# PRIMARY 3 FIRST TERM LESSON NOTES BASIC SCIENCE

WEEK 1

Topic: Measurement

Subtitle: Measurement of Length

Learning Objectives: At the end of this this lesson, pupils should be able to:

Define measurement of length

State measuring length instrument

State unit of length

Resources and materials:

Scheme of work

Online information

Instructional material: meter ruler, measuring tape, hand span, a cubit

Building Background/connection to prior knowledge: pupils are familiar with numbers in hundred, tens and units from their previous classes.

CONTENT

Length

Measurement of length is the process of measuring the distance between any two points in term of width, thickness, depth, and height.

Instruments for measuring length

Meter Rule or Ruler

The International System Unit(SI Unit) of measuring length is in Meter, meter is indicated as m.

100centimeter(cm) = 1Meter(m)

10milimeters(mm) = 1Centimeter(cm)

10centimeter(cm) = 1Decimter

Strategies& Activities:

Step1: Teacher revises the previous topic.

Step2: Teacher introduces the new topic.

Step3: Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:1. Measure the height of your desk.

2. mention three instrument for measuring length

3. convert 500 centimeters to meter

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment: 1. using your hand span measure the length of your be.

2.what is the International System of measuring length?

3. convert 3meter to centimeter

1. The process of measuring the distance between any two points in terms of width, thickness, depth, and height is called ______.
a) Area
b) Length
c) Volume

2. The International System Unit (SI Unit) of measuring length is ______.
a) Centimeter (cm)
b) Meter (m)
c) Kilometer (km)

3. 100 centimeters (cm) is equal to ______ meter (m).
a) 0.1
b) 10
c) 1

4. 10 millimeters (mm) is equal to ______ centimeter (cm).
a) 0.01
b) 1
c) 0.1

5. The instrument used for measuring length that resembles a long straight bar is called ______.
a) Vernier Caliper
b) Micrometer Screw Gauge
c) Meter Rule or Ruler

6. The instrument used for more precise measurements of small objects is ______.
a) Laser Distance Meter
b) Micrometer Screw Gauge
c) Measuring Tape

7. The length of an object can be measured in ______.
a) Meters
b) Grams
c) Liters

8. 1 kilometer (km) is equal to ______ meter (m).
a) 10
b) 100
c) 1000

9. 10 centimeters (cm) is equal to ______ decimeter.
a) 0.1
b) 1
c) 10

10. The symbol used to represent the SI unit of length is ______.
a) cm
b) l
c) m

11. Which instrument is used to measure the thickness of an object?
a) Vernier Caliper
b) Micrometer Screw Gauge
c) Meter Rule or Ruler

12. The unit “millimeter” is abbreviated as ______.
a) cm
b) mm
c) m

13. How many centimeters are there in 2 meters?
a) 20
b) 200
c) 2

14. The instrument used for measuring long distances is ______.
a) Vernier Caliper
b) Micrometer Screw Gauge
c) Measuring Tape

15. 500 millimeters is equal to ______ centimeters.
a) 5
b) 50
c) 500

[mediator_tech]

WEEK 2

Topic: Measurement of mass

Subtitle: Mass

Learning Objectives: At the end of this this lesson, pupils should be able to:

Define mass

State two instruments for measuring mass

State the unit of mass

Resources and materials:

Scheme of work

Online information

Instructional material: Kitchen Scale, weighing balance and beam balance

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.

CONTENT

Mass is the amount weight a body or and contains. We can use the following to know the mass of an object; beam balance, kitchen scale, spring balance and bathroom scale.

Beam balance Kitchen scale

We know the main standard unit of mass or weight is kilogram which we write in short as ‘kg’. 1000th part of this kilogram is gram which is written in short as ‘g’. Thus 1000 gram = 1kilogram and 1 kilogram = 1000 gram

Below is a picture of objects of different weight, 500g and 1kg.

Strategies& Activities:

Step1: Teacher revises the previous topic.

Step2: Teacher introduces the new topic.

Step3: Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation: 1. What is mass?

2. mention two instrument you can use to measure mass.

[mediator_tech]

1. Mass is the amount of ______ a body contains.

a) Matter

b) Weight

c) Volume

2. Which of the following instruments can be used to measure the mass of an object?

a) Telescope

b) Bathroom scale

c) Stopwatch

3. The standard unit of mass is ______.

a) Gram (g)

b) Kilogram (kg)

c) Liter (L)

4. The abbreviation for kilogram is ______.

a) g

b) kg

c) m

5. 1000 grams is equal to ______ kilogram.

a) 0.1

b) 1

c) 10

6. The main standard unit for weight is ______.

a) Pound

b) Ounce

c) Kilogram

7. Which instrument is commonly used in the kitchen to measure the mass of ingredients?

a) Spring balance

b) Beam balance

c) Kitchen scale

8. 1 kilogram is equal to ______ grams.

a) 100

b) 1000

c) 10,000

9. The abbreviation for gram is ______.

a) k

b) g

c) m

10. The instrument that uses a lever system to measure mass is called ______.

a) Bathroom scale

b) Kitchen scale

c) Beam balance

11. Which of the following units can be used to express the mass of a person?

a) Kilometer

b) Kilogram

c) Liter

12. The unit ‘milligram’ is abbreviated as ______.

a) mg

b) kg

c) g

13. 500 grams is equal to ______ kilograms.

a) 0.05

b) 0.5

c) 5

14. A spring balance measures mass by using the principle of ______.

a) Lever

b) Gravity

c) Tension

15. How many grams are there in 2.5 kilograms?

a) 2500

b) 25

c) 2.5

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:1. Convert 9kg to grams

2. write three instruments we can use to measure mass

WEEK 3

Topic: Measurement of Time

Subtitle: Time

Learning Objectives:At the end of this this lesson,pupils should be able to:

Define time

State two instruments for measuring time

State metric unit of time

Resources and materials:

Scheme of work

Online information

Instructional material: picture chart, clock and stop watch

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous class.

CONTENT

Definition of time

Time is the measured or measurable period during which an action, process, or condition exists or continues.

Instruments for measuring time include the following, in ancient period people or know time using sun rising and it setting, moon length of shadow, star, cock crow and hour glass. In modern time, that’s this era we use clock, stop watch, hour glass or calendar.

These instruments can be anything that exhibits two basic components: (1) a regular, constant, or repetitive action to mark off equal increments of time, and (2) a means of keeping track of the increments of time and of displaying the result

The international system (SI) Unit of measuring time is seconds(s).

Hour glass Clock

[mediator_tech]

1. Time is the measured or measurable period during which an action, process, or condition ______.
a) Starts
b) Exists or continues
c) Ends

2. In ancient times, people used various methods to measure time, including sun rising and setting, moon length of shadow, star, cock crow, and ______.
a) Calendar
b) Hourglass
c) Stopwatch

3. Instruments for measuring time must exhibit two basic components: (1) a regular, constant, or repetitive action to mark off equal increments of time, and (2) ______.
a) A calendar
b) A means of keeping track of the increments of time and of displaying the result
c) A clock

4. In modern times, people use clocks, stopwatches, hourglasses, or ______ to measure time.
a) Sundials
b) Calendars
c) Star positions

5. The International System (SI) Unit of measuring time is ______.
a) Days (d)
b) Minutes (min)
c) Seconds (s)

6. The instrument used to measure short intervals of time precisely, such as in sports events, is a ______.
a) Calendar
b) Stopwatch
c) Hourglass

7. A regular, constant, or repetitive action used to mark off equal increments of time is known as a ______.
a) Moment
b) Second
c) Second-hand

8. An instrument used in ancient times, which consists of sand passing through a narrow passage to measure time, is called an ______.
a) Hourglass
b) Alarm clock
c) Calendar

9. The instrument used for measuring longer periods of time, such as months and years, is a ______.
a) Stopwatch
b) Hourglass
c) Calendar

10. The SI unit of time that represents one-sixtieth of a minute is ______.
a) Millisecond (ms)
b) Second (s)
c) Hour (h)

11. Clocks and watches use a ______ to display the time.
a) Needle
b) Hands
c) Sundial

12. The instrument used for measuring time intervals in a laboratory or scientific experiments is a ______.
a) Stopwatch
b) Hourglass
c) Calendar

13. The ancient method of measuring time using the position of stars and celestial objects is called ______.
a) Sundial
b) Star gazing
c) Celestial navigation

14. The timekeeping instrument that uses gears and hands to show hours, minutes, and seconds is a ______.
a) Stopwatch
b) Calendar
c) Clock

15. How many seconds are there in a minute?
a) 10
b) 60
c) 100

Strategies& Activities:

Step1:Teacher revises the previous topic.

Step2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:1. State two traditional ways of measuring time

2. state four olden methods of measuring time

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment: 1. state three modern instruments for measuring time.

2. the basic unit for measuring time is the…………………

3. how many seconds is in 60minutes?

4. how many days are there in ordinary year?

WEEK 4

Topic: Soil

Subtitle: Important of soil to plants

Learning Objectives:At the end of this this lesson,pupils should be able to:

Define soil

State the types of soil

State importance of soil to plants

Resources and materials:

Scheme of work

Online information

Instructional material: picture chat, life plant planted in a pot

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.

CONTENT

Soil is the upper most layer of the earth crust on which plants grow. Soil consists of a solid matter of minerals and organic matter, as well as a pore space that holds gases and water. Soils consists of three-state system of solids, liquids, and gases.

Soil is also the mixture of organic matter, minerals, gases, liquids, and organisms that together support life.

Types of soil; there are basic three types of soil:

2

Loamy soil Sandy soil

3.

Clay soil

Importance of soil to plants

Soil is the foundation of all life on earth without it, we couldn’t grow food we need to live.

Soils protect plants from erosion and other destructive physical, biological and chemical activity.

Soil provides minerals and other nutrients for plants growth.

Soil stores water for plant use.

[mediator_tech]

1. Soil is the uppermost layer of the earth’s crust on which ______ grow.
a) Animals
b) Plants
c) Buildings

2. Soil consists of a solid matter of minerals and organic matter, as well as a pore space that holds ______ and water.
a) Light
b) Gases
c) Electricity

3. Soils consist of a three-state system of solids, liquids, and ______.
a) Solvents
b) Gases
c) Vapors

4. Soil is also the mixture of organic matter, minerals, gases, liquids, and ______ that together support life.
a) Animals
b) Microorganisms
c) Birds

5. There are three basic types of soil: loamy soil, sandy soil, and ______.
a) Wet soil
b) Clay soil
c) Rocky soil

6. The type of soil that has a balanced mixture of sand, silt, and clay is called ______.
a) Loamy soil
b) Sandy soil
c) Clay soil

7. Soils protect plants from erosion and other destructive physical, biological, and ______ activity.
a) Mechanical
b) Chemical
c) Electrical

8. Soil provides minerals and other nutrients for ______ growth.
a) Plant
b) Human
c) Animal

9. Soil stores water for ______ use.
a) Human
b) Animal
c) Plant

10. The uppermost layer of the earth’s crust on which plants grow is called ______.
a) Sand
b) Soil
c) Rock

11. The three basic types of soil are loamy soil, sandy soil, and ______ soil.
a) Wet
b) Clay
c) Gravel

12. Soil is essential for plant growth as it provides ______ and other nutrients.
a) Light
b) Water
c) Food

13. The type of soil that feels smooth and sticky when wet and is good for making pottery is called ______ soil.
a) Loamy
b) Sandy
c) Clay

14. Soils play a crucial role in supporting life by providing a foundation for ______ growth.
a) Plant
b) Animal
c) Insect

15. Soils store ______ for plants to use during dry periods.
a) Food
b) Air
c) Water

Strategies& Activities:

Step1:Teacher revises the previous topic.

Step2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:1. Define soil

State two uses of soil to plants.

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:

State two types of soil.

State three uses of soil to plant

Define a soil.

WEEK 5

Topic: Soil

Subtitle: Important of soil to animals

Learning Objectives: At the end of this this lesson, pupils should be able to:

state four importance of soil to animals

state two environmental importance of soil

Resources and materials:

Scheme of work

Online information

Instructional material: picture chart

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.

CONTENT

Importance of soil to animals

Soil provides a home to many animals.

All animals get their energy from soil, either by eating plants or by eating animals that have eaten plants.

Environmental importance of soil

Soil filters our water.

Provide essential nutrients for our forests and crops.

Soil help regulate the earth’s temperature.

Soil act drainage by absorbing rain water therefore preventing erosion.

Strategies& Activities:

Step1: Teacher revises the previous topic.

Step2: Teacher introduces the new topic.

Step3: Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

Soil provide ………… for all animals

Soil help regulate earth………………..

Explain two importance of soil to animals

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:

All animals get their energy from the ………………………

The soil filters our ………………….

State two environmental importance of soil.

Write three examples of animals that live in the soil.

1. Soil provides a ______ to many animals.
a) Shelter
b) Food source
c) Playground

2. All animals get their energy from soil, either by eating plants or by eating animals that have ______ plants.
a) Eaten
b) Hunted
c) Destroyed

3. Soil filters our ______.
a) Air
b) Water
c) Sunlight

4. Soil provides essential ______ for our forests and crops.
a) Energy
b) Nutrients
c) Shelter

5. Soil helps regulate the earth’s ______.
a) Wind patterns
b) Temperature
c) Precipitation

6. Soil acts as drainage by absorbing rainwater, therefore preventing ______.
a) Famine
b) Pollution
c) Erosion

Assessment & Evaluation:

7. Soil provides ______ for all animals.

8. Soil helps regulate earth ______.

9. Explain two importance of soil to animals.

WEEK 6

Topic: Air in motion

Subtitle: Wind

Learning Objectives:At the end of this this lesson,pupils should be able to:

Define wind

State importance of wind

Resources and materials:

Scheme of work

Online information

Instructional material: picture chart

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.

CONTENT

Definition of wind

Wind is defined as air in motion or the natural movement of air especially in the form of current of air blowing from a particular direction.

Wind have various name depending on their strength, examples of are; breeze, gale, storm and hurricane while hurricane, storm, gale and cyclone are strong wind.There are four types of wind, which are; hot, cold, convectional and slope wind. When wind blows an object it moves, wind cannot be seen but can be felt.

Importance of wind

It a means of transportation for seeds, and small birds.

Wind is a source of renewable energy.

For drying of clothes

For sailing ships

Wind can be used to pump water.

People breathe in air, which in motion is wind, and so do plants and animals.

Windmill is use to generate electricity.

Strategies& Activities:

Step1:Teacher revises the previous topic.

Step2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

Define wind

Mention four examples of strong wind

We use wind to …………… water.

[mediator_tech]

1. Wind is defined as air in ______.
a) Rest
b) Motion
c) Vacuum

2. The natural movement of air, especially in the form of a current blowing from a particular direction, is called ______.
a) Breeze
b) Wind
c) Storm

3. Wind can be classified into various names depending on their strength, such as breeze, gale, storm, and ______.
a) Hurricane
b) Cyclone
c) Thunderstorm

4. Hurricane, storm, gale, and cyclone are examples of ______ wind.
a) Gentle
b) Strong
c) Moderate

5. There are four types of wind: hot, cold, convectional, and ______ wind.
a) Slope
b) Strong
c) Gentle

6. When wind blows against an object, it makes the object ______.
a) Invisible
b) Move
c) Disappear

7. Wind cannot be seen but can be ______.
a) Heard
b) Felt
c) Tasted

8. Wind serves as a means of transportation for seeds and ______.
a) Large birds
b) Small birds
c) Fish

9. Wind is a source of ______ energy.
a) Non-renewable
b) Renewable
c) Mechanical

10. Wind is used for drying ______.
a) Clothes
b) Cars
c) Books

11. Wind is useful for sailing ______.
a) Cars
b) Ships
c) Planes

12. Wind can be used to pump ______.
a) Oil
b) Water
c) Gas

13. People and plants breathe in air, which in motion is ______.
a) Cloud
b) Fog
c) Wind

14. Windmills are used to generate ______.
a) Water
b) Electricity
c) Gas

15. Wind is a natural movement of ______.
a) Water
b) Air
c) Soil

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:

State three importance of wind

Write four types of wind

………………… is a form of current blowing in a particular direction

WEEK 7

Topic: wind

Subtitle: Effects of wind

Learning Objectives:At the end of this this lesson,pupils should be able to:

Explain the harmful effects of wind

Resources and materials:

Scheme of work

Online information

Instructional material: picture chart

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.

CONTENT

Wind has both good and negative effects on people and objects.

Wind aids soil erosion.

Wind aid the spread of communicable diseases such as tuberculosis and woofing cough.

Strong wind like cyclone and hurricane result in natural disaster.

Wind can damage, breakdown or blow down strong trees.

Strategies& Activities:

Step1:Teacher revises the previous topic.

Step2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

Wind can spread tuberculosis. True or False

How do you feel when wind blows against your body?

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:

State three harmful effects of wind

WEEK 8

Topic: Water

Subtitle: Qualities of water

Learning Objectives:At the end of this this lesson,pupils should be able to:

state the qualities of good water.

Identify and name four substances that make water unclean

State the dangers of drinking unclean water

Resources and materials:

Scheme of work

Online information

Instructional material: clean and unclean water, picture chart

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.

CONTENT

Water is a liquid, it can be found naturally, that is water bodies not made by man examples river, rain, lakes, seas, streams, spring and ocean. Artificial sources of water are man made sources of water, examples well, boreholes, water tanks and ponds.

Qualities of clean water

Water can be said to be clean, when itis

odourless,

colourless,

contamination free and

Tasteless.

Unclean water has

colour,

taste

odour or smell

and it is contaminated and unfit for drinking

Dangers of drinking unclean water: drinking unclean water can result in

Vomiting or diarrhea

Skin rashes

Water-borne diseases such typhoid, cholera and jaundice

Dehydration

Death

Methods of purifying water

By filtering

By adding chlorine to the water

By boiling the water.

Strategies and activities:

Step1:Teacher revises the previous topic.

Step2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation

1.List three properties of unclean water

What is water?

List two qualities of clean water?

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:

List four dangers of drinking unclean water.

What makes water unfit for drinking

[mediator_tech]

1. Water is a ______.
a) Gas
b) Solid
c) Liquid

2. Examples of naturally occurring water bodies include rivers, lakes, seas, and ______.
a) Wells
b) Ponds
c) Boreholes

3. Artificial sources of water are man-made, examples are well, boreholes, water tanks, and ______.
a) Streams
b) Ponds
c) Springs

4. Water is considered clean when it is odourless, ______, contamination-free, and tasteless.
a) Tasteless
b) Colorless
c) Transparent

5. Unclean water may have ______.
a) A sweet taste
b) No smell
c) Color and smell

6. Drinking unclean water can lead to ______ or diarrhea.
a) Headache
b) Vomiting
c) Sore throat

7. Skin rashes can be caused by drinking ______ water.
a) Clean
b) Unclean
c) Filtered

8. Water-borne diseases such as typhoid, cholera, and jaundice can be contracted from ______ water.
a) Clean
b) Filtered
c) Unclean

9. Drinking unclean water can lead to ______.
a) Hydration
b) Dehydration
c) Fever

10. ______ is a method of purifying water.
a) Boiling
b) Cooling
c) Freezing

11. Adding chlorine to water is a method of ______.
a) Contaminating
b) Filtering
c) Purifying

12. Boiling water is a method of purifying water by killing ______.
a) Microorganisms
b) Fish
c) Algae

13. Filtration is a method used to remove ______ from water.
a) Color
b) Odor
c) Impurities

14. The danger of drinking unclean water may lead to ______.
a) Happiness
b) Sickness
c) Cleanliness

15. The method of purifying water by removing impurities through a porous material is called ______.
a) Chlorination
b) Filtration
c) Boiling

WEEK 9

Topic: Water

Subtitle: Uses of water

Learning Objectives:At the end of this this lesson,pupils should be able to:

State common uses of water

State reasons for packaging water

State four features of safe packaging water

Resources and materials:

Scheme of work

Online information

Instructional material: picture chart

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.

CONTENT

Uses of water

Water is use for washing.

Water is use for cooking

Water is use for cleaning

We use water to bath

We use water to water our crops

We use water to wash

Water is use for drinking by man and animals.

We use water to generate electricity.

Water packaging

Packaged water is water which has been treated and disinfected, then put into plastic or glass bottles or sachets for our consumption. There are two main forms of packaging water, bottle and sachet.

Reasons for packaging water

We package water to keep it clean

To keep water free from germs and other contaminate.

We package water to prevent it from smell.

To keep it safe.

Features of safe packaging water

The is colourless

The bottle or sachet is well sealed.

Safe packaged water is tasteless and has no smell.

Strategies and activities:

Step1:Teacher revises the previous topic.

Step2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation:

Two main forms of packaged water are …………………… and………………….

List three reasons for packaging water

Explain why water is packaged

[mediator_tech]

1. Water is used for ______.
a) Flying
b) Washing
c) Running

2. Cooking is one of the uses of ______.
a) Air
b) Water
c) Fire

3. Water is used for ______.
a) Dancing
b) Cleaning
c) Singing

4. Bathing is done using ______.
a) Fire
b) Water
c) Air

5. Water is used to ______ our crops.
a) Repair
b) Water
c) Read

6. Washing clothes is one of the uses of ______.
a) Water
b) Electricity
c) Wind

7. Water is used for drinking by ______ and animals.
a) Trees
b) Plants
c) Man

8. We use water to generate ______.
a) Fire
b) Electricity
c) Air

9. Packaged water is treated and disinfected, then put into ______.
a) Bags
b) Plastic or glass bottles or sachets
c) Buckets

10. One of the reasons for packaging water is to keep it ______.
a) Dirty
b) Clean
c) Wet

11. Packaging water is done to keep it free from ______.
a) Flavor
b) Germs and other contaminants
c) Air

12. Packaging water prevents it from ______.
a) Sealing
b) Smelling
c) Boiling

13. Safe packaged water is ______.
a) Brown
b) Colorless
c) Green

14. The bottle or sachet of safe packaged water is ______.
a) Partially sealed
b) Well sealed
c) Open

15. Safe packaged water is ______ and has no smell.
a) Tasty
b) Sweet
c) Tasteless

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:

Mention two features of packaged water

Explain packaged water

WEEK 10

Topic: Living things

Subtitle: Plants

Learning Objectives:At the end of this this lesson,pupils should be able to:

State four parts of plants

State five reasons plants are living things

Resources and materials:

Scheme of work

Online information

Instructional material: life plant

Building Background/connection to prior knowledge: pupils are familiar with the topic in their previous classes.

CONTENT

Plant is a living that grows in the earth and has stem, leaves and roots. Plants can be grown be seed, stem or suckers. As plant grow the change in size and begin to reproduce. Plants absorb sunlight in the process called photosynthesis to produce their food.

Parts of a part: the main parts of a part include;

Roots

Stem

Leaves

Flowers

fruits

Reasons plants are living things: plants are living things because:

Plants grow

Reproduce

Response to stimuli like sunlight and touch, Plants are sensitive to touch

Adapt

Feed: plant carry water and nutrients through their roots

Strategies and activities:

Step1:Teacher revises the previous topic.

Step2:Teacher introduces the new topic.

Step3:Teacher explains the new topic.

Step4: Teacher welcomes pupils’ questions.

Step5: Teacher evaluates the pupils.

Assessment & Evaluation;

Plants are sensitive to ………………………

Mention five parts of a plant

Explain how plants feed

WRAP UP(CONCLUSION) Teacher goes over the topic once again for better understanding.

Assignment:

Write five reasons plants are living things.

What is photosynthesis

[mediator_tech]

1. A plant is a living thing that grows in the ______.
a) Water
b) Soil
c) Air

2. Plants have ______, leaves, and roots.
a) Flowers
b) Fruits
c) Stems

3. Plants can be grown from seeds, stems, or ______.
a) Petals
b) Suckers
c) Roots

4. Photosynthesis is the process by which plants absorb sunlight to produce their ______.
a) Energy
b) Food
c) Oxygen

5. The main parts of a plant include roots, stem, ______, flowers, and fruits.
a) Leaves
b) Branches
c) Bark

6. Plants are living things because they ______.
a) Shrink
b) Grow
c) Harden

7. Reproduction is one of the reasons why plants are ______.
a) Inanimate
b) Living
c) Artificial

8. Plants respond to stimuli like sunlight and touch, and they are sensitive to ______.
a) Sound
b) Smell
c) Touch

9. Plants can ______ to different environmental conditions.
a) Adapt
b) Stay the same
c) Disappear

10. One of the reasons plants are living things is that they can ______ and change in size.
a) Decrease
b) Reproduce
c) Die

11. The part of the plant responsible for taking in water and nutrients is the ______.
a) Flowers
b) Stems
c) Roots

12. Plants carry water and nutrients through their ______.
a) Leaves
b) Branches
c) Roots

13. The green part of the plant where photosynthesis occurs is the ______.
a) Fruits
b) Stems
c) Leaves

14. Flowers and fruits are parts of the plant involved in ______.
a) Photosynthesis
b) Reproduction
c) Absorption

15. Plants produce their food through the process of ______.
a) Photosynthesis
b) Respiration
c) Decomposition

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