I-Science g9 Lesson Plans g9 by D. Phiri

MINISTRY OF GENERAL EDUCATION
I/SCIENCE LESSON PLAN

NAME OF TEACHER:________________________ SCHOOL:_____________________
GRAD TOPIC SUB TOPIC DURATION DATE

E
9 THE HUMAN BODY CIRCULATORY SYSTEM ____min ____/___/__
ATTENDANCE: Boys:______ Girls:_______ Total:_____

TEACHING/ LEARNING AIDS : Models, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 9
RATIONALE: This is lesson number one on the Human Body in the series of four. It will help
learners acquire skills and values of identifying the parts of the human circulatory system. Group
work, discussion, demonstration and Question & Answer methods will be used to execute the
lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the Human
body.
SPECIFIC OUTCOMES, LSBAT:
1) Describe the blood circulatory system,
2) Identify the components of blood and their functions
3) Describe the functions of the components of the heart.
STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
The blood circulatory system Pupils listen Question
INTRODUCTION
Teacher
introduces the and &
____min The blood circulatory system involves the movement of
topic to the
blood in vessels around the body. It involves the heart, participate Answer
learners
blood, blood vessels and lungs
D The components of blood and their functions Teacher Pupils listen Teachers
E - Red blood cells explains the and ask Exposition
- White blood cells details to the
V questions
- Platelets learners
E - Blood plasma where not
L FUNCTIONS clear
O - Red blood cells: transport oxygen and carbon
dioxide
P
- White blood cells: fight diseases
M
Teacher puts
.
E - Platelets: for blood clotting pupils in Pupils Group
N - Plasma: transports water, body wastes, food groups to discuss and Work
nutrients (glucose, amino acids, lipids)
T discuss bring out
The internal structure of the heart.
to head points
and body
to lungs
___min
pulmonary aorta
from head
artery
.
and body semi-lunar
valve pulmonary
vein
vena cava from lungs
right left
atrium atrium
tricuspid valve bicuspid valve
right left valve tendons

ventricle ventricle
muscle
ROLES / FUNCTIONS
The heart consists of 4 chambers, the left Atrium and
the right atrium (plural: atria) at the top and the left
ventricle and the right ventricle below. Ventricles have
thick muscular walls because they pump blood at high
pressure.
 Left atrium-receives oxygenated blood from the

lungs through the pulmonary vein.
 Right atrium-receives deoxygenated blood from
the rest of the body through the vena cava.
 Left ventricle-Pumps blood to all parts of the
body through the aorta.
 Right ventricle-Pumps blood to the lungs
through the pulmonary artery.
 Bicuspid valve-prevents back flow of blood from
the left atrium.
 Tricuspid valves-prevents back flow of blood to
the right atrium. Semilunar valves-prevents the
back flow of blood.
Lesson Conclusion Teacher asks Learners Question

random respond to &
Teacher emphasises on the main points of the lesson questions the questions Answer
Exercise/ Activity/ Home: Draw and describe the functions of the components of the human
heart
.
TEACHER/ PUPIL’S EVALUATION…………………………………………………………

E
9 THE HUMAN BODY RESPIRATORY SYSTEM ____min ____/___/__

REFERENCES : I/Science Progress book 9, Study kit I/Science Pamphlet
RATIONALE: This is lesson number two on the Human Body in the series of four. It will help
learners acquire skills and values of identifying the responsible the movement of blood in the
double circulatory system. Group work, discussion, demonstration and Question & Answer
methods will be used to execute the lesson.
body.
1) Illustrate the movement of blood in the double circulatory system.
2) Identify the role of the heart, lungs and blood vessel in blood circulation
3) Identify the components of lungs responsible for blood circulation

ACTIVITY ACTIVITY
Recap on previous lesson Pupils listen Question
INTRODUCTION
Teacher asks
random and &
____min The blood circulatory system
questions to
The blood circulatory system involves the find out what participate Answer
movement of blood in vessels around the body. It they can
involves the heart, blood, blood vessels and lungs recall
D The movement of blood in the double circulatory Teacher Pupils listen Teachers
E system. explains the and ask Exposition
V A. Pulmonary circulation. details to the questions
The pulmonary circulation involves the learners
E where not
pumping of blood from the heart to the lungs
L and back from the lungs to the heart. clear
O
.
P Heart —> Lungs —> Heart.
M
E Teacher puts Pupils Group
B. Systemic circulation
N C. In this circulatory system, blood is pumped pupils in discuss and work
from the heart to the rest of the body and back groups to bring out
T
to the heart.
Body —> Heart —> Body. discuss points
___min
.
The role of the heart, lungs and blood vessel in

blood circulation?
The heart pump blood to all parts of the body
The valves prevent back flow of blood.
The lungs add oxygen to the blood and remove
carbon dioxide from the blood. (it is where gaseous
exchange take place).
Arteries carry blood from the heart to the body while

veins take blood to the heart.
All veins transport deoxygenated blood back to the
heart except the pulmonary vein.
All arteries transport oxygenated blood to all parts of
the body except the pulmonary artery.
random respond to &
Teacher emphasises on the main points of the lesson
questions the questions Answer
Exercise/ Activity/ Home Work
1) Illustrate the movement of blood in the double circulatory system.
2) Identify the role of the heart, lungs and blood vessel in blood circulation
PUPIL’S EVALUATION
.
………………………………………………………………………………………………………
TEACHER’S EVALUATION
………………………………………………………………………………………………………

E
9 THE HUMAN BODY CIRCULATORY SYSTEM ____min ____/___/__

RATIONALE: This is lesson number three on the Human Body in the series of four. It will help
learners acquire skills and values of Identify organs of the respiratory system of a human being.
Group work, discussion, demonstration and Question & Answer methods will be used to
execute the lesson.
body.
1) Identify organs of the respiratory system of a human being.
2) Explain the functions of the organs of the respiratory system
3) Draw and label the respiratory the mechanism of ventilation in a human being

ACTIVITY ACTIVITY
INTRODUCTION
Teacher asks
random and &
____min The movement of blood in the double circulatory
questions to
system. participate Answer
find out what
Pulmonary circulation. they can
recall
The pulmonary circulation involves the
and back from the lungs to the heart.
Heart —> Lungs —> Heart.
.
D Organs of the respiratory system of a human Teacher Pupils listen Teachers
E being explains the & ask Exposition
questions
V Mouth, nose, trachea, bronchi, bronchiole, lungs (air details to the
sacs), ribs, diaphragm, inter-costal muscles where not
learners
E clear
L
nasal cavity
O
tongue
P epiglottis
trachea
M bronchus
ribs ribs
E intercostal
muscle
N bronchiole
heart
T alvioli
diaphragm
___min Group
The functions of the organs of the respiratory
Teacher puts Pupils
system work
pupils in discuss and
Mouth: it is used for breathing when the nose is
blocked due to flu. groups to bring out
Nose: has two nostrils through which the air from discuss points
outside is allowed to pass into the lungs. The nostrils
contain small hairs which help trap the dust particles
from air before it enters the lungs.
Trachea: it acts as a passage for air and has cilia
and mucus that trap dust. It is a cylindrical tube
lined with rings of cartilage to prevent collapsing.
Bronchi: directs air to the lungs.
Lungs: this is where gaseous exchange takes place.
Ribs: give physical protection of the lungs.
Diaphragm: is a tough sheet of muscles that
separates the chest cavity from the abdominal cavity.
Air sacs: it is the site for gaseous exchange (make
up the lungs).
Lesson Conclusion Teacher goes Learners Question

round respond to &
Teacher concludes by assisting slow learners in
checking the questions Answer
grasping the concepts pupils books
1) Identify organs of the respiratory system of a human being.
2) Explain the functions of the organs of the respiratory system
.
TEACHER/ PUPIL’S EVALUATION
………………………………………………………………………………………………………
………………………………………………………........................................................................

E
9 THE HUMAN BODY RESPIRATORY SYSTEM ____min ____/___/__

RATIONALE: This is lesson number four on the Human Body in the series of four. It will help
learners acquire skills and values of demonstrating the mechanism of ventilation in a human
being. Group work, discussion, demonstration and Question & Answer methods will be used to
execute the lesson.
body.
1) Demonstrate the mechanism of ventilation in a human being
2) Describe the exchange of oxygen and carbon dioxide in the lungs
3) Explain tissue respiration
4) Explain the effect of cigarette smoking on the respiratory system
ACTIVITY ACTIVITY
INTRODUCTION
Teacher asks
random and &
____min The movement of blood in the double circulatory
questions to
system. participate Answer
find out what
Pulmonary circulation. pupils can
recall
The pulmonary circulation involves the
and back from the lungs to the heart.
.
Heart —> Lungs —> Heart.
D The mechanism of ventilation in a human being Teacher Pupils listen Teachers

E explains the and ask Exposition
Mechanism of ventilation (breathing) involves two
details to the questions
V processes.
learners
E 1) Inhalation / inspiration Teacher puts Pupils Group
discuss and
L - Diaphragm muscles contract and flattens pupils in work
bring out
- External inter costal muscles contract groups to
O points
- Ribs move upwards and outwards
P discuss
- Volume of chest cavity increases.
M - Lungs inflate
- Air is drawn inside.
E
2) Exhalation / expiration
N - Diaphragm relax and moves upward
T (becomes dome shaped)
- External inter-costal muscles relax
- Ribs move downwards and inwards.
___min - Volume of chest cavity decreases.
- Lungs deflate
- Air is drawn outside
The exchange of oxygen and carbon dioxide in

the lungs?
Oxygen diffuses into the blood stream and carbon
dioxide into the lungs from the blood.
.
air in
bronchiole
oxygenated blood
Teacher Pupils copy Individual
deoxygenated blood
writes brief the notes in work

notes on the their note
board books
alvioli
Tissue respiration
Tissue respiration or cellular respiration is a
chemical process in cells by which energy is
released from food (glucose).Glucose combines with
oxygen to release carbon dioxide, water and energy.
WORD EQUATION
Glucose + oxygen -> Carbon dioxide + water
+ Energy
The effect of cigarette smoking on the respiratory

system
Causes,
- Lung cancer
- Bronchitis
- Stomach ulcers
- Bladder cancer
- Osteoporosis (brittleness of the bones)
- Emphysema
random respond to &
1) Demonstrate the mechanism of ventilation in a human being
2) Describe the exchange of oxygen and carbon dioxide in the lungs
3) Explain tissue respiration
4) Explain the effect of cigarette smoking on the respiratory system
………………………………………………………………………………………………………
.
………………………………………………………………………………………………………
………………………………………………………………………………………………………


E
9 HEALTH SEXUALLY TRANSMITTED ____min ____/___/__
INFECTIONS

RATIONALE: This is lesson number one on the Heath in the series of one. It will help learners
acquire skills and values of identifying the common sexually transmitted infections. Group work,
discussion, demonstration and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the Sexually
transmitted diseases.
1) Identify the common sexually transmitted infections
2) Explain transmission of Sexually Transmitted Infections.
3) Describe the prevention of STIs

ACTIVITY ACTIVITY
INTRODUCTION
Teacher asks
random and &
____min The mechanism of ventilation in a human being
questions to
Mechanism of ventilation (breathing) involves two find out what participate Answer
processes. pupils can
.
1) Inhalation / inspiration recall
2) Exhalation / expiration
D SEXUALLY TRANSMITTED INFECTIONS Teacher Pupils listen Teachers

The common sexually transmitted infections? details to the questions
V learners
E HIV and AIDS, Syphilis, Gonorrhea, Genital Warts.
L Teacher puts
Pupils
O Transmission of Sexually Transmitted Infections. pupils in discuss and Group
Sexually transmitted infections are transmitted groups to bring out work
P points
through
M discuss
- Unprotected sex
E - Blood transfusion with contaminated
N blood
- Having multiple sexual partners
T
Teacher Pupils copy
The prevention of STIs
writes brief the notes in
___min - Correct and consistence of condom use
notes on the their Individual
- Stick to one faithful partner note
- Avoid casual sex board work
books
- Abstinence from sex.
- Avoid sharing sharp instruments, i.e.
needles, razor blades.
The impact of HIV and AIDS on the population

- Brings poverty
- Increase of orphans
- Pressure of health services

random respond to &
and assists slow learners
1) Identify the common sexually transmitted infections
2) Explain transmission of Sexually Transmitted Infections.
3) Describe the prevention of STIs
.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………


E
9 THE ENVIRONMENT CYCLES IN THE BIOSPHERE ____min ____/___/__

RATIONALE: This is lesson number one on the Environment in the series of one. It will help
learners acquire skills and values of describing what Oxygen and Carbon cycle are. Group work,
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the
Environment.
1) Describe what Oxygen and Carbon cycle are
2) Identify factors affecting Oxygen and Carbon cycle
3) Describe the nitrogen cycle

ACTIVITY ACTIVITY
INTRODUCTION
Teacher asks
random and &
____min SEXUALLY TRANSMITTED INFECTIONS
questions to
find out what participate Answer
.
The common sexually transmitted infections? pupils can
recall
HIV and AIDS, Syphilis, Gonorrhea, Genital Warts.
D Teacher Pupils listen Teachers

CYCLES IN THE BIOSPHERE explains the and ask
E Oxygen and Carbon cycle are Exposition
V
- Oxygen cycle is the circulation of oxygen in learners
E the atmosphere
L - Carbon dioxide is the circulation of carbon Teacher puts
Pupils
dioxide in the atmosphere pupils in discuss and Group
O
groups to bring out work
P points
M discuss
E
N
T
___min
- Carbon dioxide and oxygen cycles are balanced

by respiration and photosynthesis.
- Carbon dioxide is removed in the atmosphere
by photosynthesis and it is added by
respiration
- Oxygen is added to the atmosphere by
photosynthesis and is removed from the
atmosphere by respiration.
Factors affecting Oxygen and Carbon cycle
- Plants take in carbon dioxide during notes on the their note
photosynthesis and give off oxygen.
- Animals take in oxygen and give off carbon board books
dioxide during respiration
The nitrogen cycle
- Lightening converts nitrogen in the
.
atmosphere to nitrates
- Nitrogen fixing bacteria convert free nitrogen
to nitrates in the soil. (fix nitrogen in the soil)
- Legume plants e.g. beans increase the amount
of nitrogen in the soil.
- Nitrogen rich fertilizers increase the amount
of nitrogen in the soil.
random respond to &
TEACHER/ PUPIL’S EVALUATION…………………………………………………………

E
9 THE ENVIRONMENT CYCLES IN THE BIOSPHERE ____min ____/___/__

RATIONALE: This is lesson number two on the Environment in the series of two. It will help
Environment.
1) Describe the structure of nitrogen cycle in the atmosphere
2) Identify natural balance of gases in the atmosphere
3) Describe the water management strategies

ACTIVITY ACTIVITY
INTRODUCTION
Teacher asks
random and &
____min CYCLES IN THE BIOSPHERE
questions to
.
Oxygen and Carbon cycle are find out what participate Answer
pupils can
- Oxygen cycle is the circulation of oxygen in
recall
the atmosphere
- Carbon dioxide is the circulation of carbon
dioxide in the atmosphere
D Diagram of the Nitrogen cycle Teacher Pupils listen Teachers
V learners
E
L
Teacher puts
O
pupils in Pupils Group
P The natural balance of gases in the atmosphere. discuss and
groups to bring out work
M
E
composition of gases in discuss points
the atmosphere
N
oxygen 21%
T Co2
nitogen 78%
oxy-
gen carbon dioxide
___min 0.03%
other
inert other inert
gases gases 0.97%
WATER MANAGEMENT
The importance of water management in our
daily life.
- Generating electricity
- Irrigation
- washing and cleaning
- mixing chemicals
- cooking food
Teacher Individual
Effective water management system. Pupils copy
writes brief work
the notes in
- Construction of dams notes on the
- Water reservoirs their note
board
- Purification of water, involves the
.
following process books
- Screening
- Sedimentation
- Filtration
- Disinfection(chlorination)
random respond to &
HOME WORK
1) Describe the water management strategies
TEACHER/ PUPIL’S EVALUATION………………………………………………………

GRADE TOPIC SUB TOPIC DURATION DATE

9 PLANTS AND ANIMALS CONSERVATION OF ANIMALS ____min ____/___/__
AND PLANTS

RATIONALE: This is lesson number one on Plants and Animals in the series of three. It will help
learners acquire skills and values of describing importance of domesticating animals and plants.
execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the Plants and
Animals.
1) Describe the importance of domesticating animals and plants
2) Explain ways of improving domestic breeds of animals and plants
3) Describe the methods of protecting endangered animals and plants

ACTIVITY ACTIVITY
.
Pupils listen Brainstorm
INTRODUCTION
Teacher asks
CONSERVATION OF ANIMALS AND PLANTS random
____min The importance of domesticating animals and plants. questions and
participate
D The importance of domesticating animals and Teacher Pupils listen Teachers
plants explains the and ask
E Exposition
PLANTS details to the questions
V - Are a source of food learners
E - Provide building materials like poles and
timber
L
- Some plants are medical hence used to
O cure certain diseases.
P - Provide beauty and shade at home
- Control soil erosion by covering the
M
ground
E - Provide manure and biogas
N - Some plants with nice flowers may
provide income when flowers are sold.
T Teacher puts Pupils
Group
ANIMALS discuss and
- Major source of protein (food) pupils in bring out work
___min - Animal products such as hinds and skins groups to points
are important in making leather products discuss
- Animals are kept as pets to beautify the
homes
- Some animals like dogs are kept for
protection purposes
- Some for recreation e.g. animals in
national parks and zoos
- Some animals used as dowry during
marriage.
- Some animals are used for transport and
cultivation.
Ways of improving domestic breeds of animals
and plants.
- By crossing animals and plants that have
desirable characteristics to produce off-
springs with desirable characteristics
- In plants by cross pollination(transfer of
pollen grains from the anthers of one
plant to the stigma of another plant)
Pupils copy
.
Animals and plants threatened by extinction. Teacher the notes in Individual
ANIMALS writes brief their note work
Wild dogs, black rhino, antelopes, honey notes on the books
badger, elephants, crocodiles.
board
PLANTS
Mutondo, mukwa and mukula
The importance of protecting endangered

animals and plants.
- Source of food, medicines and industrial
raw material
- For income
- Foreign currency from tourists
- Plants reduce soil erosion Pupils copy
- For future generation
- For aesthetic / beauty Teacher the notes in Demo
- Plants produce oxygen for writes brief their note
photosynthesis. notes on the books
Methods of protecting endangered animals and board
plants.
- Use of appropriate farming practices
such as crop rotation
- Game cropping
- Setting up of conservation education
programmes in the curriculum
- Controlling burning of charcoal
- Creation of game management area,
forest reserves and game parks
random respond to &
HOME WORK
1) Describe the importance of domesticating animals and plants
2) Explain ways of improving domestic breeds of animals and plants
3) Describe the methods of protecting endangered animals and plants
.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHERS EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………


E
9 PLANTS AND ANIMALS PHOTOSYNTHESIS ____min ____/___/__

RATIONALE: This is lesson number two on Plants and Animals in the series of three. It will help
Photosynthesis.
1) Define photosynthesis
2) Identify the conditions necessary for photosynthesis
3) Identify the products of photosynthesis in a leaf
STAGE CONTENT TEACHER PUPILS METHODS

S ACTIVITY
ACTIVITY
INTRODUCTION
Teacher asks
.
Recap on previous lesson random and
____min questions participate
CONSERVATION OF ANIMALS AND PLANTS
The importance of domesticating animals and plants.
D PHOTOSYNTHESIS Teacher Pupils listen Teachers
The process by which plants Make their food explains the and ask
E Exposition
V The conditions necessary for photosynthesis. learners
E -sunlight, carbon dioxide, water, temperature
L and chlorophyll
O The products of photosynthesis in a leaf.

P Glucose (sugar) and oxygen
M
E
N
T Teacher puts Pupils
Group
discuss and
pupils in bring out work
___min groups to points
discuss
Pupils copy
.
Teacher the notes in Individual
writes brief their note work
notes on the books
board
Teacher Pupils copy

writes brief the notes in Demo
board books
.
Experiment
materials AIM
- Plant such as a
geranium
To show that starch is present in a
- Bunsen burner green leaf that has been
or other sources photosynthesizing.
of heat
METHODPick a soft, green leaf from a plant
- Tripod
that has been in sunlight for a long time. This
- Two beakers or
ensures that photosynthesis has occurred in the leaf.
small saucepans
- Test tubes, flask
or heat-resistant
glass
- Tweezers or
forceps
- Water
- Alcohol (ethanol
or methylated
spirits)
- Dropper
- Iodine solution
- Petri dish or
saucer
NOTE
1. Place the leaf into a beaker of boiling

The alcohol removes the
water for 5 minutes. This will break down
chlorophyll from the
the cell walls.
leaf.
2. Turn off the flame. Remove the leaf from
Cautions
the boiling water. Gently dry the leaf.
1. Use forceps or 3. Place the leaf in a beaker with alcohol.
tweezers to 4. Place the beaker with the leaf and alcohol
remove the into a large beaker with boiling water.
leaf from hot The water bath is hot enough to heat the
alcohol to its boiling point.
water or
5. Remove the leaf from the alcohol once it
alcohol
has turned white. Rinse the leaf in warm
2. Keep ethanol water to soften it.
away from the 6. Remove the leaf from the water and dry it.
flames. 7. Place the leaf in a shallow dish. Test for
Ethanol starch by adding two or three drops of
catches fire iodine solution and notice colour chhange
very easily.
Respiration Respiration
.
o Occurs in both o Occurs in both plants and animals.
plants and
random respond to &
HOME WORK
1) Define photosynthesis
2) Identify the conditions necessary for Photosynthesis
3) Identify the products of photosynthesis in a leaf
TEACHER/ PUPIL’S EVALUATION

…………………………………………………………………………………………...............


E
9 PLANTS AND ANIMALS TRANSPIRATION ____min ____/___/__

RATIONALE: This is lesson number three on Plants and Animals in the series of three. It will
help learners acquire skills and values of describing importance of the process of transpiration.
execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the Plants and
Animals.
1) Describe the process of transpiration
2) Investigate the factors that affect the rate of transpiration
3) Explain the importance of transpiration in plants

ACTIVITY ACTIVITY
Recall of previous lesson Pupils listen Brainstorm
INTRODUCTION
Teacher asks
.
1) Definition photosynthesis random and
____min 2) Identifying the conditions necessary for questions participate
Photosynthesis
D TRANSPIRATION Teacher Pupils listen Teachers

Transpiration is the loss of water-vapour by plants details to the questions
V through the leaves (stomata) learners
E The factors that affect the rate of transpiration?
- Deforestation completely removal of
L
vegetation
O - Light intensity: light intensity influences
P stomata opening
M - Humidity: the amount of water- vapour
in the atmosphere
E
- Temperature: high temperature increases
N the rate of transpiration while low
T temperature reduces the rate of Pupils
Teacher puts Group
transpiration because water will take long discuss and
to turn into vapour wind. pupils in bring out work
___min Structural factors groups to points
- Stomata discuss
- Cuticle
- Leaf size and leaf shape
upper epidermis
chloroplasts Teacher Individual
palisade Pupils copy
vacuole work
cells displays the
cytoplasm the diagram
chart showing
air spaces
in their note
the leaf on the
spongy
layer
leaf vein books
board
The importance of transpiration in plants Demo

It helps in transportation of water and mineral salts Teacher
Pupils copy
from roots to the upper part of the plant. The writes brief
the notes in
diagram below shows the transpiration of water in a
notes on the
plant. their note
board
.
books

random respond to &
TEACHER/ PUPIL’S EVALUATION………………………………………………………..

E
9 MATERIALS AND CHEMICAL REACTION ____min ____/___/__
ENERGY
RATIONALE: This is lesson number one on Materials and Energy in the series of one. It will help
learners acquire skills and values of identification of Chemical reactions. Group work,
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the Chemicals
1) Define the term chemical reaction
2) Describe the nature of chemical reactions
3) Demonstrate the chemical reaction of water with electricity

ACTIVITY ACTIVITY
INTRODUCTION
Teacher asks
CHEMICAL REACTION random
____min A chemical reaction is one where a new chemical and
questions
.
substance is formed from the original substance. E.g participate
burning of paper/grass/baking.
D The nature of chemical reactions? Teacher Pupils listen Teachers
- During exothermic reaction heat is
V evolved (given out) to the surroundings learners
- During endothermic reaction heat is
E
absorbed from the surroundings.
L
Different types of chemical reactions
O
- Synthesis.
P
- Decomposition.
M - Single replacement.
E - Double replacement.
N
T The chemical reactions. Teacher puts Pupils
Group
- Synthesis: is the combination of two or more discuss and
pupils in bring out work
elements to form a compound.
___min groups to points
e.g. iron+ sulphur Iiron (ll) sulphide
discuss
- Decomposition: is the breaking down of a
single compound into two or more simpler
substances e.g. heating copper (ll) carbonate
breaks it to copper (ll) oxide and carbon
dioxide.
Copper (ll) carbonate copper (ll) oxide + carbon
dioxide
- Single replacement: is a type of a chemical

reaction where an element reacts with a
compound and takes the place of another
element in that compound.
e.g. AB +CA+BC. Chloride +Potassium
iodidePotassium chloride +Iodine
- Double replacement: during a double
replacement reaction atoms or irons from two
different compound replace each other e.g. AB
+ CD  AD +CB
Pupils copy
Barium nitrate + sodium sulphate Barium sulphate Teacher Individual
+Sodium nitrate. the notes in
writes brief work
.
EXPERIMENT notes on the their note
Demonstrate the chemical reaction of water with board books
electricity?
The electrolysis of acidified water (dilute sulphuric

acid) is an example of a decomposition reaction.
When a direct current is passed through the acidified
water (H2O), it decomposes into its components
which are oxygen (O2 ) and hydrogen (H2) (twice as
much hydrogen as oxygen) by means of an electric
current. The diagram below shows electrolysis of
water. Teacher Pupils copy Demo
writes brief the notes in Experiments
board books
Hydrogen
Oxygen
\\
The law of conservation of matter?

The total mass of substances before a
chemical reaction is equal to the total mass
of the substances that are produced or matter
cannot be made or destroyed during a
chemical reaction

random respond to &
PRACTICAL ACTIVITIES
1) Define the term chemical reaction
2) Describe the nature of chemical reactions
.
3) Demonstrate the chemical reaction of water with electricity
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHERS EVALUATION
………………………………………………………………………………………………………
………………………………………………………………………………………………………


E
9 LIGHT AND ITS NATURE TYPES OF LENSES ____min ____/___/__

RATIONALE: This is lesson number one on Light and Nature in the series of three. It will help
learners acquire skills and values of identification of the different types of lenses. Group work,
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the Light.
1) Describe the different types of lenses
2) Demonstrate the location of the focal point and focal length of a lens
3) Explain the mechanism of a converging lens to produce real and virtue images
ACTIVITY ACTIVITY
Recap on previous lesson Pupils listen Brainstorm
INTRODUCTION
Teacher asks
 CHEMICAL REACTION random
____min and
A chemical reaction is one where a new chemical questions
.
substance is formed from the original substance. participate
D The different types of lenses Teacher Pupils listen Teachers
E A Converging lens is also known as a convex lens. It explains the and ask Exposition
is thicker in the middle and thinner at the edges. It details to the questions
V makes parallel light rays passing through it to bend learners
E inwards and meet (converge) at a point.
L
O
P
M
E
Converging lens Concave lens
N Teacher puts Pupils Group
T A concave lens is also known as a diverging lens, is pupils in discuss and
work
thicker at the edges and thinner in the middle. This bring out
groups to points
lens makes a beam of parallel light rays passing
___min
through it to diverge (or bend as it spreads outwards) discuss
from a point.
Experiment
Demonstrate the location of the focal point and
focal length of a lens
Optical center
Principal
axis
Focal length
.
board books
Focal length
Optical center
Principle axis
The distance between the focal point and the centre
of the lens ( or focus of the lens ) is called the focal
length.
The principal focus or focal point is the point at
which rays parallel to the principal axis either
converge or appear to be diverging after refraction
or reflection through the lens.
1) Demonstrate the location of the focal point and focal length of a lens

E
9 Uses of converging and
LIGHT AND ITS NATURE ____min ____/___/__
diverging lenses
.
RATIONALE: This is lesson number two on Light and Nature in the series of three. It will help
learners acquire skills and values of the uses of different types of lenses. Group work, discussion,
demonstration and Question & Answer methods will be used to execute the lesson.
2) Explain the uses of converging and diverging lenses
3) Draw the location of the focal point and focal length of a lens
ACTIVITY ACTIVITY
Recap on previous lesson Pupils Brainstorm
INTRODUCTION
Teacher asks
The different types of lenses random
____min answer and
A Converging lens is also known as a convex lens. It questions to
is thicker in the middle and thinner at the edges. It find out what participate
makes parallel light rays passing through it to bend they can during the
inwards and meet (converge) at a point. recall
lesson
Converging lens Concave lens
D The mechanism of a converging lens to produce Teacher Pupils listen Teachers

E real and virtue images? explains the and ask Exposition
V learners
Object outside focal point
E
L
O
Real image
P
M
E Focal length
N 1. - A real image is the image formed where the Teacher puts Pupils Group
light rays are focused. Real images occur when discuss and
pupils in
.
T objects are placed outside the focal length of a groups to bring out work
converging lens or outside the focal length of a discuss points
converging mirror.
___min
Object inside focal point
Virtual image
Teacher
Pupils copy
Focal length writes brief Individual
the notes in
2. - A virtual image is formed at a location from notes on the work
their note
where light rays appear to have converged. board
Converging lenses form virtue images if the books
object distance is shorter than the focal length.
The uses of converging and diverging lenses
Converging and diverging lenses are used in:
- a microscope
- a magnifying Glass
- camera film projector
- Spectacles.


E
9 LIGHT AND ITS NATURE A SPECTRUM ____min ____/___/__

.
RATIONALE: This is lesson number three on Light and Nature in the series of three. It will help
learners acquire skills and values of production of a spectrum from white light. Group work,
1) Demonstrate the production of a spectrum from white light
2) Demonstrate the combination of colours of the spectrum to produce white light
3) Describe the production of a rainbow

ACTIVITY ACTIVITY
Recap on previous lesson Pupils Brainstorm
INTRODUCTION
Teacher asks
The uses of converging and diverging lenses? random
____min answer and
questions to
Converging and diverging lenses are used in: participate
find out what
- a microscope
they can during the
- a magnifying Glass recall
- camera film projector lesson
D Production of a spectrum from white light? Teacher Pupils listen Teachers

V learners
E
L
O
P
M
E
-
A spectrum (plural: spectra) is a complete range
N of colours as seen in a rainbow into which white Teacher puts Pupils Group
T light can be separated when it passes through a discuss and
pupils in work
prism. bring out
The combination of colours of the spectrum to groups to points
___min produce white light
discuss
- A second triangular prism can used to combine
the different colours of the spectrum to form
white light again. The second prism, of the same
size as the first one, is placed in an inverted or
reversed order.
.
Colour prism Second prism Teacher Pupils copy Individual
Light notes on the their note
Light board books
First prism
The production of a rainbow
- A rainbow is a group of almost circular arcs of

colours, all having a common centre. Rainbows
are formed from refraction of sunlight rays as
they enter failing droplets of water suspended in Teacher Pupils listen Eclectic
the atmosphere and the refraction of light from
concludes by and ask method
the back of the droplet.
LESSON CONCLUSION explaining questions
Why sunsets and sunrise appear red. why sunsets
- Sunsets and sunrise appear red because the red
appear red
light which has a longer wavelength and much
stronger penetrating power, easily passes
through this larger distance and dust particle,
thus the sky appears red to our eyes at sunset and
sunrise.
1) Demonstrate the production of a spectrum from white light
2) Demonstrate the combination of colours of the spectrum to produce white light
.
3) Describe the production of a rainbow
……………………………………………………………………………………………………
……………………………………………………………………………………………………
TEACHERS EVALUATION
……………………………………………………………………………………………………
…………………………………………………………………………………………………….


E
9 ELECTRIC CURRENT AND Electric current and Voltage ____min ____/___/__
VOLTAGE IN CIRCUIT

.
RATIONALE: This is lesson number one on Electric current and Voltage in the circuit in the
series of one. It will help learners acquire skills and values of understanding the difference
between electric current and voltage. Group work, discussion, demonstration and Question &
Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge about Electricity.
1) Explain the difference between electric current and voltage
2) Demonstrate the use of an ammeter to measure electric currents in a circuit.
3) Demonstrate how to measure potential difference in a circuit.

ACTIVITY ACTIVITY
Difference between electric current and voltage. Pupils Brainstorm
INTRODUCTION
Teacher asks
random answer and
____min Electric current is the rate of flow of electrical
questions to
charged particles. While voltage is electromotive participate
find what
force or potential difference expressed in volts /
they know during the
potential difference is work done in moving the
electric charge from one point to another. lesson
D The use of an ammeter to measure electric Teacher Pupils listen Teachers
currents in a circuit. explains the and ask
E Exposition
V An ammeter is an instrument used to measure the
learners
electric current flowing in a circuit. The ammeter in
E a circuit is connected in series in order to measure
L the current flowing through a component in a circuit.
O
P
M
E
N
T
___min How to measure potential difference in a circuit.

- Voltage is measured in volts using an instrument
called voltmeter. The symbol for volts is. A Teacher puts Pupils Group
voltmeter is connected in parallel across the
pupils in discuss and
components to measure in a circuit. The number work
bring out
of cells affects the voltage across them. The
.
more the number of cells the higher the voltage. groups to points
discuss
Voltmeter
The relationship between potential difference and

Individual
current.
Pupils copy
Teacher work
- The relationship is ohms law which states that the notes in
the current (l) flowing through a metal wire is writes brief
directly proportional to voltage (v) (provided the their note
notes on the
temperature remains constant). Summary of books
ohms law R=V/I board
LESSON CONCLUSION
Pupils listen Eclectic
The use of electric current in the local
environment. and ask method
Teacher
questions
- Lighting in lamps concludes by
- Heating in electric irons explaining the
- Heating kettles
uses of
- Cooking and electric cookers
electricity
CLASS EXERCISE / PRACTICAL ACTIVITIES

1) Explain the difference between electric current and voltage
2) Demonstrate the use of an ammeter to measure electric currents in a circuit.
.
3) Demonstrate how to measure potential difference in a circuit.
ASSIGNMENT/ HOME WORK

PRESSURE
1. State what pressure is?
EXPECTED ANSWERS
- Pressure is the amount of force acting per unit area of a surface.
- Pressure = is measured in N/M or Pascal (Pa)
- Pressure is given by P= F/A
2. Identify factors affecting pressure in gases?

EXPECTED ANSWERS
- Factors affecting pressure are temperature, amount of the gas and volume.
- Temperature
- Volume
- Amount of gas/ amount of gas particles
…………………………………………………………………………………………………
TEACHERS EVALUATION
……………………………………………………………………………………………………
…………………………………………………………………………………………………….


E
9 ENERGY AND ITS ENERGY ____min ____/___/__
CONSERVATION
RATIONALE: This is lesson number one on Energy and Conservation in the circuit in the series
of two. It will help learners acquire skills and values of understanding what energy is. Group
.
lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge about Energy.
1) Explain what energy is
2) Identify different forms of energy
3) Describe how different forms of energy can be changed

ACTIVITY ACTIVITY
Recap on Previous Lesson Brainstorm
INTRODUCTION
Teacher asks Pupils

random answer and
____min Electric current and voltage.
questions to participate
Electric current is the rate of flow of electrical charged find what during the
particles. While voltage is electromotive force or they can lesson
potential difference expressed in volts. recall
D Energy Teacher Pupils listen Teachers
- Energy is the ability to do work.Energy is measured
V in Joules (J)
learners
E Different forms of energy
L - Potential energy
O - Kinetic energy
- Chemical energy
P
M
E
N
T
___min
Teacher puts
pupils in Pupils Group
discuss and
groups to work
bring out
discuss points
.
Form of Explanation
energy
Kinetic  This is energy that a body has because it is in

energy motion (moving).
Potential  This is energy that is stored in a body that is not

energy doing work.
Chemical  This is energy that is stored in fuel or food and

energy is released when a chemical reaction takes place.
Electric  This is energy carried by moving electrons in an

energy electric conductor.
Heat  This energy that an object has due to the activity

(thermal) of its atoms or molecules. In hot objects, the
energy atoms or molecules are excited and move
quickly. I a cool object, atoms or molecules are
less excited and move slowly.
Mechanical  This is the amount of potential and kinetic

energy energy that an object has to do work. It is the Teacher Individual
amount of energy in an object because of its
position or movement, or both. writes brief Pupils copy work
Sound  This is the movement of energy through an notes on the the notes in
energy object in longitudinal waves. Sound is produced
board their note
when a force causes an object to vibrate.
books
Radiant  This is energy that occurs in electromagnetic
energy waves. It is a form of energy that can travel
through space.
Gravitation  This is energy that object has due to its position

al energy or height above the surface of the earth.
Nuclear  This is the amount of energy stored in the

energy nucleus of an atom.
Light  This is energy that is transferred by means of

energy waves and particles, called photons.
- Electric energy
- Heat energy
Different forms of energy can be changed
Combustion of fuels in motor vehicles, with the help of
electric energy from a battery, results in the conversions
of chemical energy into kinetic, heat and light energy. In
the electric storage battery, chemical energy is converted
to electrical energy and later converted to light and sound
energy.
.
CLASS EXERCISE / PRACTICAL ACTIVITIES
1) Explain what energy is and Identify different forms of energy
TEACHER/ PUPIL’S EVALUATION.......................................................................................


E
9 ENERGY AND ITS ENERGY ____min ____/___/__
CONSERVATION
RATIONALE: This is lesson number two on Energy and Conservation in the circuit in the series
of two. It will help learners acquire skills and values of understanding what energy is. Group
lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge about Energy.
i. Explain the law of energy conservation
ii. Explain the effects of energy production on the environment
iii. Explain ways of conserving energy

ACTIVITY ACTIVITY
Recap on Previous Lesson Brainstorm
INTRODUCTION
Teacher asks Pupils
random answer and
____min Energy
- Energy is the ability to do work. Energy is find what during the
measured in Joules (J) they can lesson
recall
Different forms of energy
- Potential energy
- Kinetic energy
- Chemical energy
- Electric energy
.
- Heat energy
D The law of energy conservation? Teacher Pupils listen Teachers
- Energy is neither created nor destroyed, although it
V may be converted from one form to another.
learners
Energy can change form but the total amount of
E energy in the universe remains the same. Pupils
L The effects of energy production on the environment Teacher puts Group
discuss and
O pupils in bring out work
- Depletion of resources points
P groups to
- Damage to natural geothermal features.
M - Global warming and climate change. discuss
- Water pollution.
E
- Air pollution.
N - Land degradation.
T - Wildlife and habitats loss.
Ways of conserving energy Pupils copy
Teacher Individual
___min - Replacing light bulbs with fluorescent bulbs or the notes in
writes brief work
LED bulbs. their note
- Reducing the use of outdoor lights for security notes on the
books
purposes. board
- Switching off all electrical appliances and lighting
equipment
- Using natural light from the sun to brighten homes.
- Reducing excessive heating and cooling in summer
and winter respectively in homes with summer
cooling and winter heating systems.
- Conserving fuels.
- Higher use of renewable energy sources.
- Practice the 3Rs (reduce, reuse and recycle)
- Working in within hours.
LESSON CONCLUSION
Teacher concludes by introducing the next lesson to be
taught to the learners
CLASS EXERCISE
i. Explain the law of energy conservation
ii. Explain the effects of energy production on the environment
iii. Explain ways of conserving energy
.
………………………………………………………………………………………………………
TEACHERS EVALUATION
……………………………………………........................................................................................


E
9 COMMUNICATION Ways of sending and receiving ____min ____/___/__

RATIONALE: This is lesson number one on Communication in the series of two. It will help
learners acquire skills and values of understanding ways of sending and receiving information.
execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge about
Communication.
1) Identify ways of sending and receiving information over long distances.
2) Describe the advantages of the different ways of sending messages
3) Describe the disadvantages of the different ways of sending messages

ACTIVITY ACTIVITY
Communication Brainstorm
INTRODUCTION
Teacher asks Pupils
random answer and
____min Communication is the sending or receiving of messages
through a media between two or more people or animals.
find what during the
they know lesson
D Ways of sending and receiving information over long Teacher Pupils listen Teachers
distances. explains the and ask
E Exposition
V Communication can be sent or received by the use of:
learners
.
E - Telephones
L - Radios
- Television
O - Emails
P The advantages and disadvantages of the different
M ways of sending messages
Teacher puts Pupils
E discuss and
pupils in Group
N TELEPHONE bring out
This is the most popular method of sending information groups to points work
T
that has been existing in different discuss
Advantages
___min -It provides for two-way communication and one on one
communication.
-You get immediate feedback during the communication.
-The conversation is relatively private between the
people communicating.
Disadvantages
-Telephones are expensive to buy and to install.
-The person must be within the premises or available to
pick up a telephone call.
-If they are not available, communication will not take
place.
-The use of telephones and mobile phones requires a Teacher Pupils copy
certain amount of literacy.
writes brief the notes in Individual
RADIO
For a very long time, radio has been the fastest and most notes on the their note work
technologically advanced means of transmitting board books

information. Radio communication involves the
converting of sounds into electrical signals known as
audio signal.
Advantages
-It is the cheapest form of media in terms of energy use,
weight and cost.
-People can listen to radio in the background while doing
other work, for example, while driving to and from work.
-It has the ability to reach specific audience through
specialized programming. That way, it is possible to have
radio stations using local languages so the listeners can
easily understand the message.
.
Disadvantages
-Radio allows only one way communication. The sender
can only send information but in most cases there is no
feedback.
Teacher Pupils copy
-Radios can only send radio signals without visual
signals. writes brief the notes in Eclectic
-Radio signals are susceptible to interference so it can notes on the their note Method
sometimes be hard to receive a clear signal. board books
TELEVISION
Television is one of the popular ways of sending
information around the world. Nowadays. It is very
effective because it combines both audio and video
signals.
Advantages
-Television is able to combine both sound and pictures
thus making the communication process more effective.
-It has a wide geographical coverage and broad audience
-Television keeps the audience well informed of current
affairs and breaking news around the world.
Disadvantages
-It is an expensive method of communication. Buying a
television for example, can be very expensive.
-The programmes are not aired at a convenient time for
the viewer.
-Unlike the radio, one cannot watch television while
doing something else, such as driving since it requires the
full attention of the viewer.
EMAIL
E mail stands for electronic mail. It enables a person to
send well arranged text files and pictures to another
person’s e- mail address.
Advantages
-Emails are fast. They are delivered at once around the
world. No other form of written communication is as fast
as the email.
-Aside from the cost of internet connections, email is
free. One can send as many messages, files, videos,
documents and presentations as he or she wants without
having to pay anything.
.
-Thousands of email messages can be archived into
folders on your computer or handheld communication
device such as a cell phone to be retrieved when you
need them.
Disadvantages
-Emails can carry viruses which can affect the computer Teacher asks Pupils
systems. They can read your email address book and
send themselves to a number of people around the world. random responds to Teachers
questions to the teachers Exposition
-Many people send unwanted emails to others. It could
take a lot of time to them out and sometimes important check on questions
messages get lost in the many unsolicited emails. pupils
-Sending an email requires both the sender and the understanding
recipient to have email addresses and access to the
internet or computer.
LESSON CONCLUSION
Teacher concludes by emphasising on the main points of
the lesson
CLASS EXERCISE
1) Identify ways of sending and receiving information over long distances.
2) Describe the advantages of the different ways of sending messages
3) Describe the disadvantages of the different ways of sending messages
………………………………………………………………………………………………………
………………………………………………………………………………………………………
TEACHERS EVALUATION
……………………………………………........................................................................................
............................................................................................................................................................
.

E
9 COMMUNICATION Transmission of radio and ____min ____/___/__
television signals
RATIONALE: This is lesson number two on Communication in the series of two. It will help
learners acquire skills and values of understanding ways of transmission of radio and television
signals. Group work, discussion, demonstration and Question & Answer methods will be used
to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge about Signals.
i. Describe the transmission of radio and television signals
ii. Explain the amplification of sound
iii. Explain the difference between digital and analogue transmission information
iv. Explain the use of satellite in long distance communication

ACTIVITY ACTIVITY
Recap on previous lesson Brainstorm
INTRODUCTION
Teacher asks Pupils

random answer and
____min Communication
Communication is the sending or receiving of messages find what during the
through a media between two or more people or animals. they can lesson
recall
D The transmission of radio and television signals Teacher Pupils listen Teachers
Radio and television signals broadcast is the primary
means by which information and entertainment reach the
.
V public in virtually every country or nation around the learners
world.
E
L The amplification of sound
Amplify sound is to increase the strength of an electric
O signal by means of an amplifier. Or it makes the signal
P bigger or stronger.
The difference between digital and analogue Teacher puts Pupils Group
M discuss and
transmission information pupils in work
E bring out
Analogue digital groups to
points
N
 Analogue  Digital transmission is discuss
T transmission conveys the transmission of
voice, data image, signals in a form of a
___min signal, or video stream of binary
information using an numbers
information signal that (combinations of zeros
is continuously and ones). A digital
varying signal uses discrete
(discontinuous)
values.
The use of satellite in long distance communication
- A communication satellite is an artificial body or
spacecraft placed in geostationary or synchronous notes on the their note
orbits around the earth or moon or another planet in board books
order to collect and transmit information or for
communication. It also sends signals from radio,
television, telephone. In satellite communication,
communications satellite receives signals from
different stations on the ground called Earth Stations
Teacher Pupils copy Eclectic
or Ground Stations.
marks pupils the notes in Method
LESSON CONCLUSION
books their note
Teacher concludes by emphasising on the main points of
the lesson books
CLASS EXERCISE / HOME WORK

i. Describe the transmission of radio and television signals
ii. Explain the amplification of sound
iii. Explain the difference between digital and analogue transmission information
iv. Explain the use of satellite in long distance communication
.
………………………………………………………………………………………………………
TEACHERS EVALUATION
……………………………………………........................................................................................
............................................................................................................................................................

I-Science g9 Lesson Plans g9 by D. Phiri

Uploaded by

Copyright:

Available Formats

I-Science g9 Lesson Plans g9 by D. Phiri

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

I-Science g9 Lesson Plans g9 by D. Phiri

Uploaded by

Copyright:

Available Formats

MINISTRY OF GENERAL EDUCATION

I/SCIENCE LESSON PLAN

GRAD TOPIC SUB TOPIC DURATION DATE

ATTENDANCE: Boys:______ Girls:_______ Total:_____

STAGE CONTENT TEACHERS PUPILS METHODS

tricuspid valve bicuspid valve

right left valve tendons

 Left atrium-receives oxygenated blood from the

Lesson Conclusion Teacher asks Learners Question

GRAD TOPIC SUB TOPIC DURATION DATE

ATTENDANCE: Boys:______ Girls:_______ Total:_____

STAGE CONTENT TEACHERS PUPILS METHODS

The role of the heart, lungs and blood vessel in

Arteries carry blood from the heart to the body while

GRAD TOPIC SUB TOPIC DURATION DATE

ATTENDANCE: Boys:______ Girls:_______ Total:_____

STAGE CONTENT TEACHERS PUPILS METHODS

Lesson Conclusion Teacher goes Learners Question

GRAD TOPIC SUB TOPIC DURATION DATE

ATTENDANCE: Boys:______ Girls:_______ Total:_____

D The mechanism of ventilation in a human being Teacher Pupils listen Teachers

The exchange of oxygen and carbon dioxide in

writes brief the notes in work

The effect of cigarette smoking on the respiratory

MINISTRY OF GENERAL EDUCATION

GRAD TOPIC SUB TOPIC DURATION DATE

ATTENDANCE: Boys:______ Girls:_______ Total:_____

STAGE CONTENT TEACHERS PUPILS METHODS

D SEXUALLY TRANSMITTED INFECTIONS Teacher Pupils listen Teachers

The impact of HIV and AIDS on the population

Lesson Conclusion Teacher asks Learners Question

MINISTRY OF GENERAL EDUCATION

GRAD TOPIC SUB TOPIC DURATION DATE

ATTENDANCE: Boys:______ Girls:_______ Total:_____

STAGE CONTENT TEACHERS PUPILS METHODS

D Teacher Pupils listen Teachers

- Carbon dioxide and oxygen cycles are balanced

GRAD TOPIC SUB TOPIC DURATION DATE

ATTENDANCE: Boys:______ Girls:_______ Total:_____

STAGE CONTENT TEACHERS PUPILS METHODS

TEACHER/ PUPIL’S EVALUATION………………………………………………………

GRADE TOPIC SUB TOPIC DURATION DATE

ATTENDANCE: Boys:______ Girls:_______ Total:_____

STAGE CONTENT TEACHERS PUPILS METHODS

The importance of protecting endangered

MINISTRY OF GENERAL EDUCATION

GRAD TOPIC SUB TOPIC DURATION DATE

ATTENDANCE: Boys:______ Girls:_______ Total:_____

STAGE CONTENT TEACHER PUPILS METHODS

O The products of photosynthesis in a leaf.

Teacher Pupils copy

1. Place the leaf into a beaker of boiling

TEACHER/ PUPIL’S EVALUATION

MINISTRY OF GENERAL EDUCATION

GRAD TOPIC SUB TOPIC DURATION DATE

ATTENDANCE: Boys:______ Girls:_______ Total:_____

STAGE CONTENT TEACHERS PUPILS METHODS

D TRANSPIRATION Teacher Pupils listen Teachers

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___

ATTENDANCE: Boys:__ Girls:_ Total:___