CBE · Upper Primary
Grade 4 Science and Technology Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Science and Technology scheme of work for Grade 4 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 4
- Subject
- Science and Technology
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 4 Science and Technology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LIVING THINGS AND THEIR ENVIRONMENT
Plants · Plants - Functions of external parts of plants · Animals · Animals - Vertebrates and invertebrates · Human digestive system · Human digestive system - Healthy digestive system (dental hygiene, deworming, healthy eating) · Human digestive system - Symptoms of unhealthy digestive system, (stomach ache/pain, bloating, worms, diarrhoea, vomiting, constipation)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Plants | By the end of the lesson, the learner should be able to: identify characteristics of plants as living things. | The learner is guided to: search for information from print and non-print materials on characteristics of plants as living things and discuss with peers. | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Plants - Functions of external parts of plants | By the end of the lesson, the learner should be able to: describe functions of external parts of plants. | The learner is guided to: take a walk in the school compound and adjacent environment to observe. | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Plants | By the end of the lesson, the learner should be able to: appreciate the need to care for plants. | The learner is guided to: discuss and record evidence that plants: grow, reproduce, remove waste, respond to changes in their environment and die (observes safety while handling different types of plants). | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Plants | By the end of the lesson, the learner should be able to: identify characteristics of plants as living things. | The learner is guided to: observe young plants/seedlings, draw and label their parts and share with peers (roots, stems and leaves). | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Plants | By the end of the lesson, the learner should be able to: describe functions of external parts of plants. | The learner is guided to: discuss in groups the functions of external parts of plants and share with peers. | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Plants | By the end of the lesson, the learner should be able to: appreciate the need to care for plants. | The learner is guided to: use digital applications to draw, paint and label external parts of a plant. | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Plants | By the end of the lesson, the learner should be able to: identify characteristics of plants as living things. | The learner is guided to: search for information from print and non-print materials on characteristics of plants as living things and discuss with peers. | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Plants | By the end of the lesson, the learner should be able to: describe functions of external parts of plants. | The learner is guided to: take a walk in the school compound and adjacent environment to observe. | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Plants | By the end of the lesson, the learner should be able to: appreciate the need to care for plants. | The learner is guided to: discuss and record evidence that plants: grow, reproduce, remove waste, respond to changes in their environment and die (observes safety while handling different types of plants). | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Plants | By the end of the lesson, the learner should be able to: identify characteristics of plants as living things. | The learner is guided to: observe young plants/seedlings, draw and label their parts and share with peers (roots, stems and leaves). | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Plants | By the end of the lesson, the learner should be able to: describe functions of external parts of plants. | The learner is guided to: discuss in groups the functions of external parts of plants and share with peers. | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Plants | By the end of the lesson, the learner should be able to: appreciate the need to care for plants. | The learner is guided to: use digital applications to draw, paint and label external parts of a plant. | Why are plants grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Animals | By the end of the lesson, the learner should be able to: identify the characteristics of animals as living things. | The learner is guided to: take a walk in the school compound and adjacent environment to observe, discuss and record evidence that animals: feed, grow, breathe, reproduce, remove waste, move, respond to changes in their environment and die. | Why are animals grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Animals - Vertebrates and invertebrates | By the end of the lesson, the learner should be able to: distinguish vertebrates from invertebrates in the environment. | The learner is guided to: search for information from print and non-print materials on characteristics of animals as living things and discuss with peers. | Why are animals grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Animals | By the end of the lesson, the learner should be able to: Appreciate the need to care for animals. | The learner is guided to: search for information from print and non-print materials on main differences between vertebrates and invertebrates and share with peers. | Why are animals grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Animals | By the end of the lesson, the learner should be able to: identify the characteristics of animals as living things. | The learner is guided to: Identify vertebrates and invertebrates in their locality. Note: Learners observe safety precautions and take care of animals during the learning activities. Project: Learners are guided to make a portfolio of vertebrates and invertebrates. | Why are animals grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Animals | By the end of the lesson, the learner should be able to: distinguish vertebrates from invertebrates in the environment. | The learner is guided to: take a walk in the school compound and adjacent environment to observe, discuss and record evidence that animals: feed, grow, breathe, reproduce, remove waste, move, respond to changes in their environment and die. | Why are animals grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Animals | By the end of the lesson, the learner should be able to: Appreciate the need to care for animals. | The learner is guided to: search for information from print and non-print materials on characteristics of animals as living things and discuss with peers. | Why are animals grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Animals | By the end of the lesson, the learner should be able to: identify the characteristics of animals as living things. | The learner is guided to: search for information from print and non-print materials on main differences between vertebrates and invertebrates and share with peers. | Why are animals grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Animals | By the end of the lesson, the learner should be able to: distinguish vertebrates from invertebrates in the environment. | The learner is guided to: Identify vertebrates and invertebrates in their locality. Note: Learners observe safety precautions and take care of animals during the learning activities. Project: Learners are guided to make a portfolio of vertebrates and invertebrates. | Why are animals grouped as living things? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 4 Science and Technology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MATTER
Properties of matter · Properties of matter - States of matter (solid, liquid and gas) · Properties of matter - Properties of matter (shape, volume and mass) · Properties of matter - Importance of the different states of matter · Management of solid waste · Management of solid waste - Dangers of solid waste to the environment · Management of solid waste - Managing wastes in places (classrooms, schools, home, public functions) · Management of solid waste - Methods of managing solid waste (reuse, reduce and recycle) · Management of solid waste - Safety measures during solid waste management · Water conservation · Water conservation - Methods of conserving water (cover: Simple examples of reducing water wastage, Reusing water and Recycling water · Water conservation - Importance of water conservation
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MATTER | Properties of matter | By the end of the lesson, the learner should be able to: categorise substances in the environment into the three states of matter. | The learner is guided to: brainstorm on the meaning of matter and identify its different states (solid, liquid and gases). | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | MATTER | Properties of matter - States of matter (solid, liquid and gas) | By the end of the lesson, the learner should be able to: describe the properties of the three states of matter. | The learner is guided to: collect and group different substances from the environment into the three states of matter collaboratively. | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | MATTER | Properties of matter - Properties of matter (shape, volume and mass) | By the end of the lesson, the learner should be able to: appreciate the importance of the different states of matter in day to day life. | The learner is guided to: carry out activities to demonstrate the properties of the three states of matter (shape, volume and mass) with peers. | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | MATTER | Properties of matter - Importance of the different states of matter | By the end of the lesson, the learner should be able to: categorise substances in the environment into the three states of matter. | The learner is guided to: discuss the importance of the different states of matter in day to day life. | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | MATTER | Properties of matter | By the end of the lesson, the learner should be able to: describe the properties of the three states of matter. | The learner is guided to: where possible use digital devices to observe the characteristics of the three states of matter. | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | MATTER | Properties of matter | By the end of the lesson, the learner should be able to: appreciate the importance of the different states of matter in day to day life. | The learner is guided to: brainstorm on the meaning of matter and identify its different states (solid, liquid and gases). | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | MATTER | Properties of matter | By the end of the lesson, the learner should be able to: categorise substances in the environment into the three states of matter. | The learner is guided to: collect and group different substances from the environment into the three states of matter collaboratively. | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | MATTER | Properties of matter | By the end of the lesson, the learner should be able to: describe the properties of the three states of matter. | The learner is guided to: carry out activities to demonstrate the properties of the three states of matter (shape, volume and mass) with peers. | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MATTER | Properties of matter | By the end of the lesson, the learner should be able to: appreciate the importance of the different states of matter in day to day life. | The learner is guided to: discuss the importance of the different states of matter in day to day life. | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MATTER | Properties of matter | By the end of the lesson, the learner should be able to: categorise substances in the environment into the three states of matter. | The learner is guided to: where possible use digital devices to observe the characteristics of the three states of matter. | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MATTER | Properties of matter | By the end of the lesson, the learner should be able to: describe the properties of the three states of matter. | The learner is guided to: brainstorm on the meaning of matter and identify its different states (solid, liquid and gases). | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MATTER | Properties of matter | By the end of the lesson, the learner should be able to: appreciate the importance of the different states of matter in day to day life. | The learner is guided to: collect and group different substances from the environment into the three states of matter collaboratively. | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | MATTER | Properties of matter | By the end of the lesson, the learner should be able to: categorise substances in the environment into the three states of matter. | The learner is guided to: carry out activities to demonstrate the properties of the three states of matter (shape, volume and mass) with peers. | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | MATTER | Properties of matter | By the end of the lesson, the learner should be able to: describe the properties of the three states of matter. | The learner is guided to: discuss the importance of the different states of matter in day to day life. | What are the properties of matter? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | MATTER | Management of solid waste | By the end of the lesson, the learner should be able to: classify solid waste into decomposable and non-decomposable. | The learner is guided to: identify solid waste in the environment with peers. | How is solid waste dangerous to the environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MATTER | Management of solid waste - Dangers of solid waste to the environment | By the end of the lesson, the learner should be able to: describe the dangers of solid waste to the environment. | The learner is guided to: discuss the meaning of decomposable and non-decomposable solid waste. | How is solid waste dangerous to the environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MATTER | Management of solid waste - Managing wastes in places (classrooms, schools, home, public functions) | By the end of the lesson, the learner should be able to: apply appropriate methods to manage solid waste in the environment. | The learner is guided to: collect solid waste in the school, sort and classify them into decomposing and non-decomposing collaboratively. | How is solid waste dangerous to the environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MATTER | Management of solid waste - Methods of managing solid waste (reuse, reduce and recycle) | By the end of the lesson, the learner should be able to: appreciate the need for proper management of solid waste in the environment. | The learner is guided to: discuss the dangers of solid waste to the environment and present in class. | How is solid waste dangerous to the environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MATTER | Management of solid waste - Safety measures during solid waste management | By the end of the lesson, the learner should be able to: classify solid waste into decomposable and non-decomposable. | The learner is guided to: discuss methods of managing different types of waste in their environment (To include Re-using, Recycling and Reducing), Hint: Include common waste in school and environment such as kitchen, animal waste, plastics, e-waste, metals and glasses. | How is solid waste dangerous to the environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MATTER | Management of solid waste | By the end of the lesson, the learner should be able to: describe the dangers of solid waste to the environment. | The learner is guided to: use proper safety measures in solid waste management (wearing protective gears and use of appropriate tools). | How is solid waste dangerous to the environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 4 Science and Technology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
MATTER
Water conservation · Water conservation - Methods of conserving water (cover: Simple examples of reducing water wastage, Reusing water and Recycling water
FORCE AND ENERGY
Force and its effect · Force and its effect - Effects of force (change of shape, start motion, stop moving objects, increase speed, decrease speed, change direction and hold objects together) · Force and its effect - Uses of force in day to day life · Light · Light - Ways of lighting the house (windows, translucent roofs, artificial lighting) · Light - Uses of light · Heat · Heat - Uses of heat (Cooking, warming, ironing and drying) · Heat - Safety measures when handling heat · Heat - Importance of heat in daily life
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | MATTER | Water conservation | By the end of the lesson, the learner should be able to: explain the meaning of water conservation in the environment; describe methods of conserving water at home and school. | The learner is guided to: Brainstorm on how water is wasted at home and school; brainstorm on the meaning of water conservation; explore their locality and observe how water is conserved with peers. | Why is it important to conserve water? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | MATTER | Water conservation - Methods of conserving water (cover: Simple examples of reducing water wastage, Reusing water and Recycling water | By the end of the lesson, the learner should be able to: outline the importance of conserving water at home and school; develop interest in conserving water at home and school. | The learner is guided to: discuss ways of conserving water (simple examples of reducing water wastage, Reusing water and Recycling water); discuss the importance of conserving water; practise responsible use of water at home and school. Project: Prepare posters to sensitise the community (school and home) on the importance of water conservation. | Why is it important to conserve water? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | FORCE AND ENERGY | Force and its effect | By the end of the lesson, the learner should be able to: describe types of forces in nature. | The learner is guided to: The leaner is guided to:. | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | FORCE AND ENERGY | Force and its effect - Effects of force (change of shape, start motion, stop moving objects, increase speed, decrease speed, change direction and hold objects together) | By the end of the lesson, the learner should be able to: demonstrate the effects of force on objects in nature. | The learner is guided to: brainstorm on the meaning of the term force as used in science. | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | FORCE AND ENERGY | Force and its effect - Uses of force in day to day life | By the end of the lesson, the learner should be able to: describe the uses of force in daily life. | The learner is guided to: 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). | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | FORCE AND ENERGY | Force and its effect | By the end of the lesson, the learner should be able to: appreciate the importance of force in day-to-day life. | The learner is guided to: 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). | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | FORCE AND ENERGY | Force and its effect | By the end of the lesson, the learner should be able to: describe types of forces in nature. | The learner is guided to: where possible, use digital devices to search for, observe and discuss uses of force in day-to-day life (wheelbarrow, tug of war, pulling and pushing a hand-cart, ox cart, pushing a bicycle, falling bodies). | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | FORCE AND ENERGY | Force and its effect | By the end of the lesson, the learner should be able to: demonstrate the effects of force on objects in nature. | The learner is guided to: discuss ways of minimising friction between moving bodies (smoothening surfaces, greasing, oiling, use of rollers, ball bearings). | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | FORCE AND ENERGY | Force and its effect | By the end of the lesson, the learner should be able to: describe the uses of force in daily life. | The learner is guided to: discuss the applications of force of friction and force of gravity in day-to-day life. | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | FORCE AND ENERGY | Force and its effect | By the end of the lesson, the learner should be able to: appreciate the importance of force in day-to-day life. | The learner is guided to: The leaner is guided to:. | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | FORCE AND ENERGY | Force and its effect | By the end of the lesson, the learner should be able to: describe types of forces in nature. | The learner is guided to: brainstorm on the meaning of the term force as used in science. | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | FORCE AND ENERGY | Force and its effect | By the end of the lesson, the learner should be able to: demonstrate the effects of force on objects in nature. | The learner is guided to: 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). | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | FORCE AND ENERGY | Force and its effect | By the end of the lesson, the learner should be able to: describe the uses of force in daily life. | The learner is guided to: 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). | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | FORCE AND ENERGY | Force and its effect | By the end of the lesson, the learner should be able to: appreciate the importance of force in day-to-day life. | The learner is guided to: where possible, use digital devices to search for, observe and discuss uses of force in day-to-day life (wheelbarrow, tug of war, pulling and pushing a hand-cart, ox cart, pushing a bicycle, falling bodies). | How does force affect objects? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: identify the sources of light in nature. | The learner is guided to: brainstorm on the meaning of light. | Why is light important in day-to-day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | FORCE AND ENERGY | Light - Ways of lighting the house (windows, translucent roofs, artificial lighting) | By the end of the lesson, the learner should be able to: describe ways of lighting a house. | The learner is guided to: carry out activities in groups to identify and where possible, illustrate the sources of light in day to day life. | Why is light important in day-to-day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | FORCE AND ENERGY | Light - Uses of light | By the end of the lesson, the learner should be able to: explain the uses of light in day to day life. | The learner is guided to: discuss ways of lighting a house (windows, translucent roofs, artificial lighting). | Why is light important in day-to-day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: appreciate the applications of light in day-to-day life. | The learner is guided to: use digital or print media to search for sources and uses of light in nature. | Why is light important in day-to-day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: identify the sources of light in nature. | The learner is guided to: discuss the applications of light in day-to-day life (to see, safety, discourage pests, read comfortably). | Why is light important in day-to-day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | FORCE AND ENERGY | Light | By the end of the lesson, the learner should be able to: describe ways of lighting a house. | The learner is guided to: brainstorm on the meaning of light. | Why is light important in day-to-day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 4 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 4 Science and Technology so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
How do I download a whole term as a PDF?
The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.