STRAND 3.0 FORCE AND ENERGY.pptxgra\\ grade 4 cbc for learners

SUB STRAND 3.1 FORCE AND
ITS EFFECT
SUGGESTED KEY INQUIRY QUESTION
HOW DOES FORCE AFFECT OBJECTS?

SPECIFIC LEARNING OUTCOMES
By the end of the sub strand, the learner should be able to:
 Describe types of forces in nature,
 Demonstrate the effects of force on objects in nature,
 Describe the uses of force in daily life,
 Appreciate the importance of force in day-to- day life.

CLASS WORK
 Discuss on the meaning of the term force as used in
science.
 Carry out activities that demonstrate the existence
of force of gravity and force of friction in nature
(throwing a ball up, stones raised and released to
fall, books tipped to fall from a table, objects pulled
on rough and smooth surfaces)

FORCE
Force is a push or a pull that is applied on a
body or object.

EFFECTS OF FORCE ON AN OBJECT
Force can cause change of direction of
movement
Force can change shape of an object
Force can start and stop movement of an
object.
A force of push moves an object away
A force of pull moves an object towards you.

GROUP ACTIVITY
Carry out activities in groups to
demonstrate the effects of force on
objects (change of shape, start motion,
stop moving objects, increase speed,
decrease speed, change direction and hold
objects together),

SAFETY PRECAUTIONS WHEN DEALING WITH FORCE
Protect your body when dealing with force by
Wearing gloves to protect hands
Wearing a headgear to protect the head
Wearing leg guards to protect the legs

SAFETY PRECAUTIONS ITEMS
Helmet Leg guard Gloves

CLASS WORK
 Discuss ways of minimizing friction between moving
bodies (smoothening surfaces, greasing, oiling, use
of rollers, ball bearings),
 Discuss the applications of force of friction and
force of gravity in day-to-day life.

WAYS OF MINIMIZING FRICTION
Greasing, oiling Use of rollers Smoothening
surfaces

BALL BEARINGS MINIMISE FRICTION

SUB STRAND 3.2 LIGHT
SUGGESTED KEY INQUIRY QUESTION
WHY IS LIGHT IMPORTANT IN DAY- TO-DAY LIFE?

By the end of the sub strand, the learner should be able to:
 Identify the sources of light in nature,
 Describe ways of lighting a house,
 Explain the uses of light in day to day life,
 Appreciate the applications of light in day-to-day life.

CLASS DISCUSSION
Discuss on the meaning of light.
Carry out activities in groups to identify
and where possible, illustrate the sources
of light in day to day life.,

LIGHT ENERGY
A type of energy that allows us to see
things.

CLASS ACTIVITY
Demonstrating that light travels in a straight line
 You will need: table, piece of wood, glue, a pair of scissors, three cardboards,
burning candle, ruler.
Procedure:
1. Cut out three square cardboards each should be 30 cm in length
2. Place the candle on the table.
3. Make a hole at the height of your candle light through the three cardboards.
4. Glue a piece of wood to each cardboard so that they are straight
5. Light the candle and place it on the opposite side.
6. Place cardboards on a straight line

7. Take photographs of your arranged activity.
8. Record your observations
9. Move one of the cardboards out of line.
10. Observe the candle and record your observations
11. Discuss your observations
12. Stick your photographs in your portfolio.

Class Activity 1: Demonstrating that light travels in a straight line

OBSERVATIONS
When cardboards are arranged in a straight
line you will be able to see the little candle,
when the cardboards are out of line you will
not be able to see the little candle, this shows
that light travels in a straight line.

GROUP WORK
Discuss ways of lighting a house
(windows, translucent roofs, artificial
lighting).

CLASS ACTIVITY
Transmission of light through different materials
Demonstrating transmission of light through different materials.
You will need
Mirror, tissue paper, paper, candle flame.
Procedure:
1. Look at a burning candle through a white piece of paper.
2. Applying some oil fat on the white paper.
3. Look at the burning candle through the paper smeared with oil or fat.
4. Record your observations

OBSERVATIONS
A white piece of paper does not allow light to
pass through.
A paper smeared with oil allows some light to
pass through.

GO DIGITAL
Use digital or print media to search for
sources and uses of light in nature.

TRANSPARENT, TRANSLUCENT AND OPAQUE MATERIALS.
Transparent materials
 These materials allows light to pass through.
 Clear glass and clear bottles are transparent.

TRANSLUCENT MATERIALS
 Translucent materials allow some light to pass through.
 Skylights, bathroom and ambulance windows are
translucent.

OPAQUE MATERIALS
 These materials do not allow light to pass through.
 Walls, stones and wood are opaque materials.

CLASS ACTIVITY
Making a projector screen of still images.
Materials:
 Wood glue, office pins or Staples. Four pieces of
soft wood of the same thing size. White piece of
clothing.
1. Lay out the four pieces of wood to make a frame.
2. Join the corners using wood glue

3. Lay the white piece of clothing on a clean surface.
4. Place the frame on top of the cloth and centre it by
pulling up the extra cloth material and over the
edge.

5. Pin the cloth round the frame of wood. Keep
the cloth tight and without wrinkles..
6. Place a hook on a wall and hang your
projector screen.
7 Pin some photographs taken during your
science lessons

MAKING A PROJECTOR SCREEN OF STILL IMAGES

GROUP WORK
Discuss the applications of light in day-to-
day life (to see, safety, discourage pests,
read comfortably).

1. Seeing: The most obvious use of light is to help us see.
2. Lighting: Light bulbs and lamps provide artificial light that helps us illuminate our homes,
schools, streets, and other places, especially when it's dark outside.
3. Safety: Streetlights, traffic lights, and headlights on cars help us see where we're going and
avoid accidents.
4. Photosynthesis: plants use light energy to convert water and carbon dioxide into oxygen and
glucose, which is their food.
5. Communication: traffic signals use different colored lights to convey messages to drivers, and
optical fibers use light to transmit data in telecommunications.
6. Entertainment: Light is often used in entertainment, such as in theater productions, concerts,
and fireworks displays. Colored lights and special effects enhance the visual experience and
create dramatic effects.
7. Medical Applications: Light is used in various medical procedures, such as in surgeries,
diagnostic imaging (like X-rays), and phototherapy for treating certain skin conditions
USES OF LIGHT

ASSESSMENT EXERCISE
1. _______________ travels in a straight line
2. Describe how you will demo candle illustrate that light travels in a straight line.
3. _______________ materials are the materials that allow all the light to pass
through.
4. ___________ materials are the materials that allow light to pass through
5. __________ materials are the materials that do not allow light to pass through.
6. Write four sentences on how transparent materials are used in your locality.

SUB STRAND 3.3 HEAT
KEY INQUIRY QUESTION(S)
WHAT IS THE IMPORTANCE OF HEAT?
WHAT ARE THE SAFETY MEASURES OBSERVED WHEN USING HEAT?

By the end of the sub strand the learner should be
able to:
1. Identify sources of heat in nature,
2. Demonstrate uses of heat in day-to-day life,
3. Describe safety measures to observe when using
heat,
4. Appreciate the importance of heat in day-to- day
life.

GROUP WORK
Use available resources to search for the
meaning of heat,
Discuss in groups the sources of heat (sun, fire,
electricity, gas),

HEAT ENERGY
 A form of energy that can be transferred from one
object to another due to a temperature difference
between them.

CLASS ACTIVITY
 Carry out activities to demonstrate the uses of heat
in day-to-day life (keeping warm, drying, cooking,
food preservation).

USES OF HEAT
keeping warm drying rice using sun heat

USES OF HEAT
Meat dried by sun cooking

GROUP WORK
Discuss safety measures when using
heat (use of kitchen gloves, avoid
direct contact with open flames, use of
appropriate clothing).

SAFETY MEASURES WHEN USING HEAT
 Heat-Resistant Surfaces: Place heat sources on heat-resistant surfaces to
prevent damage to tables or desks.
 Protective Gear: Wear protective gear such as oven mitts, heat-resistant
gloves, and safety goggles when handling hot objects or substances.
 Temperature Control: Use heat sources that allow for precise
temperature control to avoid overheating.
 Tools and Tongs: Use appropriate tools like tongs or tweezers to
handle hot objects.

CONDUCTION OF HEAT
Demonstrating conduction of heat
Materials needed: a burning, wax, four pins, two blocks of wood,
metal rod.
Procedure:.
1. Arrange the materials provided as shown in the diagram below.

3. Heat the metal as shown above.
Observation
• The wax will start melting then the pins will drop one after
the other
• Pin (a) will drop first filled by (b) then (c) and lastly pin (d)
will drop.
• The pins drop differently because of the movement of the
heat.

CONDUCTION IS THE TRANSFER OF HEAT THROUGH SOLIDS.
Poor and good conductors
 Poor conductors are those materials that conduct heat the slowest
 Good conductors are the materials that conducts heat fastest
 Examples of materials that are good conductors are Sufuria,
metallic spoons, kettles, iron box
 Examples of materials that are poor conductors are wood, plastic,
cooking sticks, maize cob, rulers, piece of cloth, plastic cups,
melamine, cooking pots.

USES OF POOR AND GOOD CONDUCTORS OF HEAT.
 We use iron box to iron clothes because it is a
good conductor.
 We use Sufuria to cook food at because it heats fast
 We use kettles to heat water fast
 Poor conductors are used to make sweaters,
pullovers and jackets and also for making handles
of cooking utensils such as kettle and Sufuria.

MAKING OVEN GLOVES AND FIRELESS COOKER FROM LOCALLY
AVAILABLE MATERIALS.
Making gloves.
 You will need:
 An old tow, scissors, needle, thread, thimble, a piece
of cloth.

PROCEDURE
1. Place one palm on a piece of paper and draw loosely around it with a big circular
like shape around the four fingers.
2. Cut the pattern out and transfer it on to an old towel. Cut out four shapes the same
designs, two for the back and two for the front. Remember to leave about 1 inch
when cutting for sewing space.
3. Transfer the same pattern to a piece of clothing. Cut out two of the exact same
designs.
4. Place the piece of clothing between two pieces of towel cut outs, ensuring that they
are of the right side. Pin them down and stitch diagonally to cover them together.
5. Repeat for the other side.
6. Stitch up the pats together with the insides out so that you may flip them right side
out later.

PROJECT 11: MAKING A FAIRLESS COOKER IN CLASS.
Materials needed:
 Black cloth, a digital device, insulating materials like grass
or tightly crushed newspaper or wood shavings or wool or
dry banana leaves or saw dust.
 Container with a lid like a cardboard box, a wooden box, a
basket.
 Scissors, sewing needles and strong thread.
 A flat stone with a rough base.

PROCEDURE
1. Fill the basket a third full with the insulating materials
2. Place the largest sufuria available in the centre of a black
cloth. Collect the corners of the cloth above the centre to
make a bag.
3. Place the bag inside the basket, on top of the insulating
material. Firmly pack more insulating material around the
bag and up to the top of the basket.

4. Open out the bag and tuck the edges of the cloth down between
the insulating material and the inside of the basket. Stitch the cloth
to the top sides of the basket.
5. To insulate the lid, turn the lid upside down and fill it with an
insulating material, then cover with a piece of cloth.
6. Stitch the edges of the cloth between the insulating material and
the inside of the lid. Stitch the cloth all the way around, along the
inside corner of the basket lid.

7. Stick your photographs in your portfolio.
8. Place your fireless cooker in the science
corner.
9. Use your fireless cooker to keep your
packed lunch warm.

ASSESSMENT EXERCISE
1. Name poor conductors of heat
2. Write the uses of good conductors of heat
3. Name the materials needed to investigate conduction of
heat in solids
4. Name four good conductors of heat
5. Write the uses of good conductors of heat
6. State the use of fireless cooker in a kitchen.

ASSESSMENT
1. Correctly and consistently demonstrates the effects of
force on objects in nature.
2. Correctly and consistently identifies the sources of light in
nature.
3. Comprehensively explains the uses of light in day-to-day
life.
4. Correctly and consistently demonstrates uses of heat in
day-to-day life.
5. Comprehensively describes safety measures when using
heat.

STRAND 3.0 FORCE AND ENERGY.pptxgra\\ grade 4 cbc for learners

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STRAND 3.0 FORCE AND ENERGY.pptxgra\\ grade 4 cbc for learners