SCIENCE AND ELEMENTARY

TECHNOLOGY

PRIMARY THREE
(P3)

TEACHER’S GUIDE
 Copyright
© 2020 Rwanda Basic Education Board
All rights reserved.
This book is the property of the Government of Rwanda..
FOREWORD
Dear teacher,
Rwanda Basic Education Board is honoured to present to you the Primary
Three Science and Elementary Technology Teacher's Guide which
serves as a guide to competence-based teaching and learning to
ensure consistency and coherence in the learning of Science and
Elementary Technology subject. The Rwandan educational philosophy
is to ensure that learners achieve full potential at every level of
education which will prepare them to be well integrated in society and
exploit employment opportunities.

In line with efforts to improve the quality of education, the government

of Rwanda emphasizes the importance of aligning teaching and learning
materials with the syllabus to facilitate their learning process. Many factors
influence what they learn, how well they learn and the competences they
acquire. Those factors include the relevance of the specific content, the
quality of teacher’s pedagogical approaches, the assessment strategies
and the instructional materials available. We paid special attention to the
activities that facilitate the learning process in which learners can develop
ideas and make new discoveries during concrete activities carried out
individually or with peers. With the help of the teacher, learners will gain
appropriate skills and be able to apply what they have learnt in real life
situations. Hence, they will be able to develop certain values and attitudes
allowing them to make a difference not only to their own life but also to
the nation.
This is in contrast to traditional learning theories which view learning mainly
as a process of acquiring knowledge from the more knowledgeable person
who is mostly the teacher. In competence-based curriculum, learning is
considered as a process of active building and developing of knowledge
and understanding, skills and values and attitude by the learners where
concepts are mainly introduced by an activity or situation that helps
the learners to construct knowledge, develop skills and acquire positive
attitudes and values.
In addition, such active learning engages learners in doing things and
thinking about the things they are doing and they are encouraged to bring
their own real experiences and knowledge into the learning processes. In
view of this, your role is to:
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materials.
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social constructivism suggesting that learning occurs more effectively

iii
 when the learners work collaboratively with more knowledgeable and
experienced people.
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methods, group discussions, research, investigative activities and
group and individual work activities.
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competences by giving tasks which enhance critical thinking, problem
solving, research, creativity and innovation, communication and
cooperation.
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contributions in the class activities.
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the classroom and use appropriate competence-based assessment
approaches and methods.
To facilitate you in your teaching activities, the content of this teacher’s
guide is self-explanatory so that you can easily use it. It is divided in 3
parts:
The part 1: Explains the structure of this Teacher’s guide and gives you
the methodological guidance;
The part 2: Gives the sample lesson plans as reference for your lesson
planning process;
The part 3: Provides the teaching guidance for each concept given in the
Pupil’s book.
Even though this teacher’s guide contains the answers to all activities given
in the student’s book, you are requested to work through each question
and activity before judging learner’s findings.
I wish to sincerely appreciate all people who contributed towards the
development and translation of this teacher’s guide, particularly REB staff
who organized the whole process from its inception. Special gratitude goes
to translators, illustrators and designers who diligently worked to successful
completion of this teacher’s guide. Any comment or contribution would be
welcome for the improvement of this teacher’s guide for the next edition.

Dr. MBARUSHIMANA Nelson

Director General, REB

iv
ACKNOWLEDGEMENT
I wish to express my appreciation to all the people who played a major
role in development of this Primary Three Science and Elementary
Technology Teacher’s Guide. It would not have been successful without
active participation of different education stakeholders.
I owe gratitude to different translators, illustrators, designers and all
other individuals whose efforts in one way or the other contributed to
the success of writing of this translated teacher’s guide.
Finally, my word of gratitude goes to the Rwanda Basic Education
Board staff particularly those from the Curriculum, Teaching and
Learning Resources Department (CTLRD) who were involved in the
whole process of writing of this translated teacher’s guide.

Joan MURUNGI
Head of Curriculum, Teaching and Learning Resources Department

v
CONTENTS
FOREWORD ...................................................................................... iii

ACKNOWLEDGEMENT ...................................................................... v

PART I: GENERAL INTRODUCTION .............................................. 13

1.0. About the Teacher’s guide .................................................... 13
1.1. The structure of the guide .................................................... 13
1.2. Methodological guidance ....................................................... 16
1.2.1. Developing competences ................................................... 16
1.2.2. Addressing cross cutting issues......................................... 18
1.2.3. Attention to special educational needs specific to teaching
and learning SET subject .................................................. 20
1.2.4. Guidance on assessment ................................................... 22
1.2.5. Pupils’ learning styles and strategies to conduct teaching and
learning process ................................................................ 23
1.2.6. Teaching methods and techniques that promote the active
learning .............................................................................. 24
PART 2. SAMPLE LESSON PLAN ................................................... 30

PART 3: UNITS DEVELOPMENT...................................................... 36

UNIT 01: TOYS, BASIC MATERIALS, TEACHING AND LEARNING

AIDS .................................................................................. 37
1.1. Key Unit Competence ........................................................... 37
1.2. Prerequisites.......................................................................... 37
1.3. Cross-cutting issues to be addressed .................................. 37
1.4. Key new vocabularies .......................................................... 38
1.5. List of lessons ....................................................................... 38
1.6. Teaching approach for each lesson .................................... 39
Lesson 1: Making a chalkboard duster in cloths ......................... 39
Lesson 2.a: Knitting a neck scarf with multiple loops ................. 41
Lesson 2.b: Knitting a neck scarf in single loop lines ................. 42

vi
 Lesson 3.a: Weaving a mat ......................................................... 44
Lesson 3.b: To weave a bag with dry banana fibres .................. 45
Lesson 4: Making shapes and figures using paper and boxes ... 46
Lesson 5.a: Modelling pots using clay ......................................... 47
Lesson 5.b: Making a toy car using wires ................................... 49
1.7. Unit Summary........................................................................ 50
1.8. Additional information for the teacher ................................. 50
1.9. Answers to the End of Unit Assessment 1........................... 51
1.10. Additional activities .............................................................. 52
1.10.1. Remedial activities ........................................................... 52
1.10.2. Consolidation activities ..................................................... 52
1.10.3. Extended activities .......................................................... 52
UNIT 02: USING A TELEPHONE ...................................................... 53
2.1. Key competence .................................................................... 53
2.2. Prerequisites.......................................................................... 53
2.3. Cross-cutting issues to be addressed ................................... 53
2.4. Key new vocabularies .......................................................... 54
2.5. List of lessons ...................................................................... 54
2.6. Teaching approach for each lesson...................................... 55
Lesson 1. Main parts of a telephone keypad ............................. 55
Lesson 2. Writing and sending short messages on a telephone 56
Lesson 3: Receiving and replying to a short message on a
telephone ........................................................................... 57
Lesson 4: Saving a telephone number and making a call .......... 58
Lesson 5: Taking pictures and recording sounds using a
telephone .......................................................................... 60
Lesson 6: Transactions on a mobile phone ................................. 61
2.7. Unit Summary........................................................................ 63
2.8. Additional knowledge for teacher .......................................... 63
2.9. Answers to the End of Unit Assessment 2........................... 63
2.10. Additional activities .............................................................. 65

vii
 2.10.1. Remedial activities ........................................................... 65
2.10.2. Consolidation activities ..................................................... 66
2.10.3. Extended activities ........................................................... 66
UNIT 03: COMPUTER MY FRIEND .................................................. 67
3.1. Key unit competence ............................................................ 67
3.2. Prerequisites.......................................................................... 67
3.3. Crosscutting issues to be addressed .................................... 67
3.4. Key new vocabularies ........................................................... 68
3.5. List of lessons ...................................................................... 68
3.6. Teaching approach for each lesson...................................... 69
Lesson 1: .H\ERDUG RI DQ ;2 ODSWRS .......................................... 69
Lesson 2: Typing Turtle program ................................................ 70
Lesson 3: Write Activity program ................................................. 71
Lesson 4: Record Activity program .............................................. 73
3.7. Unit Summary........................................................................ 74
3.8. Additional knowledge for teacher .......................................... 75
3.9. Answers to the End of Unit Assessment 3........................... 75
3.10. Additional activities .............................................................. 75
3.10.1. Remedial activities ........................................................... 75
3.10.2. Consolidation activities ..................................................... 76
3.10.3 Extended activities ............................................................ 76
UNIT 04: WATER ............................................................................. 77
4.1. Key unit competence ........................................................... 77
4.2. Prerequisites.......................................................................... 77
4.3. Crosscutting issues to be addressed .................................. 77
4.4. Key new vocabularies ........................................................... 77
4.5. List of lessons ...................................................................... 78
4.6. Teaching approach for each lesson...................................... 78
Lesson 1: Boiling, filtering and safe keeping of drinking water . 78

viii
 Lesson 2: Preparing safe drinking water using chemicals/disinfectant
“Sur’eau” ............................................................................ 80
4.7. Unit Summary ...................................................................... 81
4.8. Additional knowledge for teacher .......................................... 81
4.9. Answers to the End of Unit Assessment 4 ......................... 82
4.10. Additional activities .............................................................. 82
4.10.1. Remedial activities ........................................................... 82
4.10.2. Consolidation activities ..................................................... 82
4.11.3. Extended activities .......................................................... 82
UNIT 05: SOIL ................................................................................... 83
5.1. Key unit competence ............................................................ 83
5.2. Prerequisites.......................................................................... 83
5.3. Cross-cutting issues to be addressed ................................. 83
5.4. Key new vocabularies .......................................................... 83
5.5. List of lessons ...................................................................... 84
5.6. Teaching approach for each lesson...................................... 84
Lesson 1: Types of soil ................................................................ 84
Lesson 2: Causes and Types of erosion .................................... 85
Lesson 3: Ways of preventing soil erosion. ................................. 87
5.7. Unit Summary ................................................................. 88
5.8. Additional information for teacher ......................................... 88
5.9. Answers to the End of Unit Assessment 5 ......................... 88
5.10. Additional activities .............................................................. 89
5.10.1. Remedial activities ........................................................... 89
5.10.2. Consolidation activities ..................................................... 89
5.10.3. Extended activities .......................................................... 89
UNIT 06: ANIMALS............................................................................ 90
6.1. Key Unit Competence ........................................................... 90
6.2. Prerequisites ........................................................................ 90
6.3. Cross-cutting issues to be addressed................................... 90

ix
 6.4. Key new vocabularies ........................................................... 90
6.5. List of lessons ...................................................................... 91
6.6. Teaching approach for each lesson...................................... 91
Lesson 1: Vertebrates ................................................................. 91
Lesson 2: Invertebrates .............................................................. 92
6.7. Unit Summary ..................................................................... 93
6.8. Additional information for teacher ......................................... 93
6.9. Answers to the End of Unit Assessment 6........................... 94
6.10. Additional activities .............................................................. 95
6.10.1. Remedial activities ........................................................... 95
6.10.2. Consolidation activities ..................................................... 95
6.11.3. Extended activities .......................................................... 95
UNIT 07: BONES, MUSCLES AND JOINT ....................................... 96
7.1. Key Unit Competence ........................................................... 96
7.2. Prerequisites ........................................................................ 96
7.3. Cross-cutting issues to be addressed................................... 96
7.4. Key new vocabularies .......................................................... 96
7.5. List of lessons ...................................................................... 97
7.6. Teaching approach for each lesson...................................... 97
Lesson 1: Joints of a human body .............................................. 97
Lesson 2: Bones of a human body ............................................ 98
Lesson 3: Muscles of Human body ........................................... 100
Lesson 4: The relationship between bones, muscles and joints of a
human body ..................................................................... 101
Lesson 5: Protection of joints, muscles and bones ................... 102
7.7. Unit Summary .................................................................... 103
7.8. Additional information for teacher ....................................... 103
7.9. Answers to the End of Unit Assessment 7 ....................... 104
7.10. Additional activities ............................................................ 104
7.10.1. Remedial activities ......................................................... 104

x
 7.10.2. Consolidation activities ................................................... 105
7.10.3. Extended activities ........................................................ 105
UNIT 08: POWER AND ENERGY ................................................... 106
8.1. Key Unit Competence ........................................................ 106
8.2. Prerequisites........................................................................ 106
8.3. Cross-cutting issues to be addressed ............................... 106
8.4. Key new vocabularies ........................................................ 106
8.5. List of lessons .................................................................... 106
8.6. Teaching approach for each lesson.................................... 107
Lesson 1: Meaning and sources of energy ............................... 107
Lesson 2: Types of energy and examples of where they are
used .............................................................................. 108
8.7. Unit Summary .................................................................... 110
8.8. Additional information for teacher ...................................... 110
8.9. Answers to the End of Unit Assessment 8......................... 110
8.10. Additional activities ............................................................ 112
8.10.1. Remedial activities ......................................................... 112
8.10.2. Consolidation activities ................................................... 112
8.10.3. Extended activities ........................................................ 112
UNIT 09: ELECTRICITY .................................................................. 113
9.1. Key unit competence .......................................................... 113
9.2. Prerequisites........................................................................ 113
9.3. Cross-cutting issues to be addressed ............................... 113
9.4. Key new vocabularies .......................................................... 113
9.5. List of lessons ..................................................................... 113
9.6. Teaching approach for each lesson ................................... 114
Lesson 1: The meaning of electricity and its uses .................... 114
Lesson 2: Electrical equipment .................................................. 115
Lesson 3: Dangers caused by electricity and their prevention .. 116
9.7. Unit Summary .................................................................... 117

xi
 9.8. Additional information for the teacher ................................. 117
9.9. Answers to the End of Unit Assessment 9 ....................... 117
9.10. Additional activities ............................................................ 118
9.10.1. Remedial activities ......................................................... 118
9.11.2. Consolidation activities ................................................... 118
9.11.3. Extended activities ........................................................ 118
UNIT 10: MAGNETISM .................................................................... 119
10.1. Key unit competence......................................................... 119
10.2. Prerequisites ...................................................................... 119
10.3. Cross-cutting issues to be addressed ............................... 119
10.4. Key new vocabularies ...................................................... 119
10.5. List of lessons ................................................................... 120
10.6. Teaching approach for each lesson.................................. 120
Lesson 1: The meaning of a magnet ....................................... 120
Lesson 2: Magnetic forces and their characteristics.................. 121
Lesson 3: Magnetic and Non-magnetic objects ......................... 122
Lesson 4: Dangers of magnetic force ........................................ 123
Lesson 5: Materials that act as magnets ................................. 124
10.7. Unit Summary ................................................................. 125
10.8. Additional information for teacher ..................................... 126
10.9. Answers to the End of Unit Assessment 10 ................... 126
10.10. Additional activities .......................................................... 127
10.10.1. Remedial activities ....................................................... 127
10.10.2. Consolidation activities ................................................. 127
10.10.3. Extended activities ...................................................... 128
REFERENCES ............................................................................. 132

xii
PART I: GENERAL INTRODUCTION
1.0. About the Teacher’s guide
This book is a Teacher’s guide for Primary Three Science and Elementary
Technology subject. It is designed to accompany Pupil’s book and
intends to help teachers in the implementation of competence based
curriculum specifically Science and Elementary Technology syllabus.

As the name says, it is a guide that teachers can refer to when

preparing their lessons. Teachers may prefer to adopt the guidance
provided but they are also expected to be more creative and consider
their specific classes’ contexts and prepare accordingly.

1.1. The structure of the guide

This section presents the overall structure, the unit and sub-heading
structure to help teachers to understand the different sections of this
guide and what they will find in each section.

Overall structure
The whole guide has three main parts as follows:
™Part I: General Introduction
This part provides general guidance on how to develop the generic
competences, how to integrate cross cutting issues, how to cater for students
with special educational needs, active methods and techniques of teaching
Science and Elementary Technology and guidance on assessment.
™Part II: Sample lesson plan
This part provides a sample lesson plan, developed and designed to help
the teacher develop their own lesson plans.
™Part III: Unit development
This is the core part of the guide. Each unit is developed following the
structure below:
Each unit is made of the following sections:
- Unit title: from the syllabus
- Key unit competence: from the syllabus

13
- Prerequisites (knowledge, skills, attitudes and values)
This section indicates knowledge, skills and attitudes required for
the success of the unit. The competence-based approach calls for
connections between units/topics within a subject and interconnections
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prerequisites and guidance on how to establish connections.
- Cross-cutting issues to be addressed
This section suggests cross cutting issues that can be integrated
depending on the unit content. It provides guidance on how to come
up with the integration of the issue. Note that the issue indicated is a
suggestion; teachers are free to take or add another cross-cutting issue
taking into consideration the learning environment.
- New key vocabularies
This is a list of key words which seems to be new to students. While
teaching, the teacher will make sure that the meaning of those words are
well understood by students. This will allow the mastery of concepts and
content detailed within the unit.
- List of lessons
This section presents in a table the list of suggested lessons, lesson
objectives copied or adapted from the syllabus and duration for each
lesson.
- Teaching approach for each lesson
In this section, each lesson is developed by describing how it will be conducted
in classroom. Note that it is a proposal which leaves the room to the teacher
of adapting the lesson to the context of the class and school environment.
Each lesson development shows the lesson objectives, teaching and learning
materials, teaching and learning activities, conclusion of the lesson and
assessment of the lesson.

14
- Summary of the unit
This part provides the key points of content developed in the Pupil’s book.
- Additional information for the teacher
This part gives the teacher additional content and advanced knowledge on
the unit to be taught. Remember that the teacher must have more knowledge
and understanding beyond the content or topic in the syllabus and Pupil’s
book.
- Answers to End of unit assessment
This part provides answers or guidance to questions of the end of unit
assessment in the Pupil’s book and suggests additional questions and
related answers to assess the key unit competence.

- Additional activities (remedial, consolidation and extended activities)

The purpose of these activities is to accommodate each learner (slow,
average and gifted) based on end of unit assessment results.

15
Structure of each lesson
Each lesson is made of the following sections:
Lesson title 1: ……………
- Lesson objectives
- Teaching and learning materials
This section suggests the teaching aids or other resources needed in
line with the activities to achieve the learning objectives. Teachers are
encouraged to replace the suggested teaching aids by the available
ones in their respective schools and based on learning environment.
- Teaching and Learning activities
This section provides a short description of the methodology and any
important aspect to consider. It provides also answers to learning
activities with cross reference to Pupil’s book.
- Conclusion
- Exercises for assessment or application activities
This provides questions and Answers to exercises of assessment or
application activities.
Note: The guide ends with references.

1.2. Methodological guidance

1.2.1. Developing competences
Since 2015, Rwanda shifted from a knowledge based to a competence based
curriculum for pre-primary, primary and general secondary education. For
TTCs, it is in 2019 that the competence based curriculum was embraced. This
called for changing the way of learning by shifting from teacher centered to a
learner centered approach. Teachers are not only responsible for knowledge
transfer but also for fostering pupil’s learning achievement, and creating safe
and supportive learning environment. It implies also that a learner has to
demonstrate what he/she is able to do using the knowledge, skills, values and
attitudes acquired in a given situation.
The competence-based curriculum employs an approach of teaching and
learning based on discrete skills rather than dwelling on only knowledge or
the cognitive domain of learning. It focuses on what learners can do rather

16
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knowledge, skills and attitudes. These competences are developed through
learning activities disseminated in learner-centered rather than the traditional
instructive approach. The learner is evaluated against set standards to achieve
before moving on.
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competences which are transferable throughout a range of learning areas and
situations in life.
Below are examples of how generic competences can be developed in Science
and Elementary Technology:
Generic competence Examples of activities that develop generic
competences
Critical thinking These activities require learners to think critically about
subject content. These may include:
- Work in groups in different ways e.g. taking turns,
listening, taking decisions,
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the school and get different groups to record living
things like insects, people, animals, birds
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commonly known like sun shining, raining, changing
colours for plants, e.t.c.
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experiments
- Identify and use the applications of Science and
Elementary Technology concepts to solve problems
of life and society

Research and Problem - Research using internet or books from the library
solving
- Design a project for making toys and materials

Innovation and creativity - Create an experiment procedure to prove a point

- Making practice in different units
- Conduct experiments with objectives, methodology,
observations, results, conclusions
- Identify local problems and ways to resolve them

17
Cooperation, Personal - Work in Pairs
and Interpersonal
- Small group work
management and life
skills - Large group work
Communication - Telling a story related to the lesson of SET needed
to be studied
- Presenting ideas verbally or in writing
- Reading a text related to SET

Lifelong learning - Take initiative to update knowledge and skills

with minimum external support
- Cope with the evolution of knowledge and technology
advances for personal fulfilment
- Seek out acquaintances more knowledgeable
in areas that need personal improvement and
development
- Exploit all opportunities available to improve
knowledge and skills in SET.

1.2.2. Addressing cross cutting issues

Among the changes in the competence based curriculum is the integration
of cross cutting issues as an integral part of the teaching/learning
process as they relate to and must be considered within all subjects to
be appropriately addressed. The eight cross cutting issues identified in
the national curriculum framework are: genocide studies, environment
and sustainability, gender, Comprehensive Sexuality Education (CSE),
Peace and Values Education, Financial Education, standardization
Culture and Inclusive Education.
Some cross cutting issues may seem specific to particular learning
areas or subjects but the teacher needs to address all of them whenever
an opportunity arises. In addition, student should always be given an
opportunity during the learning process to address these cross cutting
issues both within and out of the classroom so as to progressively
develop related attitudes and values.

18
Below are examples on how crosscutting issues can be addressed in Science
and Elementary Technology:
Cross-cutting Examples on how to integrate the cross-cutting issues
issues
Inclusive education Involve all learners in all activities without any bias.

Eg: Allow a learner with physical disability (using wheelchair)

to take notes or lead the team during a task or an experiment.
Gender Involve both girls and boys in all activities: No activity is reserved
only to girls or boys.

Teacher should ensure equal participation of both girls and

boys during activities as well as during cleaning activities after
practical tasks.
Peace and Values During group activities, the teacher will encourage learners to
Education help each other. During all teaching and learning activities, texts
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peace and values among them at school and with others in
society.
Standardization - Some lessons involve carrying out practical tasks.
culture Instructions should be clear for learners to always check if
they are using appropriate materials.
- Through making quality work/objects which are
attractive to the community.
Environment and - In order to avoid the environment pollution, before, during or
sustainability after practical tasks, learners should avoid throwing wastes
anywhere; special places or appropriate containers should
be used.

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damaging or destroying environment components or of not
throwing wastes in environment.
Financial - When making toys and objects for example, learners are
Education encouraged to use well the resources by using the quantities
that are just required.
- Using materials, tools and materials in proper way for
safeguarding their durability

- Making different objects that can be sold

19
1.2.3. Attention to special educational needs specific to
teaching and learning SET subject
In the classroom, pupils learn in different way depending to their learning pace,
needs or any other special problem they might have. However, the teacher has
the responsibility to know how to adopt his/her methodologies and approaches
in order to meet the learning needs of each pupil in the classroom. Also teacher
must understand that learners with special needs need to be taught differently
or need some accommodations to enhance the learning environment. This will
be done depending on the unit and the nature of the lesson.
In order to create a well-rounded learning atmosphere, teacher needs to:
x Remember that pupils learn in different ways so they have to offer a
variety of activities (e.g. role-play, music and singing, word games and
quizzes, and outdoor activities).
x Maintain an organized classroom and limits distraction. This will help
learners with special needs to stay on track during lesson and follow
instructions easily.
x Vary the pace of teaching to meet the needs of each learner. Some
learners process information and learn more slowly than others.
x Break down instructions into smaller, manageable tasks. Learners with
VSHFLDO QHHGV RIWHQ KDYH GLIߔFXOW\ XQGHUVWDQGLQJ ZRUG\ RU VHYHUDO
instructions at once. It is better to use simple, concrete sentences in
order to facilitate them understand what you are asking.
x Use clear consistent language to explain the meaning (and demonstrate
or show pictures) if you introduce new words or concepts.
x Make full use of facial expressions, gestures and body language.
x Pair a learner who has a disability with a friend. Let them do things
together and learn from each other. Make sure the friend is not over
protective and does not do everything for the learner. Both learners will
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x Use multi-sensory strategies. As all pupils learn in different ways, it is
important to make every lesson as multi-sensory as possible. Pupils
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might excel in another. For example, use both visual and auditory cues.

20
Below are general strategies related to each main category of disabilities and
how to deal with every situation that may arise in the classroom. However, the
list is not exhaustive because each learner is unique with different needs and
that should be handled differently.
Strategy to help learners with developmental impairment
The teacher should:
x Use simple words and sentences when giving instructions.
x Use real objects that the learner can feel and handle, rather than just
working abstractly with pen and paper.
x Break a task down into small steps or learning objectives. The learner
should start with an activity that s/he can do already before moving on to
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x Gradually give the learner less help.
x Let the learner work in the same group with those without disability.
Strategy to help learners with visual impairment
The teacher should:
x Help learners to use their other senses (hearing, touch, smell and
taste) to play and carry out activities that will promote their learning and
development.
x Use simple, clear and consistent language.
x Use tactile objects to help explain a concept.
x If the learner has some sight problem, ask him/her what they can see.
Get information from parents/caregivers on how the learner manages
their remaining sight at home.
x Make sure the learner has a group of friends who are helpful and who
allow them to be as independent as possible.
x Plan activities so that learners work in pairs or groups whenever possible.
Strategy to help with hearing impairment
The teacher should:
x Set strategies to help learners with hearing disabilities or communication
GLIߔFXOWLHV
x Always get the learners’ attention before you begin to speak.

21
 x Encourage the learners to look at your face.
x Use gestures, body language and facial expressions.
x Use pictures and objects as much as possible.
x Ask the parents/caregivers to show you the signs they use at home for
communication. Use the same signs and encourage other learners to
also use them.
x Keep background noise to a minimum.

6WUDWHJLHVWRKHOSFKLOGUHQZLWKSK\VLFDOGLVDELOLWLHVRUPRELOLW\GLIߔFXOWLHV
The teacher should:
x Adapt activities so that learners who use wheelchairs or other mobility
DLGVRURWKHUOHDUQHUVZKRKDYHGLIߔFXOW\PRYLQJFDQSDUWLFLSDWH
x Ask parents/caregivers to assist with adapting furniture e.g. The height
of a table may need to be changed to make it easier for a learner to
UHDFKLWRUߔWWKHLUOHJVRUZKHHOFKDLUXQGHU
x Encourage peer support. Friends can help friends.
x Get advice from parents or a health professional about assistive devices.

1.2.4. Guidance on assessment

Each unit in the Teacher’s guide provides additional activities to help
learners achieve the key unit competence. Results from assessment
inform the teacher which learner needs remedial, consolidation or
extension activities. These activities are designed to cater for the needs
of all categories of learners; slow, average and gifted respectively.
Assessment is an integral part of teaching and learning process. The main
purpose of assessment is for improvement. Assessment for learning/
Continuous/ formative assessment intends to improve learners’ learning and
Teacher’s teaching whereas assessment of learning/summative assessment
intends to improve the entire school’s performance and education system in
general.
Continuous/ formative assessment
It is an ongoing process that arises out of interaction during teaching and learning
process. It includes lesson evaluation and end of sub unit assessment. This
formative assessment plays a big role in teaching and learning process. The
teacher should encourage individual, peer and group evaluation of the work

22
done in the classroom and uses appropriate competence-based assessment
approaches and methods.
In Primary Three, formative assessment principle is applied through application
activities that are planned in each lesson to ensure that lesson objectives are
achieved before moving on. At the end of each unit, the end of unit assessment
is formative when it is done to give information on the progress of learners and
from there decide what adjustments need to be done. Assessment standards
are taken into consideration when setting tasks.

Summative assessment
The assessment done at the end of the term, end of year, is considered as
summative. The teacher, school and parents are informed on the achievement
of educational objectives and think of improvement strategies. There is also
end of level/ cycle assessment in form of national examinations.

1.2.5. Pupils’ learning styles and strategies to conduct teaching

and learning process
There are different teaching styles and techniques that should be catered for.
The selection of teaching method should be done with the greatest care and
some of the factors to be considered are: the uniqueness of subjects, the type
of lessons, the particular learning objectives to be achieved, the allocated time
to achieve the objective, available instructional materials, the physical/sitting
arrangement of the classroom, individual learner’s needs, abilities and learning
styles.
There are mainly four different learning styles as explained below:
D $FWLYHDQGUHߕHFWLYHOHDUQHUV
Active learners tend to retain and understand information best by doing
something active with it, discussing or applying it or explaining it to others.
5HߕHFWLYHOHDUQHUVSUHIHUWRWKLQNDERXWLWTXLHWO\ߔUVW

b) Sensing and intuitive learners

Sensing learners tend to like learning facts while intuitive learners often prefer
discovering possibilities and relationships. Sensors often like solving problems
by well-established methods and dislike complications and surprises; intuitive
learners like innovation and dislike repetition.

23
 c) Visual and verbal learners
9LVXDOOHDUQHUVUHPHPEHUEHVWZKDWWKH\VHH SLFWXUHVGLDJUDPVߕRZFKDUWV
WLPHOLQHVߔOPVGHPRQVWUDWLRQVHWF YHUEDOOHDUQHUVJHWPRUHRXWRIZRUGV
(written and spoken explanations).
d) Sequential and global learners
Sequential learners tend to gain understanding in linear steps, with each step
following logically from the previous one. Global learners tend to learn in large
jumps, absorbing material almost randomly without seeing connections, and
then suddenly “getting it.”

1.2.6. Teaching methods and techniques that promote the

active learning
The different learning styles mentioned above can be catered for, if the
teacher uses active learning whereby learners are really engaged in the
learning process.

What is Active learning?

Active learning is a pedagogical approach that engages students in doing
things and thinking about the things they are doing. In active learning,
learners are encouraged to bring their own experience and knowledge into
the learning process.

The role of the teacher in active learning

- The teacher engages learners through active learning methods such
as inquiry methods, group discussions, research, investigative activities
and group and individual work activities.
- He/she encourages individual, peer and group evaluation of the work
done in the classroom and uses appropriate competence-based
assessment approaches and methods.
- He provides supervised opportunities for learners to develop different
competences by giving tasks which enhance critical thinking, problem
solving, research, creativity and innovation, communication and
cooperation.
- Teacher supports and facilitates the learning process by valuing learners’
contributions in the class activities.

24
 The role of learners in active learning
Learners are key in the active learning process. They are not empty vessels to
ߔOOEXWSHRSOHZLWKLGHDVFDSDFLW\DQGVNLOOVWREXLOGRQIRUHIIHFWLYHOHDUQLQJ
A learner engaged in active learning:
- Communicates and shares relevant information with other learners
through presentations, discussions, group work and other learner-
centred activities (role play, case studies, project work, research and
investigation)
- Actively participates and takes responsibility for their own learning
- Develops knowledge and skills in active ways
- Carries out research/investigation by consulting print/online documents
DQGUHVRXUFHIXOSHRSOHDQGSUHVHQWVWKHLUߔQGLQJV
- Ensures the effective contribution of each group member in assigned
tasks through clear explanation and arguments, critical thinking,
UHVSRQVLELOLW\DQGFRQߔGHQFHLQSXEOLFVSHDNLQJ
- 'UDZVFRQFOXVLRQVEDVHGRQWKHߔQGLQJVIURPWKHOHDUQLQJDFWLYLWLHV

Some active techniques that can be used in Science and Elementary

Technology
The teaching methods strongly emphasised in the competence Based
Curriculum (CBC) are active methods. Below are some active techniques that
apply in sciences:
A. Practical work/ experiments:
Many of the activities suggested in the Science and Elementary Technology
curriculum as well as in the Pupil’s book are practical work or experiments.
Practical work is vital in learning Science and Elementary Technology;
this method gives the learner the opportunity to implement a series of
activities and leads to the development of both cognitive and hands-on
skills. The experiments and questions given should target the development
of the following skills in learners: observation, recording and report writing,
manipulation, measuring, planning and designing.

25
 A practical lesson/Experiment is done in three main stages:
x Preparation of practical lesson/ experiment: Checking materials to
ensure they are available and in a good state; try the task before the
lesson; think of safety rules and give clear instructions.
x Performance of practical lesson/ experiment: Sitting or standing
arrangement of learners; introduction of the experiment: aims and
objectives; setting up the materials; performing the experiment; write
and record the data.
x Discussion:2EVHUYDWLRQVDQGLQWHUSUHWLQJGDWDPDNHJHQHUDOLVDWLRQV
and assignment: writing out the experiment report and further practice
and research.
In some cases, demonstration by the teacher is recommended when for example
the experiment requires the use of sophisticated materials or very expensive
materials or when safety is a major factor like dangerous experiments and it
QHHGVVSHFLߔFVNLOOVWREHOHDUQWߔUVW
In case your school does not have enough science kit materials, experiments
can be done in groups but make sure every learner participates.

B. Project work
Science and Elementary Technology teachers are encouraged to sample and
prepare project works and engage their learners in, as many as possible.
Learners in groups or individually, are engaged in a self-directed work for an
extended period of time to investigate and respond to a complex question,
problem, or challenge. Projects are based on real-world problems that capture
learners’ interest. This technique develops higher order thinking as the learners
acquire and apply new knowledge in a problem-solving context.

C. Field trip
2QH RI WKH PDLQ DLPV RI WHDFKLQJ 6FLHQFH DQG (OHPHQWDU\ 7HFKQRORJ\ LQ
Rwanda is to apply its knowledge for development. To achieve this aim we
need to show to learners the relationship between classroom science lessons
and applied sciences. This helps them see the link between science principles
and technological applications.

26
7REHVXFFHVVIXOWKHߔHOGYLVLWVKRXOGEHZHOOSUHSDUHGDQGZHOOH[SORLWHGDIWHU
the visit:
Before the visit, the teacher and learners:
- agree on aims and objectives
- gather relevant information prior to the visit
- brainstorm on key questions and share responsibilities
- discuss materials needed and other logistical and administrative issues
- discuss and agree on accepted behaviours during the visit
- Visit the area before the trip if possible to get familiar with the place

After the visit

When learners come back from trip, the teacher should plan for follow-up. The
follow-up should allow learners to share experiences and relate them to the
prior science knowledge.
Main steps for a lesson in active learning approach
All the principles and characteristics of the active learning process highlighted
DERYH DUH UHߕHFWHG LQ VWHSV RI D OHVVRQ DV GLVSOD\HG EHORZ *HQHUDOO\ WKH
lesson is divided into three main parts whereby each one is divided into smaller
steps to make sure that learners are involved in the learning process. Below
are those main parts and their small steps:

1) Introduction
Introduction is a part where the teacher makes connection between the
current and previous lesson through appropriate technique. The teacher opens
short discussions to encourage learners to think about the previous learning
experience and connect it with the current instructional objective. The teacher
reviews the prior knowledge, skills and attitudes which have a link with the new
concepts to create good foundation and logical sequencing.

27
2) Development of the new lesson
The development of a lesson that introduces a new concept will go through the
IROORZLQJ VPDOO VWHSV GLVFRYHU\ DFWLYLWLHV SUHVHQWDWLRQ RI OHDUQHUV‫ߔ ڕ‬QGLQJV
exploitation, synthesis/summary and exercises/application activities, explained
below:
™Discovery activity
Step 1
- The teacher discusses convincingly with learners to take
responsibility of their learning
- He/she distributes the task/activity and gives instructions related
to the task (working in groups, pairs, or individual to instigate
collaborative learning, to discover what is to be learnt.)
Step 2
- The teacher allows the learners to work collaboratively on the task.
- During this period the teacher refrains to intervene directly on the
task.
- He/she then monitors how the learners are progressing towards the
task to be done and boost those who are still behind (but without
communicating to them)
™3UHVHQWDWLRQRIOHDUQHUV‫ߔڕ‬QGLQJV
- In this section, the teacher invites representatives of groups to
SUHVHQWWKHOHDUQHUV‫ڕ‬SURGXFWLRQVߔQGLQJV
- After three/four or an acceptable number of presentations, the
teacher decides to engage the class into discussion about the
OHDUQHUV‫ߔڕ‬QGLQJV
- 'LVFXVVLRQ RQ WKH OHDUQHUV‫ߔ ڕ‬QGLQJV The teacher asks the
OHDUQHUV WR HYDOXDWH WKH ߔQGLQJV FLWLQJ WKH RQHV WKDW DUH FRUUHFW
incomplete or false.
- 7KHQWKHWHDFKHUMXGJHVWKHORJLFRIWKHOHDUQHUV‫ߔڕ‬QGLQJVFRUUHFWV
those which are false, completes those which are incomplete, and
FRQߔUPVWKRVHZKLFKDUHFRUUHFW

28
 ™Institutionalization (summary/conclusion/ and examples)
- The teacher summarises the learnt content and gives examples
which illustrate the learnt content.

™Exercises/Application activities
- Exercises of applying processes and products/objects related to
covered unit/sub-unit
- Exercises in real life contexts
- Teacher guides learners to make the connection of what they learnt
to real life situations. At this level, the role of teacher is to monitor
WKHߔ[DWLRQRISURFHVVDQGSURGXFWREMHFWEHLQJOHDUQW

3) Assessment
In this step the teacher asks some questions to assess achievement of
instructional objective. During assessment activity, learners work individually
on the task/activity. The teacher avoids intervening directly. In fact, results
from this assessment inform the teacher on next steps for the whole class and
individuals. In some cases, the teacher can end with a homework assignment.

29
 PART 2. SAMPLE LESSON PLAN
School Date Subject Grade Unit Lesson Lesson Number of
term duration pupils
1 (dd/mm/ SET 3 1 1/7 40 min 42

yyyy)
Number of pupils with Two pupils have physical disability( 1 with arm
special needs handicap and 1 with leg handicap
Unit title Toys, basic materials and teaching and learning aids
Key unit competence To make toys, basic materials and teaching and
learning materials
Lesson title To make a chalkboard duster using pieces of cloths
Instructional objective Using pieces of cloths, a sewing needle and
scissors, at the end of this lesson, the learner will be
able to make appropriately a chalk board duster.
Where the lesson takes In the classroom
place
Teaching and learning Pictures showing how to make a chalkboard duster,
materials thread, sewing needle, pieces of cloths...
References (Text books Pupil’s book, teacher’s guide and SET syllabus for
used) lower primary,

Parts of the A summary of the teacher’s Attitudes and values;

Lesson and activities and pupils’ activities: and crosscutting issues
duration. (write the skill and its
To give pupils learning materials short explanation)
to make a chalkboard duster. To
demonstrate to the pupils how to
make a chalkboard duster while
they are looking carefully.

To put pupils in groups and watch

their activities.

Pupils imitate how to make the

chalkboard duster.

30
Introduction: 5min The teacher’s The pupils’ Attitude and values
activities: activities: Paying attention when
- Ask questions Answer the learning
about materials questions Socialization with
to be used related to classmates
when making explanations Love for work well done
a chalkboard about materials Speak with respect and
duster and the used in making precision/ focus
importance of chalkboard - To have a creative
making them. dusters mind while making the
and their chalkboard duster.
Example:
importance. - Eagerness to learn new
1) What do you things.
Possible
use to clean the
answers: - Problem solving while
chalkboard?
making a duster.
1) To clean our
2) In which
chalkboard, we - Job creation if he/she
material is the can produce chalkboard
use water and
chalkboard dusters for sale.
dusters.
duster in your 2. Crosscutting issues
class made? 2) The dusters
- Gender: boys and girls
are made of
work together without
pieces of cloths,
gender discrimination.
with thread and
sponge. .. - Inclusive education:
pupils with disability work
with other pupils helping
each other.
- Take care of
environment while
cleaning their place of
study and taking good
care of their learning
materials.
- Peace when they are
learning with fellow
pupils peacefully without
bothering one another.
- The good practice of
using materials of good
standard when they
are making chalkboard
duster. The duster
shouldn’t scratch
the chalkboard or
contaminate people.

31
Body of the Activity 1. Activity 1.
lesson:30 min
- Take pieces of To observe how
cloths, a sewing the teacher
needle, thread makes the
and scissors. chalkboard.
Model for pupils Ask questions
how to make about the steps
chalkboard they didn’t
duster. Explain understand well.
all the steps
Activity 2.
followed when
making the -Take the
chalkboard materials from
duster. the teacher.
Activity 2. 2EVHUYHWKH
pictures which
- Put pupils
show different
in groups;
actions that lead
give them the
to making a
materials they
chalkboard.
need to make
a chalkboard - Make a
duster (pieces of chalkboard
cloths, sewing following what
needles, thread they observed
and scissors). from the teacher
and also the
- Display for
steps described
pupils the
in the pictures.
pictures which
show the steps - To present
that should the chalkboard
be taken in duster they
order to make produced in
a chalkboard their groups,
duster with to listen to the
pieces of cloths. remarks given
by the teacher
- Explain to the
and also
pupils the activity
they going to
carry out and the
way to do it.

32
- To guide in Activity 3.
the activity of
- To have
presenting the
the materials
dusters which
they brought
were made in
from home
groups. To tell
for the activity
each group
of making
where they went
chalkboard
wrong and how to
dusters.
correct the step
which was not - To produce
well performed. a chalkboard
duster following
- To congratulate
the steps
the groups which
performed by
produced good
the teacher and
dusters and
even compare
give advice to
their dusters
those who didn’t
made in their
perform well.
groups with
Activity 3. those made by
other groups.
To tell pupils
to collect the Take their
remaining teacher’s advice
materials they and make a
brought for the duster.
activity of making
- To show to
chalkboard
the class the
dusters (pieces
chalkboard
of cloths, sewing
duster he/she
needles, thread
produced.
and scissors)
- To clean the
- To ask each
chalkboard
pupil to take
with the duster
the required
he/she made
materials
him/herself,
for making
starting from up
chalkboard
downwards.
dusters from
those they - Listen and
brought (pieces implement the
of cloths, sewing teacher’s advice
needles, thread to them.
and scissors)

33
- To ask each - To identify the
pupil to make steps followed
a duster based when making
on what they a chalkboard
observed from duster.
the pictures, how
- To write on
this was done
the chalkboard
in groups and
the step he/she
the advice their
says.
groups were
given. -To rub the step
he/she has
- To ask each
written on the
pupil to show his/
chalkboard.
her duster he/she
made, to check - If he/she didn’t
each duster and do well her/his
give advice to the duster, he/she
pupil who did it. must continue
working on it at
To ask pupils
home and bring
to clean the
it to the class
chalkboard with
before the start
the dusters
of the lesson.
they made. To
tell them also - In case he/she
that for them to produced well
clean well the the duster, he/
chalkboard, they she goes home
should start from with the task of
up downwards. making another
duster which is
- To praise those
even better than
who produced
WKHߔUVWRQH
good chalk
dusters and
encourage those
who didn’t do
well to continue
improving them
at home.

34
Lesson -To ask pupils
conclusion: to state the
steps involved
Summary: in making a
chalkboard
5 min. duster.
Evaluation: 5min. - To tell each
pupil to write on
the chalkboard
the step he/she
mentions.
- To ask the
pupils to rub the
steps they have
written on the
chalkboard using
the chalkboard
duster they have
produced.
- To ask those
who didn’t
manage to
produce their
dusters to do it at
home and come
with their dusters
to show them
to you before
starting the next
lesson.
- Regarding
those who
ߔQLVKHGWRPDNH
dusters, they
should be asked
to make better
dusters at home
and bring them at
school as well.

Teacher self- Basing on what pupils did and the evaluation I did, I will check
evaluation whether the lesson was successful or not. I will take strategies
according to the way the lesson was conducted. I will make
sure I praise my pupils so that they may be encouraged to
perform well and enjoy learning.

35
PART 3: UNITS DEVELOPMENT

36
 Unit

01
TOYS, BASIC MATERIALS,
TEACHING AND LEARNING AIDS

1.1. Key Unit Competence

To be able to make various toys, materials and teaching and learning aids

1.2. Prerequisites
Pupils will learn this unit better if they know to make toys like an aeroplane in
paper, sticks and plastics.

1.3. Cross-cutting issues to be addressed

x Gender Equality: When working together to produce toys, basic
materials and teaching learning materials, without gender discrimination.
x Inclusive education: When learners with a disability or other special
needs learn with other learners without any disability and both face no
GLIߔFXOW\*LYH/HDUQHUVWKDWDUHVORZLQWKHLUVWXGLHVVSHFLߔFDFWLYLWLHV
prepared in this book. Know about the physically disabled learners and
WKHLU LQDELOLWLHV SUHSDUH VSHFLߔF WHDFKLQJOHDUQLQJ DLG PDWHULDOV DQG
activities you’d give to even the rest. Give Learners gifted to understand
and work quickly activities that drive them to research on the lesson
prepared in this book.
x Environment and sustainability: When learners know how to clean
their learning place and look for teaching learning aid materials without
destroying the environment.
x Peace and values education: When a learner works in harmony with
the others without disturbing them.
x Financial education: When taking care of their learning aids and toys
as well as producing durable materials.
x Standardisation culture: When using standard materials that cannot
hurt or harm learners and attain long lasting original materials. These
are; New or not so old threads, clean fresh cloths, dry and clean banana
leaves, clean fresh grass, needles with no rust, clean water, safe scissors
that won’t hurt the learner’s hands, a new razor-blade, pure harmless
sand soil without any objects that might hurt the learner, etc.

37
1.4. Key new vocabularies
Trimming: To cut the head linings on the mat when completely knit.
Setting foundation/base: When the knitting is starting.
Tools: What a person needs when doing a certain activity.
Materials: Things one needs to start doing a certain activity.
Heated clay: Fine stamped on clay, ready to be used.
Knot knitting: A style of knitting with knots.
One-way knitting: A style like a bracelet going around one way.
Clay quarry/excavation: Source of clay.
Interspace: The space between the lines of a mat.
Papyrus: A type of plant, prepared and used when smoothening a structure
being moulded.
Thread linings: Hanging thread like linings on a cloth usually on scarfs.
Sandy soil: Type of soil mixed in clay to harden it.

1.5. List of lessons

Lessons (6) Objectives Number
of
periods
(6)
1. Making a duster for the - Explain how to make a duster using a 1
chalkboard using a piece of piece of cloth
cloth
- Knit a chalk board duster
2. Knitting a neck scarf with - Explain how to make a neck scarf with 1
multiple or single loop multiple or single loop

- Knit a neck scarf

3. Weaving a mat and a bag - Explain how to make a mat and school 1
with grass bag using grass

- Weave a mat and school bag

0DNLQJVKDSHVDQGߔJXUHV - Explain how to make geometric 1
(square, rectangle and ߔJXUHV VTXDUHUHFWDQJOHWULDQJOH LQ
triangle) in paper and boxes paper and boxes

0DNHߔJXUHV VTXDUHUHFWDQJOHDQG
triangle) in paper and boxes

38
5. Moulding pots in clay and - Explain how to make a car in wires 1
making cars in wires and mould a pot in clay.

- Make a car in wires

- Mould a pot
6. End of unit assessment 1

1.6. Teaching approach for each lesson

Lesson 1: Making a chalkboard duster in cloths

a) Objectives:
At the end of this lesson, learners should be able to:
- Explain how to make a duster using a piece of cloth
- Knit a chalk board duster
b) Teaching and learning materials:
Cloths, threads, sewing needles, scissors, razor blade.
c) Teaching and learning activities:
– Prepare enough teaching and learning aid materials to help every
learner know how to make a duster for the blackboard in clothes.
– At the beginning of the lesson, request learners to observe pictures
showing how to make a chalkboard duster and allow discussion.
– Give learners instructions to follow when observing, imitating and
making the duster.
– Go around to see each learner’s work.
– Give time each learner to correct where they didn’t do well.
– Guide learners in the activity of presenting and showing their work.
– Be around those that need special help in their studies, and give them
activities according to their abilities
Example, Learners with physical disabilities but able to use the mouth or
legs…
– Give equal opportunities to both male and female learners on different
activities helping learners understand more.
– *XLGHOHDUQHUVZLWKDGLIߔFXOW\LQPDNLQJWKHGXVWHUDVDVNHGVRWKDW
each learner is able to work well and fast.

39
d) Conclusion of the lesson:
Ask learners questions summarizing all they learnt.
Example: How do you make a chalkboard duster with clothes?
When making a duster with pieces of cloths follow these steps:
x Put the thread in the needle
x Fold a piece of cloth into two.
x Sew and make a pocket.
x Squeeze small pieces of cloths inside the pocket.
x Sewing the top of the pocket and you have a chalkboard duster.
x Cleaning the chalkboard.

e) Assessment
Give learners activities in the Pupil’s book about making a chalkboard duster

Answers to the question of exercise in the Pupil’s Book

When making a chalkboard duster you follow the following
steps;
– Put the thread in the needle
– Fold a piece of cloth into two.
– Sew and make a pocket.
– Squeeze small pieces of cloths inside the pocket.
– Sewing the top of the pocket and you have a chalkboard duster.
– Cleaning the chalkboard.

40
 Lesson 2.a: Knitting a neck scarf with multiple loops

a) Objectives
At the end of this lesson, learners should be able to:
- Explain how to make a neck scarf with multiple loops
- Knit a neck scarf with multiple loops

b) Teaching and learning materials:

Thread, knitting needles, crochet hook, scissors and a razor blade.

c) Teaching and learning activities:

x Prepare enough teaching and learning aid materials to help learners
know how to knit a neck scarf
x At the beginning of the lesson, request learners to observe pictures
showing how to knit a neck scarf, and discussions
x Give learners instructions to follow when observing, imitating and knitting
neck scarfs.
x Show the learners how to start knitting.
x Go around to see each learner’s work, check if they’re not mixing threads.
x Give time each learner to correct where they didn’t do well.
x Guide learners in the activity of presenting and showing their production.
x Be around those that need special aid in their studies, and give them
activities according to their abilities
For example, knitting on a knitting bed using the mouth to knit
x Give equal opportunities to both male and female learners on various
activities that help learners understand and knit
x *XLGH OHDUQHUV ZLWK GLIߔFXOW\ NQLWWLQJ WKH QHFN VFDUI DV DVNHG VR WKDW
way, each pupil will be able to knit well and fast

d) Conclusion:
Ask learners questions summarizing all they learnt
Example: How do you knit a neck scarf?
When knitting a neck scarf, you follow these steps:
– Make knots repeated in a line
– Make no more than 50 loops.

41
 – Knit inside outside.
– Finishing
– Fold, making or cutting linings.
– Measure and straighten the linings.
– Wear the neck scarf, you knitted.

e) Assessment
Give the learners activities in the Pupil’s book about knitting a neck scarf.

Guidance to the question of activity in the Pupil’s Book:

Learners will need knitting needles, thread, scissors and crochet hook.

Lesson 2.b: Knitting a neck scarf in single loop lines

a. Objectives
At the end of this lesson, learners should be able to:
- Explain how to make a neck scarf with single loop lines
- Knit a neck scarf with single loop lines
b) Teaching and learning materials:
Thread, knitting needles, crochet hook, scissors and a razor blade.

c) Teaching and learning activities:

x Prepare enough teaching and learning aid materials to help learners
know how to knit a neck scarf in single line loops
x At the beginning of the lesson, request learners to observe pictures
showing how to knit a neck scarf, and discussions
x Ask the learners to observe pictures showing how to knit a single loop
line neck scarf
x Give learners instructions to follow when observing, imitating and knitting
neck scarfs.
x Show the learners how to start knitting a single loop as they try to imitate.
x Learners imitate how to knit a single loop neck scarf following steps
shown in the pictures and by the teacher.
x Move around to see each learners’ work, check if they’re not mixing
threads.

42
 x Give time for each learner to correct where they didn’t do well.
x Guide learners in the activity of presenting and showing their production.
x Be around those that need special help in their studies, and give them
activities according to their abilities
For example, knitting on a knitting bed using the mouth or toes to knit
x Give equal chances to both male and female learners on different
activities that help them to understand and knit
x *XLGH OHDUQHUV ZLWK GLIߔFXOW\ NQLWWLQJ WKH QHFN VFDUI DV DVNHG VR WKDW
way, each pupil will be able to knit well and fast

d) Conclusion:
Ask learners questions summarizing all they learnt
Example: How do you knit a neck scarf in single one-way loop?
When knitting a neck scarf, you follow these steps:
– Make knots repeated in a line
– Make no more than 50 loops.
– Knit inside outside.
– Finishing
– Fold, making or cutting linings.
– Measure and straighten the linings.
– Wear the neck scarf, you knitted.
e) Assessment
Give the learners activities in the Pupil’s book about knitting a neck scarf in
single loop.
Guidance to the question of the activity in the Pupil’s Book:
1. Knitting in multiple loops and in single line loops
2. a. Protection in cold weather b. Helps them earn money.

43
 Lesson 3.a: Weaving a mat

a. Objectives:
At the end of this lesson, learners should be able to:
- Explain how to weave a mat
- Weave a mat

b) Teaching and learning materials

*UDVVGU\EDQDQDߔEUHZDWHUDVPDOOPDWDFDUSHWVWULQJVDNQLIHDQG
razor blade

c) Teaching and learning activities

x Prepare enough teaching and learning materials to help learners know
how to weave mats using grass.
x At the beginning of the lesson, request learners to observe pictures
showing how to weave a mat and allow discussion.
x Give learners instructions to follow when observing, imitating and
weaving mats using grass
x Show learners how to weave a mat and make sure they imitate.
x Give each pupil time to work individually
x Guide learners in the activity of presenting and showing their work
x Be around those that need special help in their studies, and give them
activities according to their abilities
For example: weaving using their mouth, one hand, toes…
x Give equal chances to both female and male learners on different
activities which enrich the lesson, more so all can weave.
x *XLGHOHDUQHUVZLWKGLIߔFXOW\ZHDYLQJPDWVDVDVNHGVRWKDWHDFKSXSLOZLOO
be able to weave well and fast by him/herself

d) Conclusion:
Ask the learners questions summarizing all they learnt
Example: How do you weave a mat?
Weaving a mat is done like this;
- 6WDUWZHDYLQJWKHߔUVWURZRIWKHPDW
- Make sure that rows are straight from the start to the top.
- Cut the edges when the mat is complete.

44
e) Assessment:
Give the learners activities in the Pupil’s book about weaving using grass/
EDQDQDߔEUH

Lesson 3.b: To weave a bag with dry banana fibres

a) Objectives:
At the end of this lesson, learners should be able to:
- ([SODLQKRZWRZHDYHDEDJZLWKEDQDQDߔEUHVJUDVV
- Weave a bag

b) Teaching and learning materials:

*UDVVGU\EDQDQDߔEUHVLVDOZDWHUDVKRUWPDWDFDUSHWVWULQJVDNQLIH
scissors, a razor blade

c) Teaching and learning activities:

x Prepare enough teaching and learning materials to help learners know
how to weave bags in grass.
x At the beginning of the lesson, request learners to observe pictures
showing how to weave a bag and allow discussion
x Give learners instructions to follow when observing, imitating and
weaving bags in grass
x 6KRZOHDUQHUVKRZWRZHDYHDEDJLQߔEUHJUDVVDQGPDNHVXUHWKH\
imitate.
x Give each pupil time to work individually
x Guide learners in the activity of presenting and showing their work
x Be around those that need special help in their studies, and give them
activities according to their abilities
For example: like weaving using their mouth, one hand, toes…
x Give equal rights to both female and male learners on different activities
which enhance the lesson more so all can weave.
x *XLGHOHDUQHUVZLWKGLIߔFXOW\LQZHDYLQJEDJVDVDVNHGVRWKDWHDFKSXSLO
is able to weave well and fast by him/herself

d) Conclusion :
Ask learners questions summarizing all they have learnt

45
Example+RZGR\RXZHDYHDEDJXVLQJEDQDQDߔEUHVJUDVV"
:HDYLQJDEDJLQGU\EDQDQDߔEUHVLVGRQHOLNHWKLV
- Prepare enough materials to be used
– Start like how you did when weaving a mat
- Fold it in two parts
- Knit across its rectangular form
- Remove unnecessary parts
- Weave its handle and put it on

e) Assessment:
Give the learners activities in the Pupil’s book about weaving bags using
GU\EDQDQDߔEUHVRUJUDVV

Lesson 4: Making shapes and figures using paper and boxes

a) Objectives:
At the end of this lesson, learners should be able to:
Explain how to make shapes
Make shapes using different materials

b) Teaching and learning materials:

Big pieces of paper, cardboards, scissors, razor blade, and a ruler.

c) Teaching and learning activities:

x Prepare enough teaching and learning materials to help learners learn
how to make shapes using paper or cardboards.
x At the beginning of the lesson, ask learners to give names of shapes
they know and how they are drawn. Then, request them to observe
pictures in the book showing how to make shapes in paper and boxes.
x Demonstrate to learners how to make shapes using paper or cardboard.
x Give learners instructions to follow when observing, imitating and making
shapes using paper or cardboard.
x Give time to each pupil to correct what they didn’t do well.
x Be around those that need special help in their studies, and give them
activities according to their abilities; for example, if they can use their
feet or toes.

46
 x Guide learners in the activity of presenting and showing their work to
others.
x Give equal chances to both female and male learners on different
activities which enrich the lesson more.
x *XLGHOHDUQHUVZLWKDGLIߔFXOW\LQPDNLQJVKDSHVVRWKDWHDFKSXSLOLV
able to make shapes well and fast.

d) Conclusion:
Ask learners questions summarizing all they have learnt.
Example: How do you make shapes using paper and cardboard?
Making shapes in paper and cardboard is done like this;
x Place a paper or cardboard on a table.
x Draw a square, rectangle, or triangle using a ruler and set square
x Cut well and neatly the shape you have drawn out of the paper or
cardboard.

e) Assessment
Give learners activities in the Pupil’s book about making shapes in paper and
cardboard.

Answers to the exercises in the Pupil’s Book.

x Draw a straight angle using a set square and measure 10 cm of each
line that makes this angle.
x 'UDZDQRWKHUVWUDLJKWDQJOHSDUDOOHOWRWKHߔUVWRQH
x Check whether the square has 4 equal sizes and 4 right angles.
x Cut out the square I have drawn using scissors.

Lesson 5.a: Modelling pots using clay

a) Objectives:
At the end of this lesson, learners should be able to:
- Explain how to model a pot
- Model a pot
2EVHUYHSLFWXUHVVKRZLQJKRZWKH\PRGHODSRWDQGGLVFXVV

47
b) Teaching and learning materials:
Clay, sand clay, powder from a piece of broken pot, and water

c) Teaching and learning activities:

x Prepare enough teaching and learning materials to help learners know
how to model a pot.
x At the beginning of the lesson, ask among the learners who had already
modelled pots with mud or clay and discuss.
x Demonstrate to the learners how to model a pot in so that learners can
imitate.
x Guide learners working in groups (preparing clay) and then individually
as they model.
x Give each pupil time to work individually.
x Be around those that need special help in their studies, and give them
activities according to their abilities.
x Give learners instructions to follow when observing, and imitating how
to model a pot.
x Guide learners in the activity of presenting and showing their work to the
others.
x Give equal chances to both female and male learners on different
activities to enrich the lesson.
x *XLGH OHDUQHUV ZLWK GLIߔFXOW\ LQ PRGHOOLQJ SRWV DV DVNHG VR WKDW HDFK
pupil is able to make a pot well and fast. .

d) Conclusion:
Ask learners questions summarizing all they learnt in this lesson;
Example: How do you model a pot?
Modelling a pot is done like this;
– Get clay from quarry (source)
– Stepping on (stamping) it with the feet.
– Stepping on the piece of the broken pot and make a base or bottom
– Make the swelling/big part of the pot.
– Rub the pot until it is smooth.
– Fix the neck or opening and smoothen it as well
– 'U\IRUߔYHGD\VDWOHDVW
– Burn and prepare the pot to be used.

48
e) Assessment
Give learners activities in the Pupil’s book about modelling a pot.

Answers to the exercises in the Pupil’s book.

Clay, water, a piece of a pot, sand clay, a scraper, powder from a ground
piece of a pot

Lesson 5.b: Making a toy car using wires

a) Objectives:
At the end of this lesson, learners should be able to:
- Explain how to make toy car in wires
- Make a toy car using wires

b) Teaching and learning materials:

Wire, rubber rope, bottle tops, old slippers, razor blade, scissors,
screwdriver

c) Teaching and learning activities:

x Prepare enough teaching and learning materials to help learners know
how to make a toy car in wires.
x At the beginning of the lesson, request learners to observe pictures
showing how to make a toy car in wires and then discuss.
x Demonstrate to learners how to make a toy car using wires as learners
observe and imitate
x Give learners instructions to follow when observing, imitating and when
making the toy car
x Give each pupil time to work individually
x Be around those that need special help in their studies, and give them
activities according to their abilities
x Guide learners in the activity of presenting and showing their work to
others.
x Give equal chances to both female and male learners on different
activities to enrich the lesson.
x *XLGHOHDUQHUVZLWKGLIߔFXOW\LQPDNLQJWR\FDUVDVDVNHGVRWKDWHYHU\
pupil is able to make a toy car well and fast.

49
d) Conclusion
Ask learners questions summarizing all they learnt in the lesson.
Example: How do you make a toy car?
Making a toy car with wires is done like this;
To assemble the following parts of the toy car:
a. The bottom parts
b. The top part
c. The doors
d. The part which allows the tires to turn
e. 7RPDNHWLUHVDQGߔ[WKHPRQWKHFDU
f. 7RPDNHVWHHULQJZKHHODQGߔ[LWRQWKHFDU
g. To push the car which complete.

e) Assessment.
Give learners activities in the Pupil’s book about making a toy car.

Answers to the exercises in the Pupil’s Book

Learners will need materials like wires, rubber ropes, razor blade, tires, bottle
tops, bamboo sticks

1.7. Unit Summary

A summary of content developed in this unit:
– To make a chalkboard duster
– To knit a neck scarf using multiple loops and single line loops.
– To weave a mat with grass
– 7RZHDYHDEDJZLWKGU\EDQDQDߔEUH
– To make shapes like triangle, square and rectangle using paper or
cardboard
– To mould a pot with clay
– To make a toy car using wires

1.8. Additional information for the teacher

x Making a chalkboard duster, knitting neck scarfs and sweaters with
thread, weaving a bag from dry banana (leaves) and a mat and cutting
shapes out of paper or cardboard. You should be able to carry out these
activities well and quickly.
x 6HZLQJDQGNQLWWLQJZLWKߔQJHUVLI\RXGRQRWNQRZKRZWRGRWKLV\RX
can then seek help from people that know from a neighbouring school.

50
 x Know all materials needed to make toys, tools and teaching and learning
materials which are in the lesson.
x *XLGHOHDUQHUVLQDOOWKHDFWLYLWLHVDQGVSHFLߔFDOO\WDNHFDUHRIHDFKSXSLO
without leaving anyone behind.
x Give clear explanations and demonstrations to learners so that they can
know how to make toys, teaching and learning aid materials and other
objects.
x Prepare and use well different teaching and learning materials, so that
learners understand more about the lesson
x Master the teaching of SET lessons using the competence-based
approach.
x Use crosscutting issues related to the lesson when teaching how to knit,
weave, sew, mould pots, make toys and teaching/learning aid materials
which learners will work on.

1.9. Answers to the End of Unit Assessment 1

(Questions are in the end unit assessment, in the Pupil’s book).
1-4. Answers will vary depending on each pupil’s ability to:
x Knit what he/she has been asked following the instructions given.
x Make shapes he/she has been asked and follow the instructions given
x Make a toy car he/she has been asked to make following the instructions
given
x Mould a pot he/she has been assigned to do following the instructions
given.
5.
Activity Materials
Weaving a mat Grass, sisal, knife, water, stick
Weaving a bag 'U\EDQDQDߔEUHZDWHUNQLIH
Making shapes Scissors, paper, cardboard, colour pencils,
table, ruler and square
Moulding a pot Clay, sand clay, a scraper, water, clay powder
from a piece of a pot
Making a toy car Wire, slippers, rubber strips, bamboo sticks
6.
a. Neck scarf: it protects people from the cold
b. Mat: people sit on it when doing different activities or put crops on it to
dry.

51
 c. Bag/bag: learners use it to carry school materials or take it to the shops/
market to carry goods.
d. Pot: used to fetch water or to keep water; store crops or seeds, to brew
sorghum beer, keep beer such as banana beer.
e. Chalkboard duster: we clean the chalkboard or chairs/desks with it.
7. Answers vary based on what individual learners chose to do:

1.10. Additional activities

1.10.1. Remedial activities
1. List materials used to make a mat
Answer: Grass, sisal, knife, water, stick
2. List materials used to make a car Toy
Answer: Wire, slippers, rubber strips, bamboo sticks

1.10.2. Consolidation activities

1. How do you make a chalkboard duster using pieces of cloth?
Answer: When making a duster with pieces of cloths follow these steps:
¾Put the thread in the needle
¾Fold a piece of cloth into two.
¾Sew and make a pocket.
¾Squeeze small pieces of cloths inside the pocket.
¾Sewing the top of the pocket and you have a chalkboard duster.
Cleaning the chalkboard

1.10.3. Extended activities

1: Explain how you can weave a straw bag?
Answer:
Weaving a straw bag, one follow these steps:
– Fold it in two parts
– You begin weaving across its circle form
– You remove unnecessary parts
– Then you weave its handle and put it on

52
 Unit

02 USING A TELEPHONE

2.1. Key competence

To be able to use a mobile phone in calling, sending short messages and ICT in
general

2.2. Prerequisites
Basic ICT appliances such as telephone, television, radio and computer.

2.3. Cross-cutting issues to be addressed

x Gender: When boys and girls share a telephone given by the teacher,
they should carry out the following activities: call one another, to send to
and receive short messages, save telephone numbers, record sounds
and take photos, even use the telephone in ICT.
x Inclusive Education: When learners with disability or other special
needs study with other learners without facing any sort of problem.
x Environment sustainability: When learners do not throw used airtime
cards anywhere and also rub them, with simply anything.
x Peace and values: Learners working together peacefully in cooperation.
Not disturbing one another, but rather just pass each other the telephone
and have good discussions.
x Financial education: When learners use the telephone carefully, trying
not to carelessly drop it down or into water or using it for illegal activities.
x Standardisation culture: When learners use the telephone, this should
not harm their health or contaminate air. This happens when telephone
is old, does not have a cover, those which get too hot easily...
x Comprehensive Sexuality Education: When a learner uses a
telephone well, avoiding wasting time watching unhealthy, shameful
things on different social media.
x Genocide studies: By not using the phone reading texts and sayings
that belittle and deny the 1994 genocide against the Tutsi or advocate
extremism.

53
2.4. Key new vocabularies
1. Telephone: It is an electronic equipment used for calling, answering calls,
receiving and sending messages recording and taking sounds or pictures
2. Keypad: It is a part of a telephone which has different keys; numeric
keys, letter keys and special keys which help in writing texts.
3. MTN Mobile money: It is a means of sending money using ICT. This is
used by the telecommunication company MTN.
4. Tigo cash: It is a means of sending money using ICT. It is used by the
telecommunication company Tigo.
5. Airtel money: It is a means of sending money using ICT. It is used by the
telecommunication company Airtel

2.5. List of lessons

Lessons Objectives Number of
periods: 8
1. Main Parts of a - Identify parts of a telephone keypad 1
telephone keypad.
- Differentiate the main parts of a
telephone’s keypad
2. Writing and - Explain how to write and send 1
sending a short messages on a telephone.
message.
- Write short messages on a telephone
and send them.

3. Receiving and - Explain how to receive(read) and 1

responding to a respond to a short message
short message
- Answer a short message received on a
telephone

4. Saving a - Explain how to save and call a number. 1

telephone number
and making a call - Check on the phone the calls received
and calls you made, those who
answered and those who did not answer.

54
 5. Recording sounds - Explain how to record sounds and 1
and taking pictures pictures

- Record sounds and pictures by

following the steps involved

6.Transactions on a - Explain how to send or receive money 2

mobile phone using a telephone

- Send or receive money by following the

required steps when using a telephone

7. End of unit 1
assessment

2.6. Teaching approach for each lesson

Lesson 1. Main parts of a telephone keypad

a) Objectives:
At the end of this lesson, learners should be able to:
- Identify parts of a telephone keypad
- Differentiate the main parts of a telephone’s keypad

b) Teaching and learning materials:

Telephone, pictures of different types of telephones.

c) Teaching and learning and activities:

– 3UHSDUHVXIߔFLHQWWHDFKLQJDQGOHDUQLQJPDWHULDOVWRKHOSOHDUQHUVZULWH
and send short messages using a telephone.
– At the beginning of the lesson, observe pictures showing how to write
and send short messages using a telephone.
– Guide learners when working on activities or group work to identify parts
making a keypad of a telephone.
– Give the learners instructions to follow when observing, identifying, and
explaining what they have discovered on a telephone’s keypad
– &RPSOHWHOHDUQHU‫ڕ‬VLGHDVDQGH[SODQDWLRQVLIJLYHQXQߔQLVKHGRUXQFOHDU
and help them formulate using the right expressions, so that, they can
EHFRPSOHWHO\VXUHDQGFRQߔGHQWZKHQVKDULQJ

55
d) Conclusion:
Ask learners questions summarizing all they learnt;
Example: What are the main parts of a telephone keypad?
A telephone keypad is made of the following parts:
x Numeric keys that help a person write telephone numbers, money,
numerical passwords, the hour and minutes and also dates.
x Letter keys: the keypad of a telephone has 26 letters which help to write
messages, names and other things.
x Particular special keys are of many types. There is one for calling, to
end the call, punctuation, one for checking money, for loading airtime.
Writing uppercase or capital letter keys and lower-case or small letter
keys.

e) Assessment;
Give learners activities in the Pupil’s book about explaining the parts of a
telephone’s and the role of each part.
Answers to questions in the Pupil’s Book
a. QWERT
b. 12345
c. , , @, #, +,

Lesson 2. Writing and sending short messages on a telephone

a) Objectives:
At the end of this lesson, learners should be able to:
- Explain how to write and send messages on a telephone.
- Write short messages on a telephone and send them.

b) Teaching and learning materials:

Telephone, pictures of different types of telephones, and more…

c) Teaching and learning activities:

x Prepare enough teaching and learning materials to help each pupil learn
how to write and send short messages on the phone.
x At the beginning of the lesson, observe different pictures showing how
to write and send short messages on a telephone.

56
 x Check whether the learners are following instructions on observing the
pictures showing how to write and send short messages on a telephone.
x Give e each pupil time to write and send short messages on the telephone
and check if all the learners do it well.
x &RPSOHWHOHDUQHU‫ڕ‬VLGHDVDQGH[SODQDWLRQVLIJLYHQXQߔQLVKHGRUXQFOHDU
and help them formulate using the right expressions, so that they can be
FRPSOHWHO\VXUHDQGFRQߔGHQWZKHQVKDULQJ

d) Conclusion :
Ask learners questions summarizing all they learnt;
Example: How do you write and send short messages on a telephone?
When writing and sending a short message, do the following:
x Press the “menu” button and choose the icon which shows short
message.
x Write the short message you want to send using the keypad.
x Write the telephone number of the person you want to write to.
x Press on the “send” button.

e) Assessment:
Give the learners activities indicated in the Pupil’s book on how to write and
send short messages on a telephone.

Answers to the exercises in the Pupil’s Book

Answers are different because every learner writes a different particular
message.

Receiving and replying to a short message on a

Lesson 3: telephone

a) Objectives:
At the end of this lesson, learners should be able to:
- Explain how to receive(read) and respond to a short message
- Answer a short message received on a telephone

b) Teaching and learning materials:

Telephone, pictures showing different types of telephones...

57
c) Teaching and learning activities:
x Prepare enough teaching and learning materials to help each pupil
explain well how to receive and respond to a short message on the
phone.
x At the beginning of the lesson, observe pictures showing how to receive
and respond to a short message on a telephone.
x Guide the learners when observing the pictures showing how to receive
and answer to short messages using a telephone.
x &RPSOHWHOHDUQHU‫ڕ‬VLGHDVDQGH[SODQDWLRQVLIJLYHQXQߔQLVKHGRUXQFOHDU
and help them formulate using the right expressions, so that they can be
FRPSOHWHO\VXUHDQGFRQߔGHQWZKHQVKDULQJ

d) Conclusion of the lesson:

Ask learners questions summarizing all they learnt;
Example: How do you read a received short message?
To read a received short message, you do the following:
x Press on the icon SMS/ messages.
x 2SHQDQGUHDGWKHPHVVDJH
To respond to a short message, you do the following:
x Press on the message, so that it opens.
x Press below that message, then write your response.
x Read the message you are going to send and check for any errors.
x Press on “send” button.

e) Assessment:
Give the learners activities from the Pupil’s book on explaining how to receive
and respond to a short message.

Lesson 4: Saving a telephone number and making a call

a) Objectives:
At the end of this lesson, learners should be able to:
- Explain how to save and call a number.
- Check on the phone the calls received and calls you made, those who
answered and those who did not answer.

58
b) Teaching and learning materials:
A telephone and pictures of a telephone showing how to save and call a
telephone number

c) Revision exercises
How to write, send, receive and reply a short message

d) Teaching and learning activities

x Prepare enough teaching and learning materials to help learners know
how to save and call a number using a telephone.
x Give learners instructions to follow when observing, researching and
explaining what they have observed on pictures showing how to save
and call a number using a telephone.
x &RPSOHWHOHDUQHU‫ڕ‬VLGHDVDQGH[SODQDWLRQVLIJLYHQXQߔQLVKHGRUXQFOHDU
and help them formulate using the right expressions, so that, they can
EHFRPSOHWHO\VXUHDQGFRQߔGHQWZKHQVKDULQJ

e) Conclusion :
Ask learners questions summarizing all they learnt,
Example: How do you save a number in a telephone?
To save a number in the telephone, do as follows:
x Press on the icon with a head of a person.
x Write the name and number in their respective spaces.
x Choose where to save the number e.g. SIM card, Google, telephone...
x Press “save/done”
When you call a number, which is not saved in the phone, you do as follow:
x Go to the icon/key for calling
x Write down the number you want to call
x Choose the SIM card you want to use
x Press on call button/key
x Put it on the ear, to hear if it’s on.
x Press on the “end” button key if you are done talking to the person you
called.
When calling a number which is saved in your phone, do as follows:
x Press on the menu button of your phone,
x Go to contacts

59
 x Choose the number to call’
x Press on the number
x Choose the SIM card you want to use
x Place the phone on the ear and wait for the person to speak.
x To end the call, you press the end button.

f) Assessment:
Give learners activities indicated in the Pupil’s book on how to save and call
a number using a telephone.

Taking pictures and recording sounds using a

Lesson 5: telephone

a) Objectives:
At the end of this lesson, learners should be able to:
- Explain how to record sounds and pictures
- Record sounds and pictures by following the steps involved

b) Teaching and learning aid materials:

A telephone and pictures of a telephone showing how to record sounds and
pictures using a telephone.

c) Revision activities
Practising the steps to save and call a number.
Example: -([SODLQ EULHߕ\ KRZ \RX FDQ VDYH WKH QXPEHU RI D IULHQG LQ \RXU
phone.
o Give the steps followed when you want to call a number which
you already have in your phone.
o State the steps taken when you want to call a number which is
not in your phone.

d) Teaching and learning activities

x Prepare enough teaching and learning materials helping learners to
record sounds and pictures using a telephone.
x &RPSOHWHOHDUQHU‫ڕ‬VLGHDVDQGH[SODQDWLRQVLIJLYHQXQߔQLVKHGRUXQFOHDU
and help them formulate using the right expressions, so that, they can
EHFRPSOHWHO\VXUHDQGFRQߔGHQWZKHQVKDULQJ

60
e) Conclusion:
Ask learners questions summarizing all they have learnt.
Example: How do you take a picture using a telephone?
To take a photograph using a telephone, do as follows:
xPress on menu button
xPress on the icon for Camera
xMake sure you capture very well the person/object you want to photograph
xPress on the button for taking pictures.
xLook at the photograph you have taken.
To record sound using a telephone, follow these steps:
xPress on menu button
xPress on the icon for sound recorder
xPut the telephone near the source of the sound you want to record
xTo end the recording activity, you press on the same button you used to record
the sound.
xListen to the sound you have recorded from where it is saved.

f) Assessment:
Give learners activities in the Pupil’s book explaining how to record sound
and pictures using a telephone.

Lesson 6: Transactions on a mobile phone

a) Objectives:
At the end of this lesson, learners should be able to:
- Explain how to send or receive money using a telephone
- Send or receive money by following the required steps when using a
telephone

b) Teaching and learning materials

A telephone and pictures of a telephone showing all the steps followed
when sending and receiving money, checking balance, buying electricity.

61
c) Revision exercises
Practicing how to record sound and pictures

d) Teaching and learning activities

x Prepare enough teaching and learning materials to help learners know
how to use a telephone with ICT for sending and receiving money, buying
electricity, buying television subscription...
x Give learners instructions to follow when observing pictures that help
them understand and discover how to use a telephone with ICT.
x Put learners in groups and guide them in activities of sending money
and buying different items using a telephone.
x &RPSOHWHOHDUQHU‫ڕ‬VLGHDVDQGH[SODQDWLRQVLIJLYHQXQߔQLVKHGRUXQFOHDU
and help them formulate using the right expressions, so that they can be
FRPSOHWHO\VXUHDQGFRQߔGHQWZKHQVKDULQJ

e) Conclusion:
Ask learners questions summarizing all they learnt.
Example: How do you use a telephone with ICT like sending and receiving
money and buying electricity?
This is done like this:
xSending and receiving money with “MTN mobile money”
xChecking balance with “MTN mobile money”
xSending and receiving money with “Tigo cash”
xChecking balance with “Tigo cash”
xSending and receiving money with “Airtel money”
xChecking balance with “Airtel money”
xBuying electricity with “MTN mobile money”
xBuying StarTimes subscription using “MTN mobile money”.

f) Assessment:
Give learners activities in the Pupil’s book about explaining how to use a
telephone with ICT when sending and receiving money, buying electricity,
television subscription using all telecommunication network companies in
Rwanda.

62
2.7. Unit Summary
– Main Parts of a telephone keypad
– Writing, sending and receiving a short message using a telephone
– Saving and calling a telephone number
– Recording sounds and pictures on a telephone
– The telephone with ICT

2.8. Additional knowledge for teacher

Before teaching how to use a telephone know this:
xLook for the types of telephones commonly used in the school area and use
them in the lesson.
xWhen teaching this unit borrow telephones from colleagues and other school
workers so that each pupil will have a telephone to use during the lesson.
xWhen teaching how to send money or buy things using a telephone, make
sure ask 10,000 RFW from the school administration to use for at least 10
phones. With one phone per group of at least 5 learners.
xWhen teaching, calling phone numeric keys buy “Vuga” packs of little money
to work for at least 10 phones.
xLook for enough SIM cards for all the network companies in Rwanda.

2.9. Answers to the End of Unit Assessment 2

1. Picture 1: The icon is about writing numeric keys or changing from numeric
keys to letter keys.
Picture 2: This is the part the telephone’s keypad with numeric keys.
2. a. * and #: to check balance, to recharge airtime from airtime card, to send
money or buy things using all the network companies in Rwanda.
x Ending calls
x To space words when writing short messages.
3. a) The parts of letter keys: helps to write words.
b. The parts of special keys help to organize text messages, calling,
responding to calls and end calls.
c) The part of numeric keys: for writing numbers
d) To remove the key. To unlock and remove the lock-key.
To check all the programs that are in the phone, letter keys, numeric keys and
special keys.

63
 (* # to see or to load money, to write a number of another country, leave space
To check the number:
‫ڞ‬ Press on menu
‫ڞ‬ Press on the icon for saving a number
‫ڞ‬ Press on the button for registering a new number
‫ڞ‬ To send money
‫ڞ‬ To buy things like electricity, television subscription
‫ڞ‬ To know bank services
‫ڞ‬ To check balance
The telephone helps to call, to save money, to send SMS, in business etc.
The answers can differ because different learners may have different answers.
2SHQHQGHGTXHVWLRQV
x Go to call button
x Write the number you want to call
x Choose the SIM card you want to use
x Press the call button
x Listen to see if the number is connected
x (QGFDOOLI\RXKDYHߔQLVKHGWKHFRQYHUVDWLRQ
b.
x Press menu button
x Go to where numbers are saved/registered
x Choose the number you want to call
x Press on that number
x Choose the SIM card you want to use
x Press the call button
x List to see if it is connected
c.
x Call *182#
x Choose the language, write 2, and choose English then send
x Choose, buy, write 2, send
x Choose TV subscription, write 1 and send
x Put the number opposite Azam TV, send
x Write the amount of money you want to pay, send
x Write the number of your decoder, send
x Write password and send

64
 x Read the message informing you the outcome
x Press the call button
x Call *500#
x Choose the language, write 2, and choose English then send
x Choose, buy, write 2, send
x Choose TV subscription, write 1 and send
x Put the number opposite Star Times, send
x Write the amount of money you want to pay, send
x Write the number of your decoder, send
x Write your password and send
x Read the message informing you the outcome
x Press end button
To buy different food items, to buy water, to pay taxes etc.
11.
x Press on menu button
x Press on record icon
x Press on the red button to start recording sounds
x Press on menu button
x Press on camera button
x Check whether you captured well what you wanted to capture
x Press on the button to photograph
12-13. The answers will be different since every learner will have an individual
choice.

2.10. Additional activities

2.10.1. Remedial activities
1) Show, on a telephone, the key used to make a call

Answer:
2) Show, on a telephone, the key used to end a call

Answer:
3) What are the numeric keys found on a telephone keypad?
Answer: The numeric keys are: 1, 2, 3, 4, 5, 6, 7, 8, 9 and 0
4) What are the three parts of a keypad?
Answer: the parts for letter keys, numeric keys and special keys

65
2.10.2. Consolidation activities
1) Use a telephone to check the airtime balance
Answer: Pupils will do this by dialling *131# and following the steps (prompts)
which are also available in the Pupil’s Book
2) Use a telephone to check the MTN Mobile money balance
Answer: Pupils will do this by dialling *182# and following the steps (prompts)
which are also available in the Pupil’s Book
3) Use a telephone and do the following activities:
a) 7DNHDSKRWRJUDSKRI\RXUVHOI VHOߔH
b) Record your voice
c) Register your teacher’s telephone number
d) Call your parents
e) Send money to your parents through MTN mobile money
Answer: The steps for doing what is requested in question 3 are available in
the Pupil’s book

2.10.3. Extended activities

1) Write one short message and send it to your mother, father and your
brother at the same time
Answer: Pupils write the text message using the steps in the Pupil’s book.
Pupils will make sure not to write three separate messages that they send
separately.
2) Send your teacher’s telephone number to your parents
Answer: Pupils will attach the telephone number by touching the “Attach” icon
and send it. The process to attach a telephone number may vary depending
on the telephone model.
3) What is the importance of the password used with MTN Mobile Money,
Tigo cash or Airtel Money?
Answer: The importance of a password is to prevent unauthorized people to
access to the MTN Mobile Money, Tigo Cash or Airtel money accounts. These
people may still money on those accounts.
4) Ask your parent to change the password of his/her Tigo cash account
5) Send your parents’ money from their bank account to their telephone
6) Use a telephone to pay the water bill
Answers: For question 1, 2 and 3 pupils will follow the prompts (steps) provided
as they do what is requeste

66
 Unit

03 COMPUTER MY FRIEND

3.1. Key unit competence

To be able perform Typing turtle and Write activity, take picture, record videos and
sound by using Record activity

3.2. Prerequisites
Learners already know the following:
ƒTelephone keypad
ƒWriting short messages using a telephone
ƒTaking pictures using a telephone
ƒRecording sound using a telephone

3.3. Crosscutting issues to be addressed

ƒGender: This is achieved when pupils carry out activities without gender
discrimination.
ƒInclusive Education: This is achieved when pupils with disabilities
participate in the lesson equally as other learners and that pupils don’t
victimize their peers with disabilities
ƒEnvironment sustainability: This is achieved when pupils clean their
place of study or properly keep their learning materials.
ƒPeace and values: When pupils work together peacefully and cooperate.
ƒFinancial education: When pupils use responsibly, computers when
writing, recording sound, taking pictures and videos.
ƒStandardisation culture: When pupils use computers in a way that does
not harm their health or pollute the environment.
ƒComprehensive Sexuality Education: When pupils use computers
wisely without wasting time watching inappropriate images and videos
from different social media.
ƒGenocide studies: By not using the computer, reading texts and sayings
belittling or denying the 1994 genocide against the Tutsi or promoting
extremism.

67
3.4. Key new vocabularies
Format text: To change the font of a text in order to give it a beautiful look.
Typing Turtle: $ZULWLQJSURJUDPZKLFKLVIRXQGLQDQ;2ODSWRS7KLVSURJUDP
LVXVHGWROHDUQKRZWRW\SHSURSHUO\XVLQJDOOߔQJHUVRIWKHWZRKDQGV
Write Activity: $ZULWLQJSURJUDPZKLFKLVIRXQGLQDQ;2ODSWRS
Record Activity: ,VDVRXQGDQGSLFWXUHUHFRUGLQJSURJUDPLQDQ;2ODSWRS

3.5. List of lessons

SN Lessons Objectives Number of
periods: 7
1 Keyboard of an /LVWWKHSDUWVRIDQ;2ODSWRSNH\ERDUG 1
;2ODSWRS
8VHWKHNH\ERDUGRIDQ;2ODSWRS
in writing numbers, letters and special
characters.

2 Typing Turtle - State different steps to go through in 1

program order to open the Typing Turtle Program.

2SHQWKH7\SLQJ7XUWOH3URJUDP

3 Write Activity - Identify the parts of “Text Editor” in Write 2

program $FWLYLW\SURJUDPRIDQ;2ODSWRS

- Explain the procedure to change the font

size, font colour, font type and to underline
a word.

- Identify the main special keys of the

NH\ERDUGRIDQ;2ODSWRSWKDWDUHXVHGLQ
“Write Activity” Program.

- Differentiate the toolbar part from the text

area part of the Write Activity program

- Change the font size, font colour, font type

of text and to underline words.

68
 4 Record Activity - Explain how to record sound, take 2
program pictures and videos.

- Identify the parts of a computer which are

used to record sound, take pictures and
videos.

- Record sound, take pictures and videos

XVLQJ;2/DSWRS

- Explain how to name, delete photos,

audio and videos.

- Name, delete photos, audio and videos.

5 End unit 1
assessment

3.6. Teaching approach for each lesson

Lesson 1: Keyboard of an XO laptop

a) Objective:
At the end of this lesson, learners should be able to:
- /LVWWKHSDUWVRIDQ;2ODSWRSNH\ERDUG
- 8VHWKHNH\ERDUGRIDQ;2ODSWRSLQZULWLQJQXPEHUVOHWWHUVDQGVSHFLDO
characters.

b) Teaching and learning materials

$Q;2ODSWRSDQGLPDJHVVKRZLQJGLIIHUHQWSDUWVRIDQ;2NH\ERDUG

c) Revision
The parts of a telephone keypad

d) Teaching and learning activities

Prepare enough teaching and learning aid materials to help pupils know the
ƒ
SDUWVRIDQ;2ODSWRSNH\ERDUG
Give learners clear instructions to follow when observing the keyboard of an
ƒ
;2ODSWRS

69
 &RPSOHWH OHDUQHU‫ڕ‬V LGHDV DQG H[SODQDWLRQV LI JLYHQ XQߔQLVKHG RU XQFOHDU
ƒ
and help them formulate using the right expressions, so that, they can be
FRPSOHWHO\VXUHDQGFRQߔGHQWZKHQVKDULQJ

e) Conclusion
Ask learners questions summarizing what they have learnt.
Example: :KDWDUHWKHSDUWVRIDQ;2ODSWRSNH\ERDUG"
7KHNH\ERDUGRIDQ;2ODSWRSKDVWKUHHSDUWV7KHVHDUH
ƒThe part for numeric keys which helps to write numbers while using an
;2ODSWRS
ƒThe part for letter keys which helps to write different letters and words
XVLQJDQ;2ODSWRS
ƒThe part for special keys which help in text editing and also insert different
V\PEROVZKLOHXVLQJDQ;2ODSWRS

f) Assessment
*LYHSXSLOVDFWLYLWLHVLQWKH3XSLO‫ڕ‬VERRNRQWKHUROHRIDQ;2ODSWRS

Lesson 2: Typing Turtle program

a) Objective:
At the end of this lesson, learners should be able to:
- State different steps to follow in order to open the Typing Turtle Program.
- 2SHQWKH7\SLQJ7XUWOH3URJUDP

b) Teaching and learning materials:

;2ODSWRSDQGLPDJHVVKRZLQJWKHGLIIHUHQWSDUWVRIDQ;2ODSWRS

c) Revision
5HYLVLRQLVGRQHRQWKHSDUWVRIDQ;2ODSWRSNH\ERDUG

70
d) Teaching and learning activities
ƒPrepare enough teaching and learning materials to help pupils learn how
to use Typing Turtle program.
ƒGive learners instructions to follow as they observe and explain how to
open the Typing Turtle Program
ƒGuide learners as they present and explain their group works and the
discoveries in their research
ƒ&RPSOHWHOHDUQHU‫ڕ‬VLGHDVDQGH[SODQDWLRQVLIJLYHQXQߔQLVKHGRUXQFOHDU
and help them formulate using the right expressions, so that, they can be
FRPSOHWHO\ VXUH DQG FRQߔGHQW ZKHQ H[SODLQLQJ WKH SURSHU ZD\V WR XVH
Typing Turtle program.

e) Conclusion.
Ask learners questions summarizing what they have learnt.
Example: How to open the “Typing Turtle”?
7RRSHQ7\SLQJ7XUWOHSURJUDPRIDQ;2ODSWRSIROORZWKHVHVWHSV
- Go to Home View
- Click on the Typing Turtle icon
- Click on “Start Lesson”
- Start writing.

f) Assessment
Give learners activities in the Pupil’s book on how to use the Typing Turtle
Program.

Lesson 3: Write Activity program

a) Objective:
At the end of this lesson, learners should be able to:
- ,GHQWLI\WKHSDUWVRI‫ژ‬7H[W(GLWRU‫ڙ‬LQ:ULWH$FWLYLW\SURJUDPRIDQ;2ODSWRS
- Explain the procedure to change the font size, font colour, font type and
to underline a word.
- ,GHQWLI\WKHPDLQVSHFLDONH\VRIWKHNH\ERDUGRIDQ;2ODSWRSWKDWDUH
used in “Write Activity” Program.

71
 - Differentiate the toolbar part from the text area part of the Write Activity
program
- Change the font size, font colour, font type of text and underline words.

b) Teaching and learning materials:

;2ODSWRSVDQGLPDJHVVKRZLQJWKHSDUWVIRUDNH\ERDUGRIDQ;2ODSWRS

c) Revision
The revision will be done on Typing Turtle Activity program

d) Teaching and learning activities:

– Prepare enough teaching and learning aid materials to help pupils use
the Write Activity Program.
– Give the learners instructions to follow when observing how to open the
Write Activity” program.
– Give individual time to share their ideas or comment on other pupils’
ideas.
– &RPSOHWHOHDUQHU‫ڕ‬VLGHDVDQGH[SODQDWLRQVLIJLYHQXQߔQLVKHGRUXQFOHDU
and help them formulate using the right expressions, so that, they can
EHFRPSOHWHO\VXUHDQGFRQߔGHQWZKHQVKDULQJ

e) Conclusion
Ask learners questions summarizing what they have learnt.
Example: :KDW DUH WKH SDUWV RI WKH :ULWH$FWLYLW\ SURJUDP IRXQG LQ DQ ;2
laptop?
7KHIROORZLQJDUHWKHSDUWVRI:ULWH$FWLYLW\3URJUDPRQ;2FRPSXWHU
ƒActivity names.
ƒShare with.
ƒKeep.
ƒStop
ƒMenu with activity, edit, table, format and view.
The tools for formatting text in Write Activity are:
ƒBold: B
ƒItalic: I
ƒUnderling: U
ƒColoured:
ƒTool for changing the size: 12

72
When using the keyboard, what you type can be seen on the screen of the
computer.
If you want to type a capital letter, press and hold the Shift Key and then type
the letter you want.

f) Assessment:
*LYHSXSLOVDFWLYLWLHVLQWKHSXSLO‫ڕ‬VERRNRQIRUPDWWLQJWH[WVXVLQJ;2FRPSXWHU

Lesson 4: Record Activity program

a) Objectives:
At the end of this lesson, learners should be able to:
- Explain how to record sound, take pictures and videos.
- Identify the parts of a computer which are used to record sound, take
pictures and videos.
- 5HFRUGVRXQGVSLFWXUHVDQGYLGHRVXVLQJ;2/DSWRS
- Explain how to name or delete photos, audio and videos.
- Name or delete photos, audio and videos.

b) Teaching and learning materials

;2FRPSXWHULPDJHVVKRZLQJWKHSDUWVRIDQ;2ODSWRSNH\ERDUG

c) Revision
The revision is done on the Write Activity Program.

d) Teaching and learning activities

- Provide enough teaching and learning aid materials to help pupils know
how the Record Activity Program is used
- Give learners instructions to follow when observing how to record sound
DQGWDNHSLFWXUHVXVLQJDQ;2ODSWRS
- Give to individual time to each pupil to share their ideas or comment others’
ideas on how they can delete the pictures taken and recorded sound.
- &RPSOHWH OHDUQHU‫ڕ‬V LGHDV DQG H[SODQDWLRQV LI JLYHQ XQߔQLVKHG RU XQFOHDU
and help them formulate using the right expressions, so that, they can be
FRPSOHWHO\VXUHDQGFRQߔGHQWZKHQVKDULQJ

73
e) Conclusion:
Ask pupils questions summarizing what they have learnt.
Example+RZGR\RXWDNHDSLFWXUHRUUHFRUGVRXQGVXVLQJDQ;2ODSWRS"
1. 7RWDNHDSKRWRJUDSKZLWK;2FRPSXWHU\RXGRDVIROORZ
x Click on “Record Activity” from Home View.
x Click on Photo.
x Check whether you can see well what you want to capture.
x Click on Photo icon.
2. 7RUHFRUGVRXQGXVLQJDQ;2ODSWRS\RXGRDVIROORZ
x 2SHQWKHRecord Activity program
x Click on Audio
x Click on the button for sound recording
x Click again on the record button to stop recording.

3. 7RUHFRUGVRXQGDQGWDNHSLFWXUHVZLWK;2FRPSXWHU\RXGRDVIROORZ
x Click on the button for record sound and pictures (the video icon)
x &KHFN IURP WKH VFUHHQ LI ZKDW \RX ZDQW WR UHFRUG LV SURSHUO\ ߔWWHG LQ
your screen
x Record the video.
x Check the time it takes to record and stop recording when you are done.
x See what you have recorded.

f) Assessment
Give learners activities in the Pupil’s book on recording sounds, taking
SLFWXUHVDQGUHFRUGLQJYLGHRXVLQJDQ;2ODSWRS

3.7. Unit Summary

The whole unit focused on the following topics:
7KHSDUWVRIWKHNH\ERDUGRIDQ;2ODSWRSWKHSDUWRIQXPHULFNH\VWKHSDUW
of letter keys and the part of special keys.
- The Typing Turtle program
- The Write Activity” Program
- The Record Activity” Program

74
3.8. Additional knowledge for teacher
– ,WLVDGYLVHGWRXVHDQ;2ODSWRSDQGGRPRUHSUDFWLFHEHIRUHGHOLYHULQJ
OHVVRQVRQXVLQJDQ;2ODSWRS
– Before delivering a lesson, make sure all the computers are in good
working conditions.
– Before starting your lesson, check if there are no programs or any other
thing in the computer that can distract the learners. If any, delete it before
learners use those computers.

3.9. Answers to the End of Unit Assessment 3

1) A story which is well written using Write Activity program,
2) A video of a pupil who is singing the National Anthem “Rwanda Nziza”
3) A folder in the computer which has no photo taken on that day.
4) Words and letters that are well written using Typing Turtle program
5) A video showing how each pupil recorded his/her sounds and took her/
his pictures.
6) /HWHDFKSXSLOVDYHKLVKHUVRQJLQWKH;2ODSWRS

3.10. Additional activities

3.10.1. Remedial activities
1) 6KRZWKHNH\VRQDQ;2ODSWRSWKDWDUHXVHG
a) To increase or decrease screen light
b) To delete text
2) 8VHDQ;2ODSWRSWRZULWHWKHIROORZLQJVHQWHQFH0\SDUHQWVORYHPH
a. Write in Italic b. Write in bold
Answers: For question 1 and 2 pupils will check for answers in the pupil’s book
in the appropriate sections of the book

75
3.10.2. Consolidation activities
1) 7DNH\RXU;2ODSWRSDQGGRWKHIROORZLQJDFWLYLWLHV
D7DNHDSKRWRJUDSKRI\RXUVHOI VHOߔH
b. Record your voice
c. Name your recorded items
d. Save them in your computer
Answers: Pupils will do what is shown in this question by using the steps
shown in the pupil’s book.

3.10.3 Extended activities

1) Using an XO laptop do the following
a) 2SHQWKH:ULWH$FWLYLW\
b) Write this text by making sure you use the right hand to type
letters:
I must read books to be intelligent. When I am at home I must do
my homework and help my parents in different tasks.

76
 Unit

04 WATER

4.1. Key unit competence

To be able to prepare and keep drinking water safe.

4.2. Prerequisites
x Sources of water and the importance of water in life.
x Home utensils and how to keep them clean.

4.3. Crosscutting issues to be addressed

x Gender: When boys and girls work together in the following activities: to
boil water and to disinfect water using chemicals e.g. Sur’eau.
x Environment sustainability: When pupils avoid dirt in their place of
work as they boil or disinfect drinking water.
x Peace and values: When pupils work together peacefully and cooperate.
x Financial education: When pupils keep responsibly the materials they
use to boil or disinfect water for drinking.
x Standardization culture: When pupils check whether Sur’aeu they use
to disinfect water is not expired.

4.4. Key new vocabularies

Muddy water: Water mixed with mud.
Clean water: Water with no colour or taste.
Stained water: Water mixed with many small particles of dirt.
To boil: To heat up to 1002 C
Decant: To let water settle in a way that it gets separated from dirt which sits at
the bottom of the container.
“Sur’ eau”: A water disinfectant
Filter: A tool used to clean water by separating solid particles from water.

77
4.5. List of lessons
Lessons Objectives Number of
periods: 4
%RLOLQJߔOWHULQJDQG - To explain different ways of boiling 2
safe keeping of drinking water.
water
- To explain different ways of safe
keeping drinking water.
- Boil/prepare water for drinking
- Clean containers in which water is kept

2. To purify drinking - Explain ways of cleaning water using 1

water using “Sur’eau” chemicals/disinfectants (“Sur’eau”).

- Explain ways of storing drinking water.

- Add chemicals to drinking water.

- Clean well the utensils intended for

keeping water

3. End unit assessment 1

4.6. Teaching approach for each lesson

Boiling, filtering and safe keeping of drinking

Lesson 1: water

a) Objectives
At the end of this lesson, learners should be able to:
- Explain different ways of boiling water.
- Explain different ways of keeping drinking water safe.
- Boil/prepare water for drinking
- Clean containers in which water is kept

b) Teaching and learning materials

0DWHULDOVWREHXVHGZKHQERLOLQJZDWHUVXFKDVDVDXFHSDQߔOWHUFKDUFRDO
stove, small jerry can, water.

78
c) Revision exercise
Ask learners questions on different types of water and ways of avoiding the
negative effects of drinking unsafe water.

d) Teaching and Learning activities

- Prepare enough teaching materials which help the pupils to know the
steps to take when boiling water.
- Guide pupils when they are boiling water in groups to prevent accidents
which can be caused by hot water, charcoal...
- Give instructions for the pupils to follow when they are observing pictures
showing how to boil drinking water, to search further and explain what
they have found out.
- Add information to the pupils’ ideas if their explanations are not complete
or not clear. Help them to correct themselves and use proper language,
VSHDNLQJZLWKFRQߔGHQFHDQGIRFXV

Example: Explain the characteristics of boiled water

 +HOS WKRVH ZLWK GLIߔFXOWLHV LQ ERLOLQJ GULQNLQJ ZDWHU DV DVNHG VR WKDW HYHU\
learner is able to do it well and fast

e) Conclusion
Ask the learners questions about what they have studied.
Example: How do you boil drinking water?
Before boiling water for drinking, I need to first wash my hands, clean/
prepare the utensils (the sauce pan, a filter, charcoal stove, a small
jerry can), then boil the water following the steps shown in pictures.

f) Assessment
Ask the learners to do the activities in the Pupil’s Book about boiling
drinking water.

79
 Preparing safe drinking water using chemicals/
Lesson 2: disinfectant “Sur’eau”

a) Objectives
At the end of this lesson, learners should be able to:
- Explain ways of cleaning water using chemicals/disinfectants.
- Explain ways of storing drinking water.
- Add chemicals to drinking water.
- Clean well the utensils to be used for keeping water

b) Teaching and learning materials

Materials used to prepare drinking water such as a small jerry can, a
strainer, untreated water, and a funnel.

c) Revision exercises
2EVHUYHWKHSLFWXUHVZLWKVWHSVDQGZD\VRIFOHDQLQJGULQNLQJZDWHUXVLQJ
chemicals and answering questions regarding the pictures.

d) Teaching and learning activities

- Prepare enough teaching and learning materials to enable each learner
to practice the steps in treating water with chemicals.
- Guide the learners during their activity of treating water with chemicals.
This is done in groups to avoid wastage and drinking the water
immediately after treatment before shaking the mixture and waiting for
30 minutes.
- Give the learners instructions to follow when doing the activities in
the pictures that show the proper ways of cleaning drinking water using
chemicals, medicines and explaining their observations.
- Complete the suggestions of the learners where their thinking is
incomplete or unclear; help them to make corrections so that they get
used to expressing their thoughts correctly and clearly
- Help those with difficulties in treating drinking water with chemicals
according to instructions so that each one is able to do it alone quickly.

80
e) Conclusion
Ask the learners questions regarding what they have studied in a
summary. Example: How is cleaning drinking water done using
chemicals?
Before cleaning drinking water using chemicals, I need to first wash
my hands, wash the utensils/materials (a filter, a small jerry can, a
funnel…) I shall need and after clean the water following the steps
shown in the pictures.

f) Assessment
Ask the learners to do the activities in the Pupil’s Book
Including cleaning drinking water using chemicals.

4.7. Unit Summary

Ways/steps of boiling drinking water, cleaning drinking water using
chemicals and ways of filtering drinking water using a filter.
Ways to store drinking water well boiled and cleaned using chemicals
and that cleaned using a filter.

4.8. Additional knowledge for teacher

Before teaching preparation and storage of drinking water, focus on
the following:
- Visit pharmacies and ask experts the chemicals used to treat or clean
water and how those chemicals are used.
- Prepare a school fieldtrip/visit to a water filtration site near the school
area.
- Every time you’ll be teaching preparations and storage of drinking
water, be around the learners to prevent burns, destroying or swallowing
the water cleaning chemicals, and avoid getting injured by the materials
used in boiling water

81
4.9. Answers to the End of Unit Assessment 4
1.
a) Measuring the chemical (sur’eau) into the water in a jerry can.
b) Shaking the mixture of chemical and water
c) Covering the small jerry can and waiting for 30 minutes.
d) Drinking water treated with Sur’eau. .
2. Cholera, dysentery, worms, typhoid fever, etc.
3. Sur’eau
4. - Boil the water
- Filtering water
- Keeping drinking water safe
5 -To kill germs
6. e, c, d, f, a, b
1. $ VDXFHSDQ DQG LWV FRYHU D ߔOWHU D  FRQWDLQHU IRU NHHSLQJ LW VDIH
fuel, a cup.

4.10. Additional activities

4.10.1. Remedial activities
1. List one chemical used to treat water
Answer: Sur’eau

4.10.2. Consolidation activities

1. Give five diseases one can acquire from un boiled or un treated
water (dirty water)
Answer: Cholera, dysentery, worms, typhoid fever and diarrhoea.

4.11.3. Extended activities

1. Describe two ways of how you can treat water for drinking at home
Answer:
a) %RLOZDWHUߔOWHULWDQGNHHSLWZHOOLQDFOHDQFRQWDLQHU
b) 7UHDWZDWHUZLWK6XU‫ڕ‬HDX 6LUR ߔOWHULWDQGNHHSLQDFOHDQFRQWDLQHU

82
 Unit

05 SOIL

5.1. Key unit competence

To be able to differentiate types of soil, types of soil erosion and
ways of prevention.

5.2. Prerequisites
Types of soil, Soil damaging factors, Positive and negative effects of
water on land.

5.3. Cross-cutting issues to be addressed

- Gender: Equality and Team work between boys and girls is attained
from working together without discrimination.
- Inclusive Education: When all students study and work together in
different activities including those with special problems/disabilities.
- Environment sustainability: Is done when learners understand well
the types of soil and how they prevent them from erosion.
It is accomplished when the learner collects different types of soil from
different places carefully without destroying the vegetation.
- Financial Education: When explaining the functions of maintaining/
preserving land because it is a resource with much importance to
people and country at large.

5.4. Key new vocabularies

Whirlwind / dust devil: Heavy blowing wind that blows dust into the air.
Radical terraces: Small parallel terraces on steep ground
Ordinary terraces: Wide terraces separated by water channels Erosion:
Washing away of soil due to heavy rain or wind
Gullies: Long furrows that develop on hills caused by erosion

83
5.5. List of lessons
No Lessons Objectives The number
of periods:10
1 Types of soil - List the types of soil//land 2

- Differentiate the types of soil

2 Causes and - List and explain types and causes of 4

Types of erosion.
erosion
- Differentiate types of erosion and the
causes

3 Ways to - Explain different ways of 2

prevent soil preventing erosion
erosion
- Prevent erosion in areas around the
school.

4 End of Unit 2
assessment

5.6. Teaching approach for each lesson

Lesson 1: Types of soil

a) Objectives
At the end of this lesson, learners should be able to:
- List the types of soil//land
- Differentiate the types of soil

b) Teaching and learning materials

Different kinds of soil, pictures showing types of soil, gardens with different
types of soil.

c) Revision/Introduction
Request learners to observe the pictures showing types of soil, touching
soil and identify the types of soil and have discussions.

84
d) Teaching and learning activities
– Prepare enough teaching and learning materials to enable each learner
to identify different types of soil.
– Guide the learners when in group activities of observing and touching
different types of soil
– Prepare and give the learners instructions to follow as they are observing,
touching and differentiating types of soil
– Give every learner individual time
– Be around those who need special help in studying and give them activities
according to their abilities as prepared and given in this book.

e) Conclusion
Ask the learners questions summarizing all they have studied.
Example: What are the main types of soil?
There are three main types of soil: Clay, Sandy and Loam soil

f) Assessment
Give the learners exercises in the Pupil’s Book on types of
soil.

Lesson 2: Causes and Types of erosion

a) Objectives
At the end of this lesson, learners should be able to:
- List and explain types and causes of erosion.
- Differentiate types of erosion and the causes

b) Teaching and learning materials

Pictures showing types of erosion, pictures of places washed away by
erosion or a place near the school washed away by soil erosion learners
are able to visit.

c) Revision/Introduction
Ask learners to observe the pictures showing types of erosion; visit areas
near the school washed away by erosion and have discussions

85
d) Teaching and learning activities
– Prepare enough teaching and learning materials to enable each learner to
observe and differentiate types of erosion and causes.
– Prepare and give the learners instructions to follow when observing and
explaining characteristics of erosion types and causes.
– Give every learner individual time.
– Be around those with special educational needs and give them activities
according to their abilities as prepared and given in this book. If they need
different teaching and learning materials, prepare them.

e) Conclusion
Ask the learners questions summarizing all they have studied.
Example: What causes erosion?
Erosion can be caused by rain drops, heavy wind or running
water.

f) Assessment
Give the learners activities i n the Pupil’s Book about erosion
types and causes.
Answers to exercises
1. Erosion is the washing away of top soil by running water or
wind.
2. Animals remove the soil cover leaving the land bare for the
agents of erosion.
3. a. Forests/trees
b. Animals, strong
c. Bushes

86
 Lesson 3: Ways of preventing soil erosion.

a) Objectives
At the end of this lesson, learners should be able to:
- Explain different ways of preventing erosion.
- Prevent erosion in areas around the school.
b) Teaching and learning materials
Pictures showing different ways of preventing erosion, spades, axes,
hoes, grass to plant in terraces, pictures of places to visit.

c) Revision/Introduction
Ask learners to observe and discuss about the pictures showing how to
prevent erosion. Where possible show pictures of UMUGANDA showing
SHRSOHߔJKWLQJDJDLQVWHURVLRQ

d) Teaching and learning activities

– Prepare enough teaching and learning materials to enable every learner
to differentiate ways of preventing erosion depending on the nature of soil
– Guide the learners in presenting and telling others what they’ve seen
– Give every learner individual time. Boys and girls should do the same
activities.
– Be around those with special educational needs and give them activities
according to their abilities as prepared and given in this book. If they need
different teaching and learning materials, prepare them.

e) Conclusion
Ask the learners questions summarizing all they have studied
Example: How do we prevent erosion?
$SHUVRQFDQߔJKWHURVLRQE\GLJJLQJWHUUDFHVPXOFKLQJSODQWLQJJUDVV
planting trees that grow with plants.

f) Assessment
Give the learners activities in the Pupil’s Book about differentiating types
of erosion and explaining ways of prevention.

87
5.7. Unit Summary
–Types of soil found in the school area.
–Types of erosion common in the school area
– Different ways of preventing erosion in the school and home area.

5.8. Additional information for teacher

– Before teaching this unit, visit experts in soil and discuss about types
of soil found in the school area.
– Be informed about places washed away by erosion in the school
area
‫ڏ‬ /HDUQDOOWKHW\SHVRIJUDVVDQGWUHHVXVHGLQߔJKWLQJDJDLQVWHURVLRQ
what they look like, how they are planted and where they are found in
the area.
– Learn how they prepare school visits to places they practice ways of
preventing erosion and places washed away by erosion.

5.9. Answers to the End of Unit Assessment 5

1.
a.Yes
b. No
c. No
d. Y e s
e. Y e s
f. Y e s
g. N o
2. Seteria, elephant grass, vetiver, pennisetumu, terrepsacum, etc.
3. Erosion destroys property on land (Houses, roads, crops)
4. Landslide: The movement of a large amount of land/soil down a
mountain or hill.
5. Erosion is caused by rain, wind and flooding
6. Planting trees mixed with crops, zero-grazing
7. Mulching the garden protects the soil from erosion and crops grow
well because the soil always has moisture.

88
8. This includes elephant grass, Star grass, Couch grass and terrepsacum.
9. Answers are different depending on the area where the learners live.

5.10. Additional activities

5.10.1. Remedial activities
1. Mention three types of soil
Answer: Clay soil, Roam soil, Sand soil

5.10.2. Consolidation activities

1. Give three different ways of how you can avoid soil erosion
Answer:
-By practicing mulching
-By practicing terracing
-By planting trees (afforestation)

5.10.3. Extended activities

1. Explain bad effects of soil erosion and how it can affect
agriculture
Answer: Soil erosion is washing away of top soil by water or
wind. It can affect agriculture because the top soil being washed
away soil contains manure (reach in soil nutrients). Therefore,
it reduces agriculture production
2. List down the human activities that affect soil

Answer:
- Uncontrolled grazing on hill sides
- Setting forests on fire.
- Cutting down trees without planting any, etc.

89
 Unit

06 ANIMALS

6.1. Key Unit Competence

To be able to differentiate the types of animals basing on the
presence of backbone

6.2. Prerequisites
– Insects and their parts
– Wild and domestic animals

6.3. Cross-cutting issues to be addressed

– Environmental sustainability: This will be achieved after pupils have
well understood the different types of animals and how they can be
protected.

6.4. Key new vocabularies

Backbone: The series of vertebrae bones extending from the skull
to the pelvis
Vertebrates: Animals with a backbone or vertebral column, including
mammals, birds, reptiles, amphibians, and fishes.
Invertebrates: Animals without a backbone, such as insects and
worms. The invertebrates comprise 95 per cent of animal species.
Park: An area of countryside protected by the state for the
enjoyment of the general public or the preservation of wildlife.

90
6.5. List of lessons
No Lessons Objectives Number of
periods: 6
1 Vertebrates - Identify animals with backbones (vertebrates) 2

- Explain what animals with backbones look like

and their common characteristics.

2 Invertebrates - Identify animals without a backbone (Inverte- 2

brates)

- Explain how animals without a backbone are

structured

- Differentiate invertebrates from the vertebrates

3 End of unit as- 2
sessment

6.6. Teaching approach for each lesson

Lesson 1: Vertebrates

a) Objectives
At the end of this lesson, learners should be able to:
- Identify animals with backbone (vertebrates)
- Explain what animals with backbones look like and their common
characteristics.

b) Teaching and learning materials:

Domestic animals, small insects that can be easily found and caught,
pictures of animals with a backbone, and models of different animals.

c) Revision/Introduction
Ask the pupils to observe carefully pictures of animals with a backbone and
have group discussions on what they observed

d) Teaching and learning activities:

- Prepare enough teaching and learning aid materials to help pupils know
and understand about the animals with a backbone.

91
 - Guide the learners while in group discussions
- Give learners instructions to follow in every activity done while observing
and touching the teaching and learning aid materials.
- Guide the pupils while they present and explain to others their work.
- Give individual time to every pupil to work on their activities
- Be around those that need special help in their studies, and give them
activities according to their abilities.
- Give boys and girls equal chances in carrying out different activities that
help learners understand more of the lesson.
- +HOSWKRVHZLWKDGLIߔFXOW\SUREOHPLQREVHUYLQJLGHQWLI\LQJDQGOLVWLQJ
the animals with a backbone

e) Conclusion:
Ask pupils questions summarizing what they learnt from the unit
For example: What characteristic is common to all vertebrate animals?

f) Assessment:
Giving learners assignments in the Pupil’s book on the animals with
backbones

Lesson 2: Invertebrates

a) Objectives
At the end of this lesson, learners should be able to:
- Identify animals without a backbone (Invertebrates)
- Explain how animals without a backbone are structured
- Differentiate invertebrates from the vertebrates

b) Teaching and learning materials:

Domestic animals, small insects that can be easily found and caught,
pictures of animals with a backbone

c) Revision
Ask questions on animals with a backbone (vertebrates)

92
d) Learning and teaching activities
- Prepare enough teaching and learning aid materials to help pupils know
and understand about the animals without a backbone.
- Guide the learners while in group discussions
- Give learners instructions to follow in every practice and activity done
while observing and touching the teaching and learning materials.
- Guide the pupils while they present and explain to others their work.
- Be around those that need special help in their studies, and give them
activities according to their abilities.
- +HOSWKRVHZLWKDGLIߔFXOW\SUREOHPLQREVHUYLQJLGHQWLI\LQJDQGOLVWLQJ
the animals without backbone

e) Conclusion
Ask learners questions summarizing what they learnt from the unit
Example: What differentiates vertebrates from invertebrates?
Animals with a backbone are those with a skull.
Animals without a backbone have no skull

f) Assessment
Give learners assignments in the Pupil’s book on animals without a
backbone

6.7. Unit Summary

-Animals with a backbone have bones in their bodies whereas
animals without a backbone do not have bones within in their bodies

6.8. Additional information for teacher

- Be able to coordinate all activities in the unit and include every learner
without leaving any one behind in the lesson.
- Be able to explain deeply to pupils on both vertebrates and invertebrates
and their differences
- Preparations and proper use of different teaching and learning materials
- Know all the necessary teaching and learning materials required for
proper teaching/learning of this unit, vertebrate animals and invertebrate
animals.
- Know different ways of handling and taking care of animals

93
6.9. Answers to the End of Unit Assessment 6
1. Vertebrates are animals with a backbone while invertebrates are animals
without a backbone.
2. A cow, a dog, a goat, etc.
3. All insects, Worms.
Vertebrates Invertebrates
Cow Flea

Lion Mosquito

Dog Bees

Hen Wasp

Rabbit Beetle

Snake Cockroach
4.
A) Vertebrates: Cow, Lion, Hen, Hyena
B) ,QYHUWHEUDWHV%HHFRFNURDFKߕ\PRVTXLWR
5.
With backbones Without backbones
Worm X Fly 9
Monkey 9 Millipede 9
Cheetah 9 Antelope X
Wasp X Beetle 9
Ant X Dog X
6.
a. Wasp d. Fish g. Mole
b Rabbit. e. Caterpillar h. Ant
c. Smelling ant f. Sheep

94
6.10. Additional activities
6.10.1. Remedial activities
1. From the list of Animals bellow, underline those with a backbone
(invertebrates)
Lion, Bees, Dog, Hen, Flea, Rabbit, Snake, Mosquito, Wasp, Beetle,
Cockroach
Answer: Lion, Bees, Dog, Hen, Flea, Rabbit, Snake, Mosquito, Wasp,
Beetle, Cockroach, cow

6.10.2. Consolidation activities

1. Differentiate between vertebrates and invertebrates and give two
examples of each case.
Vertebrates: Animals which have a backbone for Example: birds and
fish
Invertebrates: Animals without a backbone. Example: Insects, worms
and snails

6.11.3. Extended activities

1. Group the animals in the list below into vertebrates and
invertebrates.
(Cow, Lion, Bees, Dog, Hen, Flea, Rabbit, Snake, Mosquito, Wasp,
Beetle, Cockroach)
Answer:
Vertebrate s Invertebrates
Cow Flea

Lion Mosquito

Dog Bees

Hen Wasp

Rabbit Beetle

Snake Cockroach
2. Draw two animals of your choice, one with a backbone and another without
a backbone

95
 Unit

07 BONES, MUSCLES AND JOINT

7.1. Key Unit Competence

To be able to explain the relationship between Joints, Muscles and
Bones and maintain their health.

7.2. Prerequisites
Different parts of Human body

7.3. Cross-cutting issues to be addressed

- Gender: When boys and girls work together in activities that
involve learning how to take care of bones, muscles and Joints

7.4. Key new vocabularies

Shoulder: Joint between the base of neck and upper arm.
Elbow: situated between the upper arm and the forearm.
Hip: Joint between the pelvis and top of femur bone.
Wrist: Joint between arm and hand
Phalanges: Joint between fingers and wrist
Knee: Situated in the middle part of the leg between the thigh and
the shin. .
Coccyx (Tailbone): Joint located at the base of back bone

96
7.5. List of lessons
No Lessons Objectives Number
of periods
(8)
1 Joints of - Identify Joints that make up a human body 1
human body
- Differentiate the joints that make up a human body
2 Bones of - Identify main muscles that makes up a human 2
human body body

- Differentiate various muscles of a human body

3 Muscles of - Identify main muscles that makes up a human 2
Human body body

- Differentiate various muscles of a human body

4 The - Identify the relationship between muscles, bones 1
relationship and joints of a human body
between
bones, - Differentiate various muscles, joints and bones of
muscles and a human body
joints of a
human body
5 Protection - Explain proper ways of taking care of muscles, 2
of joints, bones and joints of a human body
muscles and
bones - Differentiate bones, joints and muscles of a human
body.
6 End of unit 2
assessment

7.6. Teaching approach for each lesson

Lesson 1: Joints of a human body

a) Objectives
At the end of this lesson, learners should be able to:
- Identify Joints that make up a human body
- Differentiate the joints that make up a human body

97
b) Teaching and learning materials:
Big pictures, toys and pictures showing joints of a human body, A model of
a human skeleton.

c) Revision/Introduction
Ask pupils to observe pictures of human body that clearly show joints and
ask them to answer the questions on the pictures checking whether they
really observed well.

d) Teaching and learning activities:

- Prepare enough teaching and learning aid materials to help learners
know and understand the joints of a human body.
- Give learners instructions to follow for every activity done while
observing, touching pictures and toys showing joints of human body.
- +HOSWKRVHZLWKDGLIߔFXOW\SUREOHPLQLGHQWLI\LQJDQGGLIIHUHQWLDWLQJWKH
human body joints.

e) Conclusion:
Ask learners questions summarizing what they have learnt.
Example; What is a joint?
What joints make up a human body?
A joint is where two or more bones meet.
The following are joints that make up a human body: shoulder, elbow, hip,
wrist, phalanges, knee and coccyx

f) Assessment:
Ask pupils to show and touch where different joints are located on their
body.

Lesson 2: Bones of a human body

a) Objectives
At the end of this lesson, learners should be able to:
- Identify main bones that makes up human body
- Differentiate bones of a human body

98
b) Teaching and learning materials:
Big pictures, drawings and Toys clearly showing bones of a human body, a
model of a human skeleton.

c) Revision/Introduction
Ask pupils to observe carefully pictures of human body showing the joints
and bones of a human body. Let them answer questions on the pictures,
checking whether they really observed well.

d) Teaching and learning activities:

- Prepare enough teaching and learning materials to help pupils know
and understand bones of a human body.
- Guide learners through group discussions
- Giving learners instructions to follow in every activity done while
observing, touching pictures and toys showing bones of human body
- +HOSWKRVHZLWKDGLIߔFXOW\SUREOHPVLQLGHQWLI\LQJDQGGLIIHUHQWLDWLQJ
the bones of a human body

e) Conclusion
Ask learners question summarizing what they have learnt.
For example: What are the bones found on each part of a human body?
The following are bones that make up different parts of a human body:
Human Head Human Trunk Human Arm Human Leg
Frontal bone Clavicle Humerus Femur
Temporal bone Manubrium Ulna Patella
2UELWERQHV Costal cartilage Radius Tibia
Mandible bones Xiphoid process Carpals Fibula
2FFLSLWDOERQH Hip bone Metacarpals Talus
Parietal bone Clavicle Phalanges Cuboid
Nasal bone
Maxilla bone
Bones make up the human skeleton giving the body shape
Bones support joints of human body in movement and other activities
Bones protect brain, lungs and the human heart.
f) Assessment:
Give pupils exercises found in the Pupil’s book, on mentioning the main
bones of a human body.

99
 Lesson 3: Muscles of Human body

a) Objectives
At the end of this lesson, learners should be able to:
- Identify main muscles that makes up a human body
- Differentiate various muscles of a human body

b) Teaching and learning materials:

Big pictures/charts and drawings of muscles of a human body.

c) Revision/Introduction
Ask learners to observe pictures of a human body that clearly show joints,
bones and muscles. Let them answer the questions on the pictures to check
whether they really observed well.

d) Teaching and learning activities

- Prepare enough teaching and learning aid materials to help pupils know
and understand muscles of a human body.
- Guide learners through group discussions
- Giving learners instructions to follow in every activity done while
observing, touching pictures and toys intended to show the muscles of
human body
- +HOSWKRVHZLWKDGLIߔFXOW\SUREOHPVLQLGHQWLI\LQJDQGGLIIHUHQWLDWLQJWKH
muscles of a human body
e) Conclusion of the lesson
- Ask learners questions summarizing what they have learnt.
For example: What are the main muscles that makes up a human body?
- What are the uses of muscles in the body?
The following are the muscles that makes up different parts of a human body:

Human Head Human Trunk Human Arm Human Legs

Facial muscles Trunk muscles Biceps Thigh muscles
Mouth muscles Abdominal mus- Triceps muscles Calf muscles
cles
Nasal muscles Back muscles Heel muscles
Ear muscles Bums muscle Thigh muscles

100
Muscles cover bones of the human body and helps joints to make movements.
Muscles help body joints in movement and other activities.

f) Assessment
Give pupils exercise in Pupil’s book on identifying and mentioning muscles
of a human body

The relationship between bones, muscles and

Lesson 4: joints of a human body

a) Objectives
At the end of this lesson, learners should be able to:
- Identify the relationship between muscles, bones and joints of a human
body
- Differentiate various muscles, joints and bones of a human body

b) Teaching and learning materials:

Big pictures and drawings showing the relationship between bones, joints
and muscles of a human body, model of the human skeleton.

c) Revision/Introduction
Ask learners to observe pictures of a human body that clearly show joints,
bones and muscles. Let them to answer the questions on the pictures to
check whether they really observed well.

d) Teaching and learning activities

- Prepare enough teaching and learning aid materials to help pupils
know and understand the relationship between bones, joints and
muscles of a human body.
- Giving learners instructions to follow in every activity done while
observing, touching pictures and toys intended to show the
relationship between muscles, bones and joints of human body
- +HOSWKRVHZLWKDGLIߔFXOW\SUREOHPVLQLGHQWLI\LQJDQGH[SODLQLQJWKH
relationship between bones, joints and muscles of human body

101
e) Conclusion
- Ask learners questions summarizing what they have learnt.
For example, what is the relationship between bones, joints and muscles
of human body? The relationship between the joints, bones and muscles
of a human body is that,
A joint is where two or more bones meet and they are all covered and
protected by the muscles that support movement.

f) Assessment
Give learners exercises in the Pupil’s book on identifying and explaining the
relationship between bones, joints and muscles of a human body.

Lesson 5: Protection of joints, muscles and bones

a) Objectives
At the end of this lesson, learners should be able to:
- Explain proper ways of taking care of muscles, bones and joints of a
human body
- Differentiate bones, joints and muscles of a human body.

b) Teaching and learning materials:

Big pictures/charts and drawings showing how bones, joints and muscles of
a human body are kept well and healthy.

c) Revision/Introduction
Asks learners to observe carefully pictures and drawings that clearly show
joints, bones and muscles of a human body. Let them to answer the questions
on the pictures about how bones, muscles and joints can be taken care of
checking whether they really observed well.

d) Teaching and Learning activities:

- Prepare enough teaching and learning aid materials to help pupils
know and understand well how to take care of bones, joints and
muscles of their human body.
- Giving learners instructions to follow in every activity done while
observing, touching pictures and drawings intended to learn ways
how muscles, bones and joints are taken care of. .

102
 - +HOSWKRVHZLWKGLIߔFXOW\SUREOHPLQLGHQWLI\LQJDQGH[SODLQLQJKRZ
they can take care of bones, joints and muscles of their human body

e) Conclusion
- Ask learners questions summarizing what they have learnt.
For example: How can we take care of our bones, joints and muscles?
In relation to taking care of our joints, bones and muscles of a human we
can do the following;
- Regular doing of physical exercises
- Eating a well-balanced diet. that is, a meal with all food nutrients needed
by our bodies

f) Assessment
Give learners exercises found in the Pupil’s book on how to care for bones,
joints and muscles of a human body.

7.7. Unit Summary

A joint is where two or more bones meet. A human body has the following
Joints shoulder, elbow, hip, wrist, phalanges, knee and coccyx.
Bones make up a human skeleton thus giving the human body shape and
muscles cover and protect them all.
In relation to taking care of our bones, muscles and joints, we are advised
to do regular physical exercises and eating a well-balanced diet (a meal
with all food nutrients needed by the body).
We should drink a lot of water.

7.8. Additional information for teacher

Before teaching this unit, focus on the following:
- Find pictures and drawings clearly showing bones, muscles and joints
of a human body
- Prepare an activity of physical exercises which help to stretch muscles
of the human body.
- Ask pupils to bring different foods and group them according to their
nutrients like those with vitamin C, calcium, proteins, body building food,
energy giving food, protective foods and others, also use them while
teaching this unit.

103
7.9. Answers to the End of Unit Assessment 7
1. a) Cranial bones
b) Femur
2. We are advised to do regular physical exercises and eating food with a
well-balanced diet daily
3. Hip, knee
4. -Bones makes up human skeleton that gives human body a shape
-Bones supports joints of human body to move and do different activities
-Bones protects brain, lungs and the human heart.
5. Frontal bone, Zygomatic bone, Maxillary bone, Sphenoid bone, Ethmoid
bone, Palatine bone, Lacrimal bone
6. )URQWDO ERQH 2UELW ERQHV 0DQGLEOH ERQHV 2FFLSLWDO ERQH 3DULHWDO
bone
7. a). The spine is a column of vertebrae located in the back part of the
torso (upper body). It is also called the vertebral column.
b). Femur bone is found in the thigh.
8. A joint is where two or more bones meet
9. i. Skull (cranium)
ii. Rib
iii. Coccyx (tail bone)
iv. Femur
10. Muscles cover bones of the human body and helps joints to make
movements.

7.10. Additional activities

7.10.1. Remedial activities
1. 'HߔQHWKHWHUP-RLQW"
Answer: joint is a place where two or more bones meet
2. List one example of joints
Answer: knee joint
3. Mention main bones that makes up human body
Answer: Bones of human Head, Bones of human Arm, Bones of human
Trunk, Bones of human Legs.

104
7.10.2. Consolidation activities
1. Mention main bones that makes up human body
Answer: Bones of the head, Bones of the arm, Bones of the trunk, Bones
of the legs.
1. Name the parts of the body where the following bones are found.
a) Tibia
b) Humerus
c) Femur
d) Vertebral column
e) Fibula
2. Which muscles make up the human trunk?
Answers:
Trunk muscles, abdominal muscles, Back muscles, Bum muscles

7.10.3. Extended activities

1. Suggest ways how one can take care of his/her muscles,
Joints and Bones.
Answer: By doing regular physical exercises and by eating a meal
containing all food nutrients in the body (balanced diet).
2. What is the relationship between bones and muscles?
Answer: Muscles cover bones of the human body and help joints to
make movements.

105
 Unit

08 POWER AND ENERGY

8.1. Key Unit Competence

To be able to explain, identify and differentiate types of energy

8.2. Prerequisites
Light and Heat

8.3. Cross-cutting issues to be addressed

- Environment sustainability: As the learner understands the importance
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- Financial education: Good use of energy like electricity
- Standardisation culture: When using energy generating and electrical
appliances of a standard quality, that can’t cause accidents.

8.4. Key new vocabularies

Movement: An act of moving or displacement from place to another
Energy: Ability to do work
Magnet: A piece of metal that attracts other metals
Poison: Any substance that may cause harm/danger to our body.

8.5. List of lessons

No Lessons Objectives Number of
periods: 10
1 Meaning and sources - Explain the meaning of energy 1
of energy
- Provide examples of energy

- Identify various sources of energy

used in daily activities

106
2 Types of energy: - Explain the use of sunlight 1

- Solar energy (Light - Differentiate sunlight from other types/

from Sun)
forms of energy
Heat energy 1
Sound energy - Identify other different types of energy. 1
Electricity energy 1
Wind 2XWOLQHWKHXVHRIHQHUJ\DQGZKHUH 1
Chemical energy energy is used 1
Magnetic energy 1
- Differentiate various types of Energy
Mechanical energy 1
used in our daily life.
4 End of unit 1
assessment

8.6. Teaching approach for each lesson

Lesson 1: Meaning and sources of energy

a) Objectives
At the end of this lesson, learners should be able to:
- Explain the meaning of energy
- Give examples of energy
- Identify various sources of energy used in daily activities

b) Teaching and learning materials:

Big loudspeaker and Microphone, papers, Fresh tree leaves, stove, Metals
made out of Iron, Magnet, Match box, Pictures showing different types of
energy, their uses and where they are used.

c) Revision/Introduction
Give pupils revising exercises related to what they studied in the previous
class about heat and energy
Example: Ask them about the sources of light and heat.

107
d) Teaching and learning activities:
- Prepare enough teaching and learning aid materials to help pupils
know and understand what is energy, …
- Give learners to follow in every activity done while observing and
touching the teaching and learning aid materials.
- Guide pupils in presenting and explaining of their work to the others.
- Give individual time to every pupil to work on their own
- Be around those that need special help in their studies, and give
them activities according to their abilities.
- Give equal chances to both boys and girls in class activities that
enrich the lesson
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e) Conclusion of the lesson

Ask learners questions summarizing what they learnt from the unit.
For example: What is energy?
Energy: Is ability to do work

f) Assessment:
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of energy

Types of energy and examples of where they are

Lesson 2: used

a) Objectives
At the end of this lesson, learners should be able to:
- Explain the use of sunlight
- Differentiate sunlight from other types/forms of energy
- Identify other different types of energy.
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- Differentiate various types of Energy used in our daily life.
Note: As there are different types of energy which may be taught differently, the
teacher will formulate corresponding objectives of each type of energy.

108
b) Teaching and learning materials:
Big loudspeaker and Microphone, something to carry, papers, leaves of the
tree, stove, Metals made out of Iron, Magnet, Match box, Pictures showing
different types of energy, pictures showing sun light.

c) Revision/ Introduction
Teacher gives pupils exercise on types of energy
Teacher asks pupils to observe well pictures showing different types of
energy and where they are used

d) Teaching and learning activities:

- Teacher prepares enough teaching aids and learning materials that will
enable pupils to know and understand different types of energy and
where energy is used.
- Teacher gives enough guidelines to pupils in every practice and activity
being done while observing and touching on pictures of different energy
types and where they are used
- Teacher guides pupils in an activity of presenting and explaining to their
fellows what they have done in given assignment
- Teacher gives enough time to every pupil to work on their own and
makes sure that every pupil participates in a given activity
- Pupils with disabilities who need special help and attention are facilitated
by the teacher and accepted to participate according to their abilities
- Teacher gives equal chances and abilities to both boys and girls to
participate in class activities being done
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energy types and where they are used

e) Conclusion:
Teacher asks questions to pupils summarizing what they learnt from the unit

For example: How many types of energy do we have?

Energy are in different types depending on their sources
Light form sun, Heat from sun, Electricity and power supplied to radios, iron
box, computer and others
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magnetic energy,
Energy that helps people and other things to move.

109
f) Assessment:
Giving pupils assignment found in Pupil’s book related to types of energy
and where they are used (Answers for questions are in the content in
the Pupil’s book).

8.7. Unit Summary

Energy: Is the ability to do work
Types of energy and their uses include:
Heat energy: Helps in cooking, ironing, drying of grasses and others
Sound energy: It enables us to hear.
Electricity: Helps in giving light, powering radios, Television and others
Solar energy: It is used to generate electricity, some devices like
calculators work because of solar energy
Wind: Helps wet clothes to get dry, gives out electricity

8.8. Additional information for teacher

As a teacher, you are expected to:
- Know clearly types of energy available in the area where the school is
located so that you may use them as examples while delivering this unit.
- Know all required teaching aids that can help pupils to understand more
about different types of energy and where they are used.
- Know anything that may lead into accident due to poor use of energy so
that you avoid it while teaching this unit.

8.9. Answers to the End of Unit Assessment 8

1. Energy: Is the ability to do work.
2. Types of energy are: Light energy, Heat energy, Sound energy, Sun
energy, Electric energy, Wind energy, Magnetic energy, Physical
energy, Chemical energy.
3. Give 3 examples where the following forms of energy/force work.
a. Magnet
- In industries, in Mechanics, in Hospitals
b. Chemicals
- In industries, in laboratories, in schools

110
 c. Wind
- In industries, creativity and innovation, in houses, Hospitals
d. Electricity
- In industries, schools, Roads, Churches
e. Sound
- Churches, Industries, Schools, news reporters
f. Heat
- In industries, agriculture, in hospitals
g. Sun light.
- Drying of clothes, Agriculture, in industries
4. What form of energy is used in the following activities?
a. Drying wet clothes. – wind and sunlight
b. Ironing - Heat energy
c. Sorting sorghum or beans. – wind energy and physical energy
d. Cooking – heat energy, electric energy, sun light energy
e. Riding a bicycle – physical energy
f. Biting drum - physical energy and sound energy
5. State materials you see at school that gives energy.
Answers differ depending to where pupils are, example: electricity, wind
and others
6. What are the sources of energy in your home surrounding?
Answers differ depending to where pupils are, example: electricity, wind
and others
7. State the importance of energy.
Gives out heat and light and helps in movement of different things
8. List four examples of materials that are sources of energy.
Wind, sunlight, water, different machines and others
9. State the importance of wind energy.
Wind energy helps in drying of wet clothes, source of electricity,
sorting of cereals (grains).

111
8.10. Additional activities
8.10.1. Remedial activities
1. List three types of energy you know
Answer: Heat, Sound, Electricity

8.10.2. Consolidation activities

1. Define energy
Answer: energy is the ability to do work

8.10.3. Extended activities

1. In the table below, tell the uses of each type of energy
Types of energy Answer (uses)
1. Heat Cooking, drying clothes, ironing
2. Sound Delivering message, communicating
in general
3. Electricity Giving light, powering different ma-
chines

112
 Unit

09 ELECTRICITY

9.1. Key unit competence

To be able to identify the uses of electricity and different electrical
equipment that use electricity

9.2. Prerequisites
Sources of energy and their importance

9.3. Cross-cutting issues to be addressed

– A culture / habit of maintaining the resources: when using electricity
– A habit of using only standard quality: when using electrical appliances
of standard quality that would not harm the user or cause accidents to
other users.
– Preserving the environment: Understands the importance of
conserving and protecting electrical equipment

9.4. Key new vocabularies

Plug in / connect: Connecting an appliance to the socket and switching
power on
Disconnect: Switching off power and removing the plug of an appliance
from the socket
Cables/wires: Metallic wires/cables that carry electricity and supply it
to the users.

9.5. List of lessons

Lessons Objectives The
number of
periods: 5
1 The meaning 'HߔQHHOHFWULFLW\ 2
of electricity 2XWOLQHWKHXVHVRIHOHFWULFLW\
and its uses
- Use properly electrical equipment that use
electricity

113
 2 Electrical - List home and school 1
equipment equipment that uses electricity
that use
electricity - Maintain different electrical equipment

3 Dangers - List the dangers caused by electricity 1

caused by
electricity - Prevent the dangers caused by electricity
and ways to
prevent them
4 End of unit 11
assessment

9.6. Teaching approach for each lesson

Lesson 1: The meaning of electricity and its uses

a) Objectives
At the end of this lesson, learners should be able to:
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- Use properly electrical equipment that uses electricity

b) Teaching and learning materials

Electrical equipment: Computer/laptop, Telephone, iron, fridge, torch, Air
Conditioner, Television, radio, electric oven, a heater

c) Revision/Introduction
– Revision exercises on types of energy.
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electricity and uses.

d) Teaching and learning activities

– Prepare enough teaching and learning materials to enable each
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– Guide the learners in observation activities
– Be around those that need special help and give them activities in line
with their abilities

114
e) Conclusion of the lesson
Ask the learners questions, summarizing all they studied
Example: What is electricity? What is its importance?
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equipment may work.
– Electricity helps us in washing clothes, cooking, ironing, and powering
other equipment like telephones, computers/laptops

f) Assessment
Give learners exercises in the P u p i l ’ s Book about defining electricity
and its uses
Answers to exercises in the Student’s Book
1. Electricity gives light, allows electrical equipment to work
2. Radio, Television, computers, cookers

Lesson 2: Electrical equipment

a) Objectives
At the end of this lesson, learners should be able to:
- List home and school equipment that use electricity
- Maintain different electrical equipment

b) Teaching and learning materials

Electrical equipment: Computer/laptop, Telephone, iron, fridge, torch, Air
Conditioner, Television, radio, watches/clocks, electric clippers, electric
ovens, a household heater

c) Revision/Introduction
Revision exercises on electricity.

d) Teaching and learning activities

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– Prepare enough teaching and learning materials to enable each
learner to practice and differentiate electrical and non-electric
equipment
– Follow well how the learners observe and explain what they see and
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115
 – Give boys and girls equal chances in carrying out different activities
that help learners to understand the lesson.

e) Conclusion
Ask the learners questions summarizing all that they learnt
Example: What equipment do you know that uses electricity both at
home and school?
There is a lot of electrical equipment at home and school: Radio,
computers/laptop, telephones, television, sewing machine, electric clipper,
Air conditioner.

f) Assessment
Give learners exercises in the Pupil’s Book on electrical equipment
Answers of exercises in the Pupil’s Book
Answers will be different depending on the equipment at each learner’s
home.

Dangers caused by electricity and their

Lesson 3: prevention

a) Objectives
At the end of this lesson, learners should be able to:
- List the dangers caused by electricity
- Prevent the dangers caused by electricity

b) Teaching and learning materials

Electrical equipment or electricity generating equipment

c) Revision/ Introduction
Revision exercises on electrical equipment
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prevent them.

d) Teaching and learning activities

– Prepare enough t e a c h i n g and learning materials to enable each
learner to understand dangers caused by electricity and prevention.
– Guide learners as they observe and discuss on dangers caused by
electricity and appropriate ways of prevention.

116
 – Be around those that need special help in their studies, and give them
activities according to their abilities.
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e) Conclusion of the lesson

Ask the learners questions summarizing all they have learnt.
Example: What causes the dangers from electricity?
Dangers from electricity are mainly caused by plugging anything to
electricity/power with wet hands, pouring water on a plugged in equipment,
playing with the electricity wires, plugging in many appliances at once in
one socket. However, most dangers result from disturbing or playing with
the wires carrying electricity

f) Assessment
Ask the learners to do the activities in the Pupil’s Book on electricity
caused dangers and ways of prevention.
Answers to the exercises in the Student’s Book
1. Avoid putting fresh sticks in a socket, climbing electricity poles, touching
on electric ovens without gloves.
2. Because we could be shocked by electricity.

9.7. Unit Summary

Electricity is a type of energy used in lighting, cooking, doing other
activities like ironing, shaving.
Electricity is not water friendly. Playing with bare wires also causes
accidents as well as plugging many things at once in one socket.

9.8. Additional information for the teacher

– Know how to explain what happens when a person is shocked by
electricity and how to act in that situation.
Example: Do not touch him/her, avoid using fresh sticks or any other
wet object, wear gloves and do not walk bare feet around that area.
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– Encourage the learners to maintain and avoid playing with electricity.

9.9. Answers to the End of Unit Assessment 9

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2. D; E2.F; G2. H2. I2. J; K2. ,2.

117
 3. - Do not play with cable wires
– Do not plug in electrical equipment with wet hands.
– Do not put a stick or metallic object in the socket
– Do not touch an electric oven with bare hands.
4. Electricity is energy that allows electric equipment to work.
5. Iron, radio, television, oven, torch
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9.10. Additional activities

9.10.1. Remedial activities
1. List four electric equipment used at home
Answer: Computer/laptop Telephone, iron box, fridge, torch, radio.

9.11.2. Consolidation activities

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Answer: (OHFWULFLW\LVHQHUJ\WKDWߕRZVLQZLUHV
2. Describe one how can avoid dangers of electricity
Answer:
–Do not play with cables/wires
–Do not plug in electrical equipment with wet hands.
–Do not put sticks or metallic objects in the socket
–Do not touch an electric oven with bare hands. .

9.11.3. Extended activities

1. What can you do to a person who has been shocked by electricity?
2. What are the objects that prevent people from electric shock?
3. What usually causes electric shocks?
Answers
1. Pupils give different ideas. Discuss and come up with the best answer.
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3. Pupils give different ideas. Discuss and come up with the best answer.

118
 Unit

10 MAGNETISM

10.1. Key unit competence

To be able to discover magnetic forces, characteristics of a magnet
and distinguish between magnetic and non-magnetic objects.

10.2. Prerequisites
Magnetism.

10.3. Cross-cutting issues to be addressed

– Gender: Girls and boys work together in various activities related
to magnetic forces.
– Financial education: Learners keep well magnetic and non-
magnetic items used in all activities related to learning and
understanding magnetism.
– Environment sustainability: Learners leave their working place
clean and safe as they found it.

10.4. Key new vocabularies

Magnet: A piece of metal which attracts other metals.
Magnetic objects: Every object made of iron
Non-magnetic objects: 2EMHFWVQRWPDGHRILURQVXFKDVUXEEHU
and plastics
Repelling magnets: Two or more magnets with similar poles
Attracting magnets: Magnets with opposite poles

119
10.5. List of lessons
Lessons Objectives Number of
periods: 6
1 The meaning of - Explain what a magnet is. 1
a magnet
- Identify magnetic forces

2 Magnetic - Explain the characteristics of a magnet 1

forces and their
characteristics - Recognise the effects of magnetic force

3 Magnetic and - List magnetic and non-magnetic objects 1

non-magnetic
objects - Distinguish between magnetic and non-
magnetic objects

4 Dangers of - Explain the negative effects of magnetic force 1

magnetic energy/
force - Prevent dangers of magnetic force
5 Materials that act - List objects that act as magnets 1
as magnets
- Use properly materials that act as magnet

6 End of unit 1
assessment

10.6. Teaching approach for each lesson

Lesson 1: The meaning of a magnet

a) Objectives
At the end of this lesson, learners should be able to:
- Explain what a magnet is.
- Identify magnetic forces

b) Teaching and learning aid materials

Different types of magnets.

c) Revision/Introduction
Ask the learners to observe pictures showing various types of magnets;
ask them questions relating to the pictures and check whether their
observations are correct.

120
d) Teaching and learning activities
– Prepare enough t e a c h i n g and learning aid materials to enable each
learner to understand what a magnet is.
– Give the learners instructions to be followed while carrying out activities,
observing pictures or touching magnets to understand magnetism
better.
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and its properties

e) Conclusion
Ask the learners questions summarising all they have learnt.
Example: What is magnet?
A magnet is a piece of metal which attracts other metals.

f) Assessment
Ask the learners to do the activities in the Pupil’s Book, aimed at
understanding and exploring magnetic forces.

Lesson 2: Magnetic forces and their characteristics

a) Objectives
At the end of this lesson, learners should be able to:
- Explain the characteristics of a magnet
- Recognise the effects of magnetic force

b) Teaching and learning materials

Different types of magnets.

c) Revision exercises
To test clear understanding of magnetism

d) Teaching and learning activities

ƒPrepare enough teaching and learning materials to enable each learner
to understand the properties of magnetism
ƒGive learners instructions to follow while in observing pictures or
touching magnets to discover the properties of a magnet

121
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and magnetic forces.

e) Conclusion
Ask the learners questions summarising all they have studied.
Example: How do magnets work?
– Show that magnets with similar poles facing each other repel whereas
magnets with different poles attract.
– A magnet cannot attract objects made of paper, glass, wood and plastic

f) Assessment
Ask the learners to do activities in the Pupil’s Book and identify the
properties of magnetic force.
Answers to the questions in the Pupil’s Book
a. Coins are metallic objects attracted by a magnet
b Magnets repel
c. Magnets attract
d. Magnetic forces pass through paper

Lesson 3: Magnetic and Non-magnetic objects

a) Objectives
At the end of this lesson, learners should be able to:
- List magnetic and non-magnetic objects
- Distinguish between magnetic and non-magnetic objects

b) Teaching and learning materials

ƒVarious objects made of wood, plastic, glass and stone
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and safety pins.

c) Revision/ Introduction
Magnetic force and properties

122
d) Teaching and learning activities
– Prepare enough teaching and learning materials to help every
learner understand magnetic and non-magnetic objects.
– Guide learners in the activities of observing or touching magnetic
and non-magnetic objects such as those made of iron and those
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differentiating magnetic and non-magnetic objects

e) Conclusion
Ask the learners questions summarising all they have learned
Example: Identify objects that can be attracted to magnet and others
that repel. .
– A magnet attracts all objects made of iron such as coins, safety
pins, razorblades and nails.
– A magnet does not attract objects made of plastic, rubber, wood,
glass and paper.

f) Assessment
Ask the learners to do the activities in the Pupil’s Book and
identify magnetic and non-magnetic objects.
Answers to the exercise in the Pupil’s Book
A magnet attracts coins, nails, keys, needles, razor blades,
and paper clips

Lesson 4: Dangers of magnetic force

a) Objectives
At the end of this lesson, learners should be able to:
- Explain the negative effects of magnetic force
- Prevent dangers of magnetic force

b) Teaching and learning materials

Clear pictures and drawings showing the negative effects of
magnetic energy/force

123
c) Revision/ Introduction
Magnetic force; Properties of magnets; magnetic and non-magnetic
objects.

d) Teaching and learning activities

– Prepare enough teaching and learning materials to help each
learner understand the negative effects of magnetic force.
– Guide learners in activities of observing pictures showing the
negative effects of magnetic force
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the negative/positive effects of magnetic force.

e) Conclusion
Ask the learners questions summarising all they have learnt
Example: What can be destroyed by a magnet?
A magnet destroys ATM cards, Identity cards, laptops, radio
cassettes and videos, CDs, a n d DVDs.
A magnet causes illness if the user puts it in the mouth or swallow
small magnetic particles.
Strong magnets can cause fractures.

f) Assessment
Ask the learners to do the activities in the Pupil’s Book
explaining the negative effects of magnetism.
Answers to exercises in the Pupil’s Book
a, b and d objects are not attracted by a magnet.

Lesson 5: Materials that act as magnets

a) Objectives
At the end of this lesson, learners should be able to:
- List objects that act as magnets
- Use properly materials that act as magnet

b) Teaching and learning materials

Pictures of objects that act as magnets

124
 c) Revision
Questions on Properties of magnetism; magnetic and non-magnetic
objects

d) Teaching and learning activities

– Prepare enough teaching and learning materials to help each
learner understand the objects that act as magnets.
– Guide learners in activities of observing pictures showing objects
that act as magnets.
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objects that act as magnets.

e) Conclusion
Ask the learners questions summarising all they have learnt
Example: What are the objects that act as magnets?
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f) Assessment
Ask the learners to do the activities in the Pupil’s Book listing
objects that act as magnets.

10.7. Unit Summary

– A magnet is a piece of metal which attracts other metals.
– Magnetic force/energy properties include:
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glass, wood, and plastics.
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– Non-magnetic objects are non-metallic objects
– Negative effects of a magnet energy/force:
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swallows it.

125
 Objects that act like magnets:
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10.8. Additional information for teacher

– Greater understanding of magnetism and materials with magnetic
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– Understand magnets well, magnetic force and how it works plus its
properties.
– Practise some of the exercises in this unit on magnets before giving
a lesson to learners.
– Borrow magnets from relevant sources e.g. from laboratories and
technicians.

10.9. Answers to the End of Unit Assessment 10

1. A magnet is a piece of metal which attracts other metals.
2.
Magnetic objects Non-magnetic objects
Paper clippers/pins Pens
Nail Match box
Keys Pencils
Cloth pin Sticks
Razor blade Paper
Metal scraps Clothes
Needle 2EMHFWVPDGHRIFOD\
2EMHFWVPDGHRISODVWLF
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Beans
3. a) Nails, safety pin, needle, razor-blade, keys and others.
b) Pens, clothes, wood/tree, beans, paper, pencil and rubber.

126
 4. a. Magnet
5. Screwdrivers, Speakers and other…
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7. Machines for scanning and consulting patients in hospitals, radio,
television, refrigerator, phones.

10.10. Additional activities

10.10.1. Remedial activities
1. List two things that a magnet can attract
Answer: nail and razorblade
2. Put 2 magnets together and explain what happens.
Answers
Answers are different because they depend on what the learners
have done (Position of poles).

10.10.2. Consolidation activities

1. Define the term magnet

Answer: A magnet is a metal that attracts other metals

2. Give two objects that act like a magnet
Answer:
- Loudspeakers
- Screwdrivers
3. Describe the characteristics of a magnet
Answer: Magnets attract or repel between each other. When two magnetic
poles face each other, they repel (N and N / S and S) different poles attract (N
and S).

127
10.10.3. Extended activities
1. Mention five objects that can be attracted by a magnet (Magnetic
objects) and other five objects that cannot be attracted by the magnet
(Non-magnetic objects)
Answer:
Magnetic objects
Nail, Keys, Safety pin, Razor blade, Metal scraps, Needle
Non-magnetic objects
Pens, Match box, Pencils, Sticks, Paper, Beans
2. Put non-magnetic objects like plastics, paper, or objects made of wood between
2 magnets or more magnets and explain what happens.
Answers
Answers are different because they depend on what the
learners have done.

128
ANSWERS To THE END OF YEAR ASSESSMENT
1. Answers are different due to the best duster a learner has made
2. Answers are different due to the best cloth a learner has knit and the ways/
style of loops asked to knit
3. Answers are different due to the best cloth a learner has knit and the ways/
style of loops asked to knit
4. Answers are different due to the best knitting the learner has done
5.
- Gathering the materials
- Draw straight angle using a set square
- Measure 10 cm of each line that makes this angle.
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- Check whether the square has 4 equal sizes and 4 angles which are
straight.
- Cut out your square using a pair of scissors
- 6KRZ\RXUߔQLVKHGZRUN
6. Answers are different due to the best triangle and rectangle the learner has
made.
7. Answers are different due to the best pot a learner will mould
8. Answers are different due to the best toy car a learner made.
9. Answers are different due to what is included in the short message a learner
will send.
10. Answers are different because of the ways every learner will act upon what
he/she was asked.
11. Answers are different because of the way a leaner to call and the learner to
answer will be able to understand each other and the message given will
be put in action.
12. – Press key button “menu”.
– Press on the icon with the camera program
– Check if you see clearly what you want to picture then press the key
button of “camera”
13.
– Call *182#
– Choose the social network line MTN
– Choosing language press 2 choose Kinyarwanda, and press “send”.
– To choose send press 1, and press “send”.

129
 – Choose whether the number to send to is registered in “mobile money”
press 1 then “send”.
– Write the telephone number of the receiver “send”.
– Amount of money “send”.
– Reason “send”.
– Enter your PIN after checking if the names, number and amount of
money match what you want, then press “Send” after you receive a
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14.
– Call *182#
– Choose the social network line MTN.
– Choosing language press 2 choose Kinyarwanda, and press “”send”.
– Choosing buy press 2 then “send”.
– choosing buy electricity press 2 then “send”.
– Write the amount of money you want to buy electricity, press “send”.
– Writing the number of your cash power (counter), press “send”.
– Enter your PIN after checking if the number of your cash power (country
and amount of money match what you want, then press “Send” after
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successful
15.
– Shift: Changing key
– Backspace: Backward erasing
– Ctrl: Creating shortcuts on the keyboard Example: Press “Ctrl” and letter
“S” at the same time saves your work.
– Alt: Helps you write signs.
– Enter: Entering, accepting or going to the next line of a paragraph.
16. Answers are different due to how the child will follow the instructions given
in writing a sentence.
17. Answers are different due to how every learner will act upon what he/she
was asked.
18. Dysentery, Cholera, Stomach microbes, Typhoid and others…
19. Clay, Sand and Loam soil.
20. Planting trees, digging terraces, and planting cover crops (grass).
21. a. Vertebrate animals have a backbone.
b. Invertebrate animals have no backbone.
22. Doing physical exercises and eating a balanced diet.

130
23. a. Sunlight energy
a. Electrical energy
b. Heat energy.
24. Energy provides light and heat, helps to cook food.
25. Electricity allows people cook food, light their homes, allows them to listen
to radios and watch televisions, it allows people to do different activities
using machines and other electrical appliances.
26. – Magnets attract or repel between each other. When two magnetic poles
face each other, they repel (N and N / S and S) different poles attract (N
and S). Magnetic energy crosses through objects made in paper, in glass,
in wood and in plastics and they attract metal or objects made in metal.
27 a. – Press “button”.” next” on windows of “Home Row” “balloons”.
- Press on “Start Lesson”.
- Press “enter” and then write down the letter given and wait to see your
score mark.
b. – Go to “Home View”
– Press on the program “Typing Turtle”
– Press “Start New”
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29. Burning paper to ash, using yeast in brewing and baking.

131
REFERENCES
1. Rwanda Education Board, (2015), Syllabus for Science and Elementary
Technology, Kigali.
2. IRST, (2000), Inkoranya y’Ikinyarwanda mu Kinyarwanda, Igitabo cya 1,
icya 2, icya 3 n’icya 4, Butare: IRST.
3. Minisiteri y’Amashuri Abanza n’Ayisumbuye, (Kamena 1983), Urutonde
rw’Amuga, Ikinyarwanda – Igifaransa, Ibiro by’Integanyanyigisho
z’Amashuri Abanza n’iz’Agamije Amajyambere y’Imyuga, Kigali.
4. Minisiteri y’Uburezi, Ubumenyi, Ikoranabuhanga n’Ubushakashatsi, (2003),
Ubumenyi n’Ikoranabuhanga Riciriritse, Igitabo cy’Umunyeshuri, Umwaka
wa 3, 4, 5 na 6, Ikigo cy’Igihugu Gishinzwe Integanyanyigisho, Kigali.
5. Minisiteri y’Uburezi, Ubumenyi, Ikoranabuhanga n’Ubushakashatsi, (2007),
Ubumenyi n’Ikoranabuhanga Riciriritse, Igitabo cy’Umwarimu, Umwaka
wa 3, 4, 5 na 6, Ikigo cy’Igihugu Gishinzwe Integanyanyigisho, Kigali.
6. The Dorling Kindersley (1996), Science and Technology Encyclopaedia,
The Dorling Kindersley, London New York, Stuttgart.
2[IRUG&RQFLVH6FLHQFH'LFWLRQDU\ 7KLUG(GLWLRQ   2[IRUG8QLYHUVLW\
Press, New York.

132