Basic 7 Science Term 1 Week 8 Lesson Plan

Concrete-resource task: Set out these resources for each group: Sealed housefly specimen; Printed housefly life-cycle diagram; Covered food container. Learners observe and safely handle the specimens or apparatus, using them in the investigation or model below. Revise with learners through the stages of the life cycle of a housefly. The life cycle of the fly starts with the egg and larval stage. These two stages develop in animal and vegetable refuse. The eggs hatch in as little as 24hrs. fly larvae(maggots) are a creamy-white color and are about 1⁄2 inch long. This stage lasts for 4-7 days and the shell hardens and darkens. This marks the beginning of the pupal stage. When the pupal stage is complete, the adult fly exits the puparium, dries, hardens, and flies away to feed, with mating occurring soon after emergence. Learners in groups, use pictures, videos, models and charts to describe how and what a housefly feeds on. (E.g. feeding on dead animals, rotten food, manure, solid and liquid waste) Have learners to discuss how the activities of the housefly affect humans in terms of: a) Transfer of types of diseases (such as dysentery). The housefly carry about 1 million bacteria on their bodies and can transfer these to contaminated surfaces and food. The common housefly can transmit the pathogens that causes shigellosis, typhoid fever and cholera. b) food poisoning. The disease - causing agents can either be transmitted to food or surfaces when the fly lands. Additionally, pathogens can be transmitted when a fly regurgitates onto food in order to liquefy material for digestion.

Use peer discussion and effective questioning to find out from learners what they have learnt during the lesson.

review learners understanding in the previous lesson.

Concrete-resource task: Set out these resources for each group: Sealed housefly specimen; Printed housefly life-cycle diagram; Covered food container. Learners observe and safely handle the specimens or apparatus, using them in the investigation or model below. c) nuisance in the environment. Flies may be more than a bother, since many breed, feed, or live in our food or in unclean sites such as in manure, garbage and dead animals. Flies may spread germs to people, food and eating utensils. Assessment 1. Describe why the organism is considered as a menace on humans. 2. draw and label the life cycle of house fly. Engage learners to discuss the methods of controlling houseflies in the environment. Example: Environmental method – protection of food and eating utensils, reduction of sources that attract flies from other places. Prevention of contact of flies and disease. Chemical method - This include the use of insecticides.

Take feedback from learners and summarize the lesson.

Share performance indicators and introduce the lesson.

Concrete-resource task: Set out these resources for each group: Sealed housefly specimen; Printed housefly life-cycle diagram; Covered food container. Learners observe and safely handle the specimens or apparatus, using them in the investigation or model below. Have learners to examine the advantages and disadvantages in the methods identified above. Let learners explore and design an intervention that can reduce the effects of the activities of the housefly on humans. Engage learners to educate people of their community about the intervention. Assessment 1. Explain the environmental method of controlling houseflies. 2. State two advantages of the environmental method over the chemical method of controlling houseflies.

Ask learners how the lesson will benefit them in their daily lives.