CURRICULUM DESIGN

Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.2 Pressure

3.0 Force (16 lessons) By the end of the The learner is guided to: How is
and sub strand, the  brainstorm on the meaning of pressure in
Energy  Pressure learner should be pressure as used in science, solids and
in solids able to:  carry out activities to demonstrate liquids
and pressure exerted by solids, applicable in
liquids,  carry out activities to demonstrate day to day life?
 Applicatio pressure in liquids,
ns of
 discuss the relationship between
pressure
a) demonstrate pressure, area of contact and
in solids
pressure in weight of solids,
and
solids and  describe the relationship between
liquids.
liquids, pressure and height of liquids
b) identify (qualitative treatment only),
applications of  discuss the applications of
pressure in pressure in solids and liquids
solids and (syringe, high heeled shoes, cutting
liquids, tools, car brakes, siphons, bicycle
c) appreciate the pumps, drinking straw),
applications of  use digital or print media to search
pressure in for information on the applications
solids and of pressure in solids and liquids.
 liquids.

Core competencies to be developed:

● Communication and collaboration: The learner acquires listening and speaking skills as they discuss
the applications of pressure in solids and liquids.
● Learning to Learn: The learner uses digital or print media to search for information on the
applications of pressure in solids and liquids.

Pertinent and Contemporary Issues (PCIs):

Socio-economic issues: The learner learns how to reduce destructive effects of pressure on
surfaces or objects as they carry out activities to demonstrate pressure exerted by solids.
Values:

Unity: The learner collaboratively and harmoniously comes together while discussing the applications of
pressure in solids and liquids.

Link to other Learning Areas:

The learner relates concepts of pressure in construction Pre-technical Studies.

 SCHEMES OF WORK
SCHOOL Shichinji Junior Sec. School CLASS Grade 4 East LEARNING AREA
Integrated Science TERM Two Year 2024 TEACHER Mr. Wilberforce
Nyangaresi Nyangweso TSC No./Reg. No./BOM No./PF. No: 446781
Specific Key
Sub Learning Learning Inquiry Learning Assessment
WK LSN Strand Strand Outcomes Experiences Question(s) Resources Method(s) Reflection
1 1 3.0 3.2 How is  Biro pen  Oral The teacher
Force Pressure pressure in  A bag questions to respond
and By the end of The learner solids (carrier bag) and on:
Energy the lesson, the is guided to: applicable  At least 5 answers.  how the
learner should in day to text books  Observation lesson
be able to: day life?  A tray  Written went,
 3 Balloons assessment
 2 wooden (Problem  whether
blocks/plyw solving majority
 Specific Key
Sub Learning Learning Inquiry Learning Assessment
WK LSN Strand Strand Outcomes Experiences Question(s) Resources Method(s) Reflection
ood related) of
 7 2” nails  Innovation learners
a) state the brainstorm  High heeled project. could
meaning of on the shoes and correctly
pressure as meaning of flat heeled state the
used in pressure as shoes meaning
science, used in  Grade 7 of
b) demonstrate science, Learner’s pressure
pressure in carry out Integrated and
solids, activities to Science demonstr
c) identify the demonstrate Course book, ate
applications of pressure  Grade7 pressure
pressure in exerted by Integrated in solids,
real life solids and Science
experience, identify Teacher’s  remedies
d) appreciate the applications Guide. to take
applications of of pressure for those
pressure in in real life, learners
solids in day who
to day life. could not
correctly
state the
meaning
discuss with of
peers and pressure
identify the or
applications demonstr
of pressure ate
pressure
in solids.
 Specific Key
Sub Learning Learning Inquiry Learning Assessment
WK LSN Strand Strand Outcomes Experiences Question(s) Resources Method(s) Reflection

in real life
experience,

 use print or
non-print
media to
search for
more
information
on the
applications
of pressure
in solids.
 LESSON PLAN
School Grade Date Time Roll

Shichinji Grade 7 East 10-06-2024 8.40-9.20am 52

Junior
Girls -29 Boys -23
Secondary
School.

Strand…… Force and Energy ………

Sub-strand… Pressure …

Specific Learning Outcomes

By the end of the lesson, the learner should be able to:

a) state the meaning of as used in science,

b)demonstrate pressure in solids,

c) identify applications of pressure in solids,
d)appreciate the applications of pressure in solids in day to day life.

Learning Resources

 Biro pen
 A peace of mattress/sand
 Irregularly shaped stone
 A regularly shaped stone
 A bag (carrier bag)
 At least 5 text books
 A tray
  3 Balloons
 3 wooden blocks
 7 2” nails
 Cutting materials (sharp and blunt)
 High heeled and shoes with flat soles.
 Grade 7 Learner’s Integrated Science Course book, page…..
 Grade 7 Integrated Science Teacher’s Guide, page…..

Organization of learning

Introduction

 Learners are asked inquiry question(s) for reflection of the previous content covered
related to pressure in solid, such as mass, force, area and any other question related to
pressure in solids.

(3 Minutes)

Lesson development

Step 1

 Learners to be put into manageable groups then they brainstorm on the meaning of
pressure as used in science.
 Each group to discuss previous content covered related to pressure in solid, meaning of
pressure as used in science.

o The speaker should be encouraged to be audible

 o The listeners should be encouraged to listen keenly with minimal
interruptions.
o Each group member should respect each other’s opinion,

(10 Minutes)

Step 2

 Carry out activities to demonstrate pressure exerted by solids.

 Carry out activities to determine the relationship between pressure, area of contact and
weight of solids.
 use print or non-print media to search for more information on the applications of
pressure in solids.
 o Group members should play different roles in the activity,
o Each group member should pay attention to the details of the process and
the end product.
o The group members should record their findings and share with other
groups.

(10 Minutes)

Step 3

 Each learner/a representative of each group is to present their group work/findings on

the meaning of pressure, relationship between pressure, area of contact and weight of
solids, applications of pressure in solids.
 The teacher administers assessments on:
o Factual from the meaning of pressure through questions and answers or short
written test.
o Application through a problem solving related to an authentic scenario involving
pressure in solids.
o Creativity by giving an open task for designing an innovative product/project or
experience on applications of pressure in solids

(10 Minutes)

Conclusion
  The teacher to clarify the meaning of pressure as used in science, relationship between
pressure, area of contact and weight of solids, and applications of pressure in solids
 The teacher provides homework to the learners in searching for more information on the
applications of pressure in solids in day to day life

(5 Minutes)

Summary

 With guidance of the teacher, learners to highlight key points/concepts learnt pressure
in solids and its applications.

Reflection on the lesson/self-remarks

 The teacher to evaluate the success level of the lesson

 The teacher to evaluate the lessons based on the number of learners who could correctly
state the meaning of pressure and demonstrate pressure in solids.
 The teacher to indicate way forward or remedy to be put in place to assist the learners
who could not state the meaning of pressure correctly or could not demonstrate pressure
exerted by solids or could not describe relationship between pressure, area of contact
and weight of solids.
(2 Minutes)