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Scheme, notes, lesson plan, Exams

jesma, targeter etc
2025 Science and Technology ACT. GRADE FOUR
Schemes of work
School Teacher’s Name Term Year
One 2025

Wee Ls Strand/ Sub Strand Specific learning Key inquiry Learning experiences Learning Assessme Refl
k n Theme outcomes Questions Resources nt
methods
1 Living Plants (Living By the end of the lesson What makes Learners take a walk in the school Digital devices, Oral
1 Things and non-living the learner should be plants living? compound and the neighbourhood to gloves, tongs, Questions,
things) able to observe, discuss and record evidence overcoats, Assignme
a. Identify living and non- that plants: feed, grow, breathe, overalls nts, project
living things in the reproduce, remove waste, move,
pictures and work
environment respond to changes in their
b. Name living and non- environment and die.
realia
living things found in Science and
the environment Learners use digital devices to observe, Technology
c. Appreciate living and discuss and record evidence that learners Bk 4 pg.
 non-living thins in the plants: feed, grow, breathe, reproduce, 1
environment remove waste materials, move,
respond to changes in their
environment and die.

In groups, learners are guided to

observe safety precautions when
handling plants (Examples: practise
use of gloves, forceps, goggles, tongs,
overcoats)
2 Plants By the end of the lesson What makes Learners take a walk in the school Digital devices,
(Characteristic the learner should be plants living? compound and the neighbourhood to gloves, tongs,
s Of Plants as able to observe, discuss and record evidence overcoats,
living things) a. Identify the that plants: feed, grow, breathe, overalls
characteristics of plants reproduce, remove waste, move,
pictures and
as living things respond to changes in their
b. State ways in which environment and die.
realia
plants respond to Science and
Oral
changes in the Learners use digital devices to observe, Technology
learners Bk 4 pg. Questions,
environment discuss and record evidence that
c. Show interest in taking plants: feed, grow, breathe, reproduce, 2
Assignme
care of plants remove waste materials, move, nts, project
respond to changes in their work
environment and die.

In groups, learners are guided to

observe safety precautions when
handling plants (Examples: practise
use of gloves, forceps, goggles, tongs,
overcoats)
3 Plants By the end of the lesson What makes Learners take a walk in the school Digital devices, Oral
(Characteristic the learner should be plants living? compound and the neighbourhood to gloves, tongs, Questions,
s Of Plants in able to observe, discuss and record evidence overcoats, Assignme
our a. Observe characteristics that plants: feed, grow, breathe, overalls nts, project
environment) of plants in the reproduce, remove waste, move,
pictures and work
environment. respond to changes in their
b. Demonstrate environment and die.
realia
responsibility while Science and
handling plants Learners use digital devices to observe, Technology
c. Appreciate plants in discuss and record evidence that learners Bk 4 pg.
real life situations. plants: feed, grow, breathe, reproduce, 3
 remove waste materials, move,
respond to changes in their
environment and die.

In groups, learners are guided to

observe safety precautions when
handling plants (Examples: practise
use of gloves, forceps, goggles, tongs,
overcoats)
4 Plants By the end of the lesson What makes Learners use digital devices to observe, Digital devices,
(Handling the learner should be plants living? discuss and record evidence that gloves, tongs,
plants) able to plants: feed, grow, breathe, reproduce, overcoats,
a. Observe characteristics remove waste materials, move, overalls Oral
of plants in the respond to changes in their
pictures and Questions,
environment. environment and die.
b. Name the
realia Assignme
characteristics of plants In groups, learners are guided to Science and nts, project
observed observe safety precautions when Technology work
c. Demonstrate handling plants (Examples: practise learners Bk 4 pg.
responsibility while use of gloves, forceps, goggles, tongs, 5
handling plants overcoats)
1 Plants By the end of the lesson What makes Project: With the help of parents, Digital devices,
2 (Growing the learner should be plants living? learners’ plant seeds, observe as gloves, tongs,
plants in our able to they grow and record the changes overcoats,
locality) a. Demonstrate Oral
taking overalls
responsibility while Questions,
place as the plants grow to pictures and
handling plants Assignme
b. Grow some plants
maturity. realia
nts, project
found in the locality Science and
work
c. Demonstrate Technology
responsibility in taking learners Bk 4 pg.
care of plants 6
2 Animals By the end of the lesson What makes Learners take a walk in the school Digital devices Oral
(Characteristic the lesson the learners animals living compound and the neighbourhood gloves, tongs, Questions,
s Of Animals should be able to things? to observe, discuss and record overcoats, Assignme
as living a. Identify the evidence that animals: feed, grow, pictures nts, project
things) characteristics of Which ways do
breathe, reproduce, remove waste, Science and work
animals as living things animals differ
b. Name some animals from each other?
move, respond to changes in their Technology
found in the environment and die. learners Bk 4 pg.
environment 9
 c. Appreciate animals as Learners use digital devices to
living things in the observe, discuss and record
environment evidence that animals: feed, grow,
breathe, reproduce, remove waste
materials, move, respond to
changes in their environment and
die.
3 Animals By the end of the lesson What makes Learners take a walk in the school
(Characteristic the lesson the learners animals living compound and the neighbourhood
s Of Animals should be able to things? to observe, discuss and record
as living a. Identify the evidence that animals: feed, grow,
things) characteristics of Which ways do Digital devices
breathe, reproduce, remove waste,
animals as living things animals differ gloves, tongs,
b. Name some animals from each other?
move, respond to changes in their Oral
overcoats,
found in the environment and die. Questions,
pictures
environment Assignme
Science and
c. Appreciate animals as Learners use digital devices to nts, project
Technology
living things in the observe, discuss and record work
learners Bk 4 pg.
environment evidence that animals: feed, grow,
9
breathe, reproduce, remove waste
materials, move, respond to
changes in their environment and
die.
4 Animals By the end of the lesson What makes Learners take a walk in the school
(Characteristic the learner should be animals living compound and the neighbourhood
s Of Animals able to things? to observe, discuss and record
in our a. Observe characteristics evidence that animals: feed, grow,
environment) of animals in our Which ways do Digital devices
breathe, reproduce, remove waste,
environment animals differ gloves, tongs,
b. Name animals found in from each other?
move, respond to changes in their Oral
overcoats,
the immediate environment and die. Questions,
pictures
environment Assignme
Science and
c. Appreciate plants found Learners use digital devices to nts, project
Technology
in the immediate observe, discuss and record work
learners Bk 4 pg.
environment evidence that animals: feed, grow,
10
breathe, reproduce, remove waste
materials, move, respond to
changes in their environment and
die.
 1 Animals By the end of the lesson What makes Learners take a walk in the school
(Characteristic the learner should be animals living compound and the neighbourhood
s Of Animals able to things? to observe, discuss and record
in our a. Observe characteristics evidence that animals: feed, grow,
environment) of animals in our Which ways do Digital devices
breathe, reproduce, remove waste,
environment animals differ gloves, tongs,
b. Name animals found in from each other?
move, respond to changes in their Oral
overcoats,
the immediate environment and die. Questions,
pictures
3 environment
Learners use digital devices to
Science and
Assignme
nts, project
c. Appreciate plants found Technology
in the immediate observe, discuss and record work
learners Bk 4 pg.
environment evidence that animals: feed, grow,
10
breathe, reproduce, remove waste
materials, move, respond to
changes in their environment and
die.
2 Animals By the end of the lesson What makes In groups, learners discuss the main
(Vertebrates) the learner should be animals living difference between vertebrates and Digital devices
able to things? invertebrates. gloves, tongs,
Oral
a. Define the term overcoats,
Questions,
vertebrate Which ways do pictures
b. Name some animals animals differ
Assignme
Science and
that have backbone from each other? nts, project
Technology
c. Observe Safety work
learners Bk 4 pg.
precautions when 11
handling animals
3 Animals By the end of the lesson What makes In groups, learners discuss the main
(Invertebrates) the learner should be animals living difference between vertebrates and Digital devices
able to things? invertebrates. gloves, tongs,
Oral
a. Define the term overcoats,
Questions,
Invertebrate Which ways do pictures
b. Name some animals animals differ
Assignme
Science and
that have no backbone from each other? nts, project
Technology
c. Observe Safety work
learners Bk 4 pg.
precautions when 11
handling animals
4 Animals By the end of the lesson What makes In groups, learners are guided to Digital devices Oral
(Handling the learners should be animals living observe safety precautions when gloves, tongs, Questions,
animals) able to things? handling animals (Examples: overcoats, Assignme
a. Demonstrate practise use of gloves, forceps, pictures nts, project
 responsibility while Which ways do goggles, tongs, overcoats)
handling animals animals differ
b. Group animals into from each other? Science and
vertebrates and Technology
invertebrates
work
learners Bk 4 pg.
c. Show responsibility 12
when handling
animals
1 Animals By the end of the lesson What makes Project: With the help of parents,
4 (Handling
animals)
the learners should be
able to
animals living
things?
learners make a portfolio of Digital devices
vertebrate and invertebrates animals gloves, tongs,
a. Demonstrate Oral
overcoats,
responsibility while Which ways do Questions,
pictures
handling animals animals differ Assignme
b. Group animals into from each other? Science and
nts, project
vertebrates and Technology
work
invertebrates learners Bk 4 pg.
c. Show responsibility 12
when handling animals
2 Human Body By the end of the lesson How are the In groups, learners are guided to
System (Parts the learners should be different parts of use digital devices and visual aids
of the human able to the digestive to observe and identify parts of the
Digestive a. Identify parts of system suited to Chart of diestive
digestive system (mouth, teeth,
System) digestive system their functions? system
oesophagus, stomach, small
b. Name functions of the models of
various parts of the How do teeth
intestines, liver, pancreas, large Oral
diestive
digestive system differ? intestines, rectum, anus) Questions,
system,different
c. Appreciate the human Assignme
foods, photos
digestive system In groups, learners are guided to nts, project
Science and
use digital devices and visual aids work
Technology
to discuss the functions of parts of
learners Bk 4 pg.
the digestive system (the mouth,
15
oesophagus, stomach, small
intestines, large intestines, rectum,
anus)
3 Human Body By the end of the lesson How are the In groups, learners are guided to Chart of diestive Oral
System (Parts the learners should be different parts of use digital devices and visual aids system Questions,
of the Human able to the digestive to observe and identify parts of the models of Assignme
Digestive a. Identify parts of system suited to digestive system (mouth, teeth, diestive nts, project
System) digestive system their functions?
oesophagus, stomach, small system,different work
 b. Name functions of the intestines, liver, pancreas, large
various parts of the How do teeth intestines, rectum, anus)
digestive system differ?
c. Demonstrate foods, photos
In groups, learners are guided to
responsibility in Science and
use digital devices and visual aids
taking care of the Technology
body
to discuss the functions of parts of
learners Bk 4 pg.
the digestive system (the mouth,
15
oesophagus, stomach, small
intestines, large intestines, rectum,
anus)
4 Human Body By the end of the lesson How are the In groups, learners are guided to
System (Parts the learners should be different parts of use digital devices and visual aids
of the Human able to the digestive to observe and identify parts of the
Digestive a. Identify parts of system suited to Chart of diestive
digestive system (mouth, teeth,
System) digestive system their functions? system
oesophagus, stomach, small
b. Name functions of the models of
various parts of the How do teeth
intestines, liver, pancreas, large Oral
diestive
digestive system differ? intestines, rectum, anus) Questions,
system,different
c. Appreciate the human Assignme
foods, photos
digestive system In groups, learners are guided to nts, project
Science and
use digital devices and visual aids work
Technology
to discuss the functions of parts of
learners Bk 4 pg.
the digestive system (the mouth,
15
oesophagus, stomach, small
intestines, large intestines, rectum,
anus)
1 Human Body By the end of the lesson How are the In groups learners are guided to Chart of diestive Oral
5 System the learner should be different parts of demonstrate the use of different system Questions,
(Functions of able to the digestive types of teeth (Incisors, Canines, models of Assignme
the Digestive a. State the parts of the system suited to Pre-molars and Molars) using diestive nts, project
System) digestive system their functions?
locally available food items (e.g. system,different work
b. Describe the functions
of different parts of How do teeth
sugar cane, carrots, fruits, tubers), foods, photos
the digestive system differ? and digital devices. Science and
c. Use digital devices in Technology
group to discuss In groups learners are guided to learners Bk 4 pg.
functions of parts of draw/model the four types of teeth 16
the digestive system using locally available materials.
 2 Human Body By the end of the lesson How are the In groups learners are guided to
System the learner should be different parts of demonstrate the use of different Chart of diestive
(Functions of able to the digestive types of teeth (Incisors, Canines, system
the Digestive a. State the parts of the system suited to Pre-molars and Molars) using models of
System) digestive system their functions? Oral
locally available food items (e.g. diestive
b. Describe the functions Questions,
of different parts of How do teeth
sugar cane, carrots, fruits, tubers), system,different
Assignme
the digestive system differ? and digital devices. foods, photos
nts, project
c. Appreciate the human Science and
work
digestive system In groups learners are guided to Technology
draw/model the four types of teeth learners Bk 4 pg.
using locally available materials. 16

3 Human Body By the end of the lesson How are the In groups learners are guided to
System the learner should be different parts of demonstrate the use of different Chart of diestive
(Functions of able to the digestive types of teeth (Incisors, Canines, system
the Digestive a. State the parts of the system suited to Pre-molars and Molars) using models of
System) digestive system their functions? Oral
locally available food items (e.g. diestive
b. Describe the functions Questions,
of different parts of How do teeth
sugar cane, carrots, fruits, tubers), system,different
Assignme
the digestive system differ? and digital devices. foods, photos
nts, project
c. Appreciate the human Science and
work
digestive system In groups learners are guided to Technology
draw/model the four types of teeth learners Bk 4 pg.
using locally available materials. 16

4 Human Body By the end of the lesson How are the In groups learners are guided to
System the learners should be different parts of demonstrate the use of different Chart of diestive
(Taking care of able to the digestive types of teeth (Incisors, Canines, system
teeth) a. State the different system suited to Oral
Pre-molars and Molars) using models of
types of teeth their functions? Questions,
locally available food items (e.g. diestive
b. Describe functions of Assignme
each type of teeth How do teeth
sugar cane, carrots, fruits, tubers), system,different
nts, project
c. Develop curiosity differ? and digital devices. foods, photos
work
about taking care of Science and
teeth In groups learners are guided to Technology
draw/model the four types of teeth learners Bk 4 pg.
using locally available materials. 18

6 1 Human Body By the end of the lesson How are the In groups learners are guided to Chart of diestive Oral
 System the learners should be different parts of demonstrate the use of different
(Taking care of able to the digestive types of teeth (Incisors, Canines, system
teeth) a. State the different system suited to Pre-molars and Molars) using models of
types of teeth their functions? locally available food items (e.g. diestive
b. Describe functions of Questions,
sugar cane, carrots, fruits, tubers), system,different
each type of teeth How do teeth Assignme
c. Develop curiosity differ?
and digital devices. foods, photos
nts, project
about taking care of Science and
work
teeth In groups learners are guided to Technology
draw/model the four types of teeth learners Bk 4 pg.
using locally available materials. 18

2 Human Body By the end of the lesson How are the In groups learners are guided to
System the learners should be different parts of demonstrate the use of different Chart of diestive
(Taking care of able to the digestive types of teeth (Incisors, Canines, system
teeth) a. State the different system suited to Oral
Pre-molars and Molars) using models of
types of teeth their functions? Questions,
locally available food items (e.g. diestive
b. Describe functions of Assignme
each type of teeth How do teeth
sugar cane, carrots, fruits, tubers), system,different
nts, project
c. Develop interest in differ? and digital devices. foods, photos
work
taking care of teeth Science and
In groups learners are guided to Technology
draw/model the four types of teeth learners Bk 4 pg.
using locally available materials. 18

3 Human Body By the end of the lesson How are the In groups learners are guided to Chart of diestive
System the learner should be different parts of draw/model the four types of teeth system
(Modelling able to the digestive using locally available materials. models of
different types a. Define the term system suited to Oral
diestive
of teeth) modelling their functions? Questions,
system,different
b. Model the four Assignme
different types of teeth How do teeth
foods, photos
nts, project
c. Appreciate modelling differ? Science and
work
of teeth and use Technology
learners Bk 4 pg.
19
4 Human Body By the end of the lesson How are the In groups learners are guided to Chart of diestive Oral
System the learner should be different parts of draw/model the four types of teeth system Questions,
(Modelling able to the digestive using locally available materials. models of Assignme
different types a. Define the term system suited to diestive nts, project
of teeth) modelling their functions?
 b. Model the four system,different
different types of teeth How do teeth foods, photos
c. Appreciate modelling differ? Science and
of teeth and use work
Technology
learners Bk 4 pg.
19
1 Human Body By the end of the lesson How are the In groups learners are guided to Chart of diestive
7 System the learner should be different parts of draw/model the four types of teeth system
(Modelling able to the digestive using locally available materials. models of
different types a. Define the term system suited to Oral
diestive
of teeth) modelling their functions? Questions,
system,different
b. Model the four Assignme
different types of teeth How do teeth
foods, photos
nts, project
c. Demonstrate differ? Science and
work
responsibility in Technology
taking care of the teeth learners Bk 4 pg.
19
Enviro Air Pollution By the end of the lesson What causes air In groups, learners are guided to
nment Meaning of the learner should be pollution? discuss the meaning of the terms
pollution and able to “pollution” and “air pollution”.
air pollution a. Define the term What are the
pollution effects of air
Learners to be guided as they use
b. State the meaning of pollution? Dustbine
air pollution
visual aids and digital devices to
gumboots, dusty
c. Appreciate the How can you explore the meaning of “pollution” Oral
classroom,
importance of clean reduce air and “air pollution”. Questions,
digital devices
air In his/her pollution? Assignme
Science and
environment In groups, learners walk around the nts, project
Technology
school and neighbourhood to work
learners Bk 4 pg.
observe, identify and record air
19
pollutants (bad smell, dust, smoke).

Learners to be guided as they use

visual aids and digital devices to
identify and record air pollutants.
2 Air Pollution By the end of the lesson What causes air In groups, learners are guided to Dustbine Oral
Meaning of the learner should be pollution? discuss the meaning of the terms gumboots, dusty Questions,
pollution and able to “pollution” and “air pollution”. classroom, Assignme
air pollution a. Define the term What are the digital devices nts, project
pollution effects of air
 b. State the meaning of pollution? Learners to be guided as they use
air pollution visual aids and digital devices to Science and
c. Develop curiosity in How can you explore the meaning of “pollution” Technology
taking care of the reduce air work
and “air pollution”. learners Bk 4 pg.
environment pollution?
19

Air Pollutants By the end of the lesson What causes air In groups, learners walk around the
in our the learner should be pollution? school and neighbourhood to
environment able to Dustbine
observe, identify and record air
a. Identify air pollutants What are the gumboots, dusty
pollutants (bad smell, dust, smoke). Oral
in his or her effects of air classroom,
Questions,
environment pollution? digital devices
b. Observe air pollution in
Learners to be guided as they use Assignme
Science and
the immediate How can you visual aids and digital devices to nts, project
Technology
environment reduce air identify and record air pollutants. work
learners Bk 4 pg.
c. Use visual aids and pollution? 23
digital devices to
record air pollutants
3 Clean and By the end of the lesson What causes air In groups, learners walk around the Oral
polluted air in the learner should be pollution? school and neighbourhood to Questions,
our able to observe and identify clean and Assignme
environment a. Distinguish between What are the Dustbine
polluted air (toilets, dusty area, nts, project
clean and polluted air effects of air gumboots, dusty
smoky areas and decomposing work
in his or her pollution? classroom,
environment
matter).
digital devices
b. Observe air pollution in How can you Science and
the immediate reduce air Learners to be guided as they use
Technology
environment pollution? visual aids and digital devices to
learners Bk 4 pg.
c. Use visual aids and differentiate between clean and
24
digital devices to polluted air.
record air pollutants

Effects of air By the end of the lesson What causes air In groups, learners walk around the Dustbine Oral
pollution on the learner should be pollution? school and neighbourhood to gumboots, dusty Questions,
living things able to observe, identify and record the classroom, Assignme
a. Identify effects of air What are the effects of air pollution on living digital devices nts, project
pollution on living effects of air
things (breathing problems, Science and work
things pollution?
b. Use visual aids to
irritation of eyes, visibility and Technology
record effects of air How can you growth of plants) learners Bk 4 pg.
 pollution reduce air
c. Appreciate the pollution? In groups, learners to use visual
importance of clean air aids and digital devices to identify 25
In his/her environment the effects of air pollution on living
things.
4 Effects of air By the end of the lesson What causes air In groups, learners walk around the
pollution on the learner should be pollution? school and neighbourhood to
living things able to observe, identify and record the Dustbine
a. Identify effects of air What are the effects of air pollution on living gumboots, dusty
pollution on living effects of air Oral
things (breathing problems, classroom,
things pollution? Questions,
b. Use visual aids to
irritation of eyes, visibility and digital devices
Assignme
record effects of air How can you growth of plants) Science and
nts, project
pollution reduce air Technology
work
c. Demonstrate pollution? In groups, learners to use visual learners Bk 4 pg.
responsibility in aids and digital devices to identify 25
reducing effects of air the effects of air pollution on living
pollution things.
Importance of By the end of the lesson What causes air Learners are guided to identify and
clean air in our the learner should be pollution? Oral
discuss ways of reducing air
environment able to Questions,
pollution (proper disposal of waste;
a. Identify effects of air What are the Dustbine Assignme
Ventilation; Use of Ventilation
pollution on living effects of air gumboots, dusty nts, project
Improved Pit latrines; sprinkling
things pollution? classroom, work
b. Use visual aids to
ash in pit latrines; Sprinkling water
digital devices
record effects of air How can you on dusty grounds).
Science and
pollution reduce air Technology
c. Appreciate the pollution? In groups, learners are guided to
learners Bk 4 pg.
importance of clean air observe safety precautions when
26
In his/her environment working in air polluted
environment (Example: practise use
of dust masks, goggles, overcoats)
1 Ways of By the end of the lesson What causes air Learners are guided to identify and Dustbine Oral
8 reducing air
pollution
the learner should be
able to
pollution? discuss ways of reducing air gumboots, dusty Questions,
pollution (proper disposal of waste; classroom, Assignme
a. Identify ways of What are the Ventilation; Use of Ventilation digital devices nts, project
reducing air pollution effects of air
Improved Pit latrines; sprinkling Science and work
b. Observe safety when pollution?
working in air polluted
ash in pit latrines; Sprinkling water Technology
environment How can you on dusty grounds). learners Bk 4 pg.
 c. Practice use of dust reduce air
mask pollution? In groups, learners are guided to
observe safety precautions when
26
working in air polluted
environment (Example: practise use
of dust masks, goggles, overcoats)
2 Making a By the end of the lesson What causes air Project 1: In groups, learners are
simple air the learner should be pollution? guided to make a simple air Dustbine
pollution able to pollution detector using a clean gumboots, dusty
detector a. Identify ways of What are the Oral
white piece of cloth. classroom,
reducing air pollution effects of air Questions,
digital devices
b. Make a functional air pollution? Assignme
pollution detector Science and
nts, project
using locally available How can you Technology
work
materials reduce air learners Bk 4 pg.
c. Practice use of dust pollution? 28
mask
3 Making a By the end of the lesson What causes air Project 1: In groups, learners are
simple air the learner should be pollution? guided to make a simple air Dustbine
pollution able to pollution detector using a clean gumboots, dusty
Oral
detector a. Identify ways of What are the white piece of cloth. classroom,
Questions,
reducing air pollution effects of air digital devices
b. Make a functional air pollution?
Assignme
Science and
pollution detector nts, project
Technology
c. Demonstrate ability to How can you work
learners Bk 4 pg.
use air pollution reduce air 28
detector pollution?
4 Making a By the end of the lesson What causes air Project 2: Learners are guided to
functional dust the learner should be pollution? make a functional dust mask using Dustbine
mask able to locally available materials gumboots, dusty
a. Identify ways of What are the
classroom,
reducing air pollution effects of air
b. Make a functional pollution?
digital devices
dust mask using Science and
locally available How can you Technology
materials reduce air learners Bk 4
c. Practice use of dust pollution? pg.29
mask
 HALF TERM
9
1 Making a By the end of the lesson What causes air Project 2: Learners are guided to
10 functional dust the learner should be pollution? make a functional dust mask using
Dustbine
mask able to locally available materials
a. Identify ways of What are the gumboots, dusty
Oral
reducing air pollution effects of air classroom,
Questions,
b. Make a functional pollution? digital devices
dust mask using
Assignme
Science and
locally available How can you nts, project
Technology
materials reduce air work
learners Bk 4 pg.
c. Demonstrate ability to pollution? 29
use functional dust
mask
2 Water By the end of the lesson What causes In groups, learners are guided to
Pollution the learner should be water discuss the meaning of the term
able to pollution? “water pollution”. Dustbine
Meaning of a. State the meaning of gumboots, dusty
water the term water What are the Oral
Learners to be guided as they use classroom,
pollution pollution effects of water Questions,
visual aids and digital devices to digital devices
b. Use digital devices to pollution? Assignme
explore the meaning explore the meaning of the term Science and
nts, project
of water pollution How can water “water pollution” Technology
work
c. Appreciate the pollution be learners Bk 4 pg.
importance of clean reduced? 31
water in the
environment
3 water By the end of the lesson What causes In groups, learners walk around the Dustbine Oral
pollutants in the learner should be water school and neighbourhood to gumboots, dusty Questions,
our able to pollution? observe, identify and record water classroom, Assignme
environment a. Identify water pollutants (soil and waste). digital devices nts, project
pollutants in his or her What are the
Science and work
environment effects of water
b. Use digital devices to pollution?
Learners to be guided as they use Technology
record water visual aids and digital devices to learners Bk 4 pg.
pollutants in the How can water observe, identify and record water 31
environment pollution be pollutants.
c. Appreciate the reduced?
importance of clean
water in the
 environment
4 Clean and By the end of the lesson What causes In groups, learners walk around the
polluted water the learner should be water school and neighbourhood to
able to pollution? observe and identify clean and Dustbine
a. Distinguish between polluted water (water in a pit, open gumboots, dusty
clean and polluted What are the Oral
pools, ponds, classroom,
water in his or her effects of water Questions,
environment pollution?
rivers, sewers and watering digital devices
Assignme
b. Discuss the use of clean troughs). Science and
nts, project
and polluted water How can water Technology
work
c. Show interest in using pollution be Learners to be guided as they use learners Bk 4 pg.
water well to conserve reduced? visual aids and digital devices to 32
differentiate between clean and
polluted water.
1 Clean and By the end of the lesson What causes In groups, learners walk around the Dustbine Oral
11 polluted water the learner should be water school and neighbourhood to gumboots, dusty Questions,
able to pollution? observe and identify clean and classroom, Assignme
a. Distinguish between polluted water (water in a pit, open digital devices nts, project
clean and polluted What are the
pools, ponds, Science and work
water in his or her effects of water
environment pollution?
rivers, sewers and watering Technology
b. Discuss the use of clean troughs). learners Bk 4 pg.
and polluted water How can water 32
pollution be Learners to be guided as they use
reduced? visual aids and digital devices to
differentiate between clean and
polluted water.
2 Effects of By the end of the lesson What causes In groups, learners walk around the
water pollution the learner should be water school and neighbourhood to
on living able to pollution? observe, identify and record the
things a. Identify effects of Dustbine
effects of water pollution on living gumboots, dusty
water pollution on What are the Oral
things (waterborne diseases, death classroom,
living things effects of water
of plants and animals that live in Questions,
b. Use visual aids and pollution? digital devices
digital devices to water). Assignme
Science and
differentiate between How can water nts, project
Technology
clean and polluted pollution be In groups, learners to use visual work
learners Bk 4 pg.
water reduced? aids and digital devices to identify 33
c. Identify clean and the effects of water pollution on
polluted water in the living things.
environment
3 Effects of By the end of the lesson What causes In groups, learners walk around the
water pollution the learner should be water school and neighbourhood to
on living able to pollution? observe, identify and record the
things a. Identify effects of effects of water pollution on living Dustbine
water pollution on What are the gumboots, dusty
things (waterborne diseases, death Oral
living things effects of water classroom,
b. Use visual aids and pollution?
of plants and animals that live in Questions,
water). digital devices
digital devices to Assignme
differentiate between How can water Science and
nts, project
clean and polluted pollution be In groups, learners to use visual Technology
work
water reduced? aids and digital devices to identify learners Bk 4 pg.
c. Demonstrate the effects of water pollution on 33
responsibility in living things.
reducing effects of
water pollution
4 Importance of By the end of the lesson What causes Learners are guided to identify and
clean water in the learners should be water discuss ways of reducing water Dustbine
the able to appreciate the pollution? pollution (proper disposal of waste; gumboots, dusty
environment importance of clean Oral
proper disposal of dirty water). classroom,
water in his or her What are the Questions,
digital devices
environment effects of water Assignme
pollution?
In groups, learners are guided to Science and
nts, project
observe safety precautions when Technology
work
How can water working in water polluted learners Bk 4 pg.
pollution be environment (Example: practise use 34
reduced? of gumboots and gloves).
12 1 Ways of By the end of the lesson What causes Learners are guided to identify and
reducing water the learner should be water discuss ways of reducing water
pollution able to pollution? pollution (proper disposal of waste; Dustbine
a. Identify ways of proper disposal of dirty water). gumboots, dusty
reducing water What are the Oral
classroom,
pollution effects of water Questions,
In groups, learners are guided to digital devices
b. Use visual aids and pollution? Assignme
digital devices to observe safety precautions when Science and
nts, project
identify the effects of How can water working in water polluted Technology
work
water pollution pollution be environment (Example: practise use learners Bk 4 pg.
c. Appreciate the reduced? of gumboots and gloves). 35
importance of clean
water
2 Ways of By the end of the lesson What causes Learners are guided to identify and
reducing water the learner should be water discuss ways of reducing water
pollution able to pollution? pollution (proper disposal of waste; Dustbine
a. Identify ways of proper disposal of dirty water). gumboots, dusty
reducing water What are the Oral
classroom,
pollution effects of water Questions,
In groups, learners are guided to digital devices
b. Use visual aids and pollution? Assignme
digital devices to observe safety precautions when Science and
nts, project
identify the effects of How can water working in water polluted Technology
work
water pollution pollution be environment (Example: practise use learners Bk 4 pg.
c. Appreciate the reduced? of gumboots and gloves). 35
importance of clean
water
3 A functional By the end of the lesson What causes Project: In groups, learners are
water filter the learner should be water guided to make a
able to pollution? functional water filter using locally Dustbine
a. Make a functional available gumboots, dusty
water filter using What are the Oral
materials. classroom,
locally available effects of water Questions,
digital devices
materials pollution? Assignme
b. Observe safety when Science and
nts, project
working in water How can water Technology
work
polluted environment pollution be learners Bk 4 pg.
c. Discuss ways of reduced? 36
reducing water
pollution
4 A functional By the end of the lesson What causes Project: In groups, learners are Dustbine Oral
water filter the learner should be water
 able to pollution? guided to make a
a. Make a functional functional water filter using locally
water filter using What are the gumboots, dusty Questions,
available
locally available effects of water classroom, Assignme
materials.
materials pollution? digital devices nts, project
b. Observe safety when Science and work
working in water How can water Technology
polluted environment pollution be learners Bk 4 pg.
c. Demonstrate reduced? 36
responsibility in using
functional water filter
13
End Term Assessment