. 87

- St. Bernard Integrated Science, pupil’s book 4, pg. 184.

Connecting to the larger goal: Animals multiply in number through breeding.

Key points: 1. Breeding is the process through which animals give birth to their
young ones.
2. When a doe is on heat, it should be given a buck to mate with.
3. Animals multiply in number through breeding.
.

Lesson Procedure

Do now/opening (2 mins): 1. Give 2 examples of foods that rabbits feed on.

2. Why is it important to feed rabbits on a balanced
diet?
Introduction to new material (6 mins): Just like humans, rabbits also mate and
multiply in number. In this lesson we will explore breeding of rabbits.

Guided practice (10 mins): What is breeding? (let child respond), then say,
breeding is the process through which animals give birth to young ones. This
happens as a result of the female rabbit (doe) mating with the male rabbit (buck).
When the doe is ready for mating, we say that it is on heat. Then ask, what are the
signs of a doe on heat (let child respond), then say;
- It moves up & down, all the time restless.
- It lies on one side of its body.
- It rubs its body against the hutch walls.
When a doe is observed to be on heat, it should be put in a buck’s house for over a
night. When the buck mates a doe & it becomes pregnant, it is kept in its own
hutch. The gestation period (time it takes to give birth after getting pregnant) is 30-
32 days.
Note; A Litter is a group of young rabbits born of a doe at the same time. A nest is
a place where the doe will keep its litter at birth.
A doe can produce a litter of around 8 rabbits but should be left with it for a few
weeks for good feeding.
Weaning of rabbits is done at 8 weeks.
The young ones are born when they are blind & hairless.
.

Independent practice (10 mins): 1. What is breeding?

2. Define the following terms as used in breeding of rabbits:
i) litter
ii) nest
3.Give 3 signs of a doe on heat.
4.What is the gestation period of a rabbit?
5. How is a doe different from a duck?

Closing (2 min): Give 2 signs of a doe on heat.

Subject: Science
Class: P4
Lesson No. :162

Duration Theme: Science in human activities & occupations

Topic: Keeping rabbits
Sub-topic: Management practices when rearing rabbits

30 min
Subject Competences:
The learner: - describes how to maintain good hygiene when keeping rabbits.
Language Competences:
The learner: -Reads & comprehends the information about how to maintain good
hygiene when keeping rabbits.

Assessment: 1. In what ways can one maintain good hygiene when keeping
rabbits(give 3 ways)

Skills: Problem-solving Values: Responsibility

Methods : Guided discovery, brainstorming

Activities: Describing how to maintain proper hygiene in a hutch.

Materials : Brooms, spades for cleaning the hutch.

References: - P.4 NCDC Abridged curriculum, pg. 87

- St. Bernard Integrated Science, pupil’s book 4, pg. 184-185

Connecting to the larger goal: Maintaining proper hygiene in the hutches

prevents diseases among the rabbits.

Key points: 1. Hygiene refers to the general cleanliness of a place or anything.

2. We can maintain hygiene in the hutches in many ways e.g.
removing rabbit droppings from the hutch daily.
3.Maintaining proper hygiene in the hutches prevents diseases
among the rabbits.

Lesson Procedure

Do now/opening (2 mins): 1. Define these terms in regards to rabbit keeping;

i) Nest
ii) litter
Introduction to new material (6 mins): Why do people bathe daily? (let child
respond), then say, bathing daily makes us clean thereby preventing diseases. To
keep clean is to maintain proper hygiene. In this lesson we will explore how to
maintain hygiene in rabbits.

Guided practice (10 mins): How can we maintain proper hygiene when rearing
rabbits? (let child respond), then say, proper hygiene can be maintained by:
- removing rabbit droppings from the hutch daily to prevent a
bad smell.
- Sweeping away leftover foods and vegetables because it can
attract vectors.
- Spraying with an insecticide or pesticide to kill and prevent
pests such as fleas, lice, ticks etc. This can be done at least
twice in a year.
- Washing the feeding containers regularly.

Independent practice (10 mins): : 1. In what ways can one maintain good
hygiene when keeping rabbits(give 3 ways)

Closing (2 min): How can one keep hutches clean?

Subject: Science
Class: P4
Lesson No. :163

Duration Theme: Science in human activities & occupations

Topic: Keeping rabbits
Sub-topic: Common diseases of rabbits and treatment / control.

30 min

Subject Competences:
The learner: - describes the signs of ear canker disease and how to prevent/ treat
it.
- Describes the signs of snuffles & how to prevent or treat it.
Language Competences:
The learner: -Reads & comprehends the information about ear canker and snuffles
diseases.

Assessment: 1. Identify 2 diseases that affect rabbits.

2. Give 2 signs of: i) Ear canker
ii) snuffles
3.How can one prevent/ treat:
i) ear canker
ii) snuffles

Skills: Problem-solving Values: Responsibility

Methods : Guided discovery.

Activities: Describing how to prevent/ treat ear canker & snuffles.

Materials : Insecticides, canker powder, cleaning equipment.

References: - P.4 NCDC Abridged curriculum, pg. 87

- St. Bernard Integrated Science, pupil’s book 4, pg. 185

Connecting to the larger goal: Rabbit diseases can cause death so we need to
prevent them.

Key points: 1. Rabbits just like any other living animal can catch diseases.
2. There are many diseases that can attack rabbits e.g. ear canker,
snuffles, etc.
3. Rabbit diseases can cause death so we need to prevent or treat
them early enough.

Lesson Procedure

Do now/opening (2 mins): Give 2 ways of keeping hutches clean.

Introduction to new material (6 mins): Rabbits just like any other living animal
can catch diseases. In this lesson we will explore 2 rabbit diseases i.e. ear canker
and snuffles.
Guided practice (10 mins): What are the signs of ear canker disease? (let child
respond), then say, the signs are:
Itching ears, wounds in ears, ears bend downwards.
Then ask, how can we prevent/ treat ear canker? (let child respond), then say,
- By keeping the hutch clean.
- By using canker powder to treat the disease.
- By spraying animals with chemicals to kill external parasites.
Then ask, what are the signs of snuffles diseases? (Let child respond), then say,
the signs are: - sneezing - mucus from the nose - death occurs suddenly.
Then ask, how can we prevent/ treat snuffles diseases? (let child respond), then
say, - by cleaning the hutch frequently.
- Killing or separating the infected rabbits to avoid passing the
disease to others.

Independent practice (10 mins): 1. Identify 2 diseases that affect rabbits.

2. Give 2 signs of: i) Ear canker
ii) snuffles
3.How can one prevent/ treat:
i) ear canker
ii) snuffles

Closing (2 min): Identify 2 diseases that attack rabbits.

Subject: Science
Class: P4
Lesson No. :164

Duration Theme: Science in human activities & occupations

Topic: Keeping rabbits
Sub-topic: Common diseases of rabbits and treatment / control.

30 min

Subject Competences:
The learner: - describes the signs of coccidiosis & how to prevent or treat it.
- describes the signs of colds & how to prevent or treat them.
- describes the signs of pneumonia & how to prevent or treat it.
Language Competences:
The learner: -Reads & comprehends the information about coccidiosis, colds &
pneumonia.

Assessment: 1) As per this lesson, can you identify 3 diseases that attack rabbits?
2) Give any 2 signs of:
i)coccidiosis
ii)colds
iii)pneumonia
3) How can one prevent/treat;
i) coccidiosis
ii) colds
iii)pneumonia

Skills: Problem-solving Values: Responsibility

Methods : Guided discovery.

Activities: Describing how to prevent/ treat coccidiosis, colds and pneumonia.

Materials : Drugs, cleaning equipment.

References: - P.4 NCDC Abridged curriculum, pg. 87

- St. Bernard Integrated Science, pupil’s book 4, pg. 185

Connecting to the larger goal: Rabbit diseases can cause death so we need to
prevent them.

Key points: 1. Rabbits just like any other living animal can catch diseases.
2. There are many diseases that can attack rabbits e.g. pneumonia,
coccidiosis, etc.
3. Rabbit diseases can cause death so we need to prevent or treat
them early enough.

Lesson Procedure

Do now/opening (2 mins): Give 2 signs of ear canker disease in rabbits.

Introduction to new material (6 mins): Rabbits just like any other living animal
can catch diseases. In this lesson we will explore 3 rabbit diseases i.e. coccidiosis,
colds & pneumonia.

Guided practice (10 mins): What are the signs of coccidiosis? (let child respond),
then say, the signs are:
- Diarrhoea - rough fur - loss of weight.
Then ask, how can we prevent/ treat coccidiosis? (let child respond), then say,
- By cleaning the hutch frequently.
- By killing or separating the infected rabbits to avoid passing
the diseases to others.
Then ask, what are the signs of colds? (Let child respond), then say, the signs are:
- sneezing all the time - running nose or watery mucus in their noses. -
Then ask, how can we prevent/ treat colds? (let child respond), then say, - by
keeping the rabbits in a warm place. Then ask, what are the signs of pneumonia?
(Let child respond), then say, - shivering - breathing difficulties - high
temperature -loss of appetite - rabbits can die suddenly.
Then ask, how can we prevent/ treat pneumonia? (let child respond), then say, -
by keeping the hutch clean. – by treating the rabbits with the recommended
drugs. – by keeping the rabbits away from coldness.

Independent practice (10 mins): 1) As per this lesson, can you identify 3
diseases that attack rabbits?
2) Give any 2 signs of:
i)coccidiosis
ii)colds
iii)pneumonia
3) How can one prevent/treat;
i) coccidiosis
ii) colds
iii)pneumonia

Closing (2 min): How can one prevent colds in rabbits?

 Subject: Science
Class: P4
Lesson No. :165

Duration Theme: Science in human activities & occupations

Topic: Keeping rabbits
Sub-topic: Parasites of rabbits.

30 min

Subject Competences:
The learner: - given examples of parasites in rabbits.
- Identifies the signs of parasites infestation.
- Identifies the ways of controlling parasites in rabbits.
Language Competences:
The learner: -Reads & comprehends the information about parasites in rabbits.

Assessment: 1. Give 2 signs of external parasites in rabbits.

2. Give 3 ways of controlling parasites in rabbits.
3. Give 3 examples of parasites in rabbits.
4. What is a parasite?

Skills: Observation Values: Responsibility

Methods : Guided discovery, brainstorming.

Activities: Describing how to control parasites in rabbits.

Materials : Insecticides, drugs such as deworming syrups/tablets.

References: - P.4 NCDC Abridged curriculum, pg. 87

- St. Bernard Integrated Science, pupil’s book 4, pg. 186

Connecting to the larger goal: Parasites can negatively affect the health of
rabbits so we need to prevent them or treat them early enough.
Key points: 1. Parasites are living organisms that live and feed on other living
organisms.
2. Examples of parasites that attack rabbits include: ticks, fleas, lice,
mites, worms, etc.
3. Parasites can negatively affect the health of rabbits so we need to
prevent them or treat them early enough.

Lesson Procedure

Do now/opening (2 mins): How can one prevent pneumonia in rabbits?

Introduction to new material (6 mins): A parasite is a living organism that lives

and feeds on another living organism. In this lesson we will explore parasites of
rabbits, signs of external parasites & the ways of controlling parasites in rabbits.

Guided practice (10 mins): Examples of parasites in rabbits are; ticks, fleas, lice,
mites and worms. The worms live in the small & large intestines of a rabbit. Then
ask, what are the signs of external parasites in rabbits? (let child respond) then
say, the signs are:
- Rabbits keep on rubbing their bodies against the walls of the
hutch due to itching on their skins.
- Rabbits lose some of their body fur.
Then ask, how can we control parasites in rabbits? (let child respond), then say;
- By keeping the rabbits in a clean hutch.
- By deworming them regularly.
- By spraying them with chemicals to kill external parasites such
as lice, mites that hide among the fur of the rabbits.
- By seeking help from a veterinary doctor.

Independent practice (10 mins):

1. Give 2 signs of external parasites in rabbits.
2. Give 3 ways of controlling parasites in rabbits.
3. Give 3 examples of parasites in rabbits.
4. What is a parasite?

Closing (2 min): Give 2 ways of controlling parasites in rabbits.

 Subject: Science
Class: P4
Lesson No. :166

Duration Theme: Science in human activities & occupations

Topic: Keeping rabbits
Sub-topic: Keeping rabbit records.

30 min

Subject Competences:
The learner:
- Describes the importance of keeping rabbits’ records.
- Identifies examples of records that can be kept.
- Defines record keeping.
Language Competences:
The learner: -Reads & comprehends the information about keeping rabbit’s
records.

Assessment: 1. Describe what you understand by keeping rabbit’s records.

2. Give 4 examples of rabbits records that can be kept.
3. Give 2 reasons for keeping rabbits’ records.

Skills: Record keeping Values: Responsibility

Methods : Guided discovery, brainstorming.

Activities: Identifying rabbit records that need to be kept.

Materials : Insecticides, drugs such as deworming syrups/tablets.

References: - P.4 NCDC Abridged curriculum, pg. 87

 - St. Bernard Integrated Science, pupil’s book 4, pg. 187-188.

Connecting to the larger goal: Keeping records enables us to effectively monitor

the progress of any project such as rabbit keeping project.

Key points:
1. Keeping a record means writing down something that has happened and
filed
well to be kept safely for future reference.
2. We can keep records in physical files or digital files.
3. Keeping records enables us to effectively monitor the progress of the rabbit
keeping project.

Lesson Procedure

Do now/opening (2 mins): How can we control worms in rabbits?

Introduction to new material (6 mins): Do you have a birth certificate? What

does a birth certificate reveal/show? (let child respond). Then say, a birth
certificate is an example of a record. It shows when one was born hence enabling
us to calculate our age. Records serve different purposes. In this lesson, we will
explore how to keep rabbits’ records.

Guided practice (10 mins): What does keeping a record mean? (let child respond),
then say, keeping a record means writing down something that has happened&
filed well to be kept safely for future reference. What are some of the examples of
rabbits’ records that can be kept? (let child respond), then say,
- Number of rabbits on the farm
- Number of does and bucks.
- Date when mating may have taken place. This informs the
preparations for the birth of a new litter for instance preparing
the nesting boxes.
- Date when the doe gives birth. This helps the farmer to know
when to remove the young ones from the doe.
- The number of rabbits sold or slaughtered& amount got from
sale.
- Dates of vaccination and spraying.
- The expenditure costs for looking after the rabbits on the farm
e.g. cost of constructing the hutch, feeding, treatment, etc. from
the above mentioned records, do you think it’s important to
keep rabbits’ records? (defend your response with some
reasons)
 (Display an image of an expenditure record)

Independent practice (10 mins):

1. Describe what you understand by keeping rabbit’s records.
2. Give 4 examples of rabbits records that can be kept.
3. Give 2 reasons for keeping rabbits’ records.

Closing (2 min): Why is it important to keep rabbits’ records?