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Science — 4.4 Plants and animals

Grade 4  ·  40 minutes  ·  Term 2 week 7  ·  21 June 2026

SchoolMayasanino primary
TeacherMs Threser Nkhata
Date21 Jun 2026
ClassGrade 4
SubjectScience
Duration40 min
Time—
Learners32
Term/WeekTerm 2 week 7

Topic

4.4 Plants and animals

Sub-Topic

4.4.2 pests and parasites

General Competences

Analytical Thinking, Critical Thinking, Communication

Specific Competences

4.4.2.2 analyse the importance of pests and parasites

Learning Activities

Examining the structure and function of the parts of the pests and parasites

Expected Standard

Common pests in the local environment controlled accordingly

References

Ministry of education syllabus grade 4 -6 pages 7

Lesson Goal

By the end of this lesson, learners should be able to analyse the importance of common pests and parasites in their local environment by describing their effects on plants, animals, and human health, and explaining how these organisms can be controlled appropriately.

Rationale

This lesson builds on learners’ prior knowledge of living things in the environment by deepening their understanding of the specific roles and impacts of pests and parasites. Recognising the importance of these organisms is essential for Grade 4 learners in rural Zambia, as it directly relates to protecting family crops, livestock, and personal health. Through hands-on examination of specimens and guided discussion, learners will develop analytical thinking and critical thinking skills as they explore the structure and function of pests and parasites, evaluate their effects, and consider sustainable control methods.

Prior Knowledge / Prerequisite Knowledge

Grade 4 learners already know that plants and animals have basic needs such as food, water, and shelter, and they can identify common living things in their surroundings from earlier lessons on living and non-living things. They are also familiar with everyday experiences of crop damage by insects like maize stalk borers and of livestock ticks or mosquitoes that bite. This prior knowledge will be activated at the start of the lesson through a brainstorming activity where learners share what they already know about animals or insects that harm plants or cause sickness, creating a bridge to the new concept of pests and parasites.

Learning Environment

  • Natural Environment: The teacher will draw on the school garden or a nearby farm plot as a reference for common pests (e.g., aphids on cabbage, maize stalk borers) and parasites (e.g., ticks on cattle, mosquitoes). Learners will be encouraged to recall which pests they have observed during farming activities at home.
  • Artificial Environment: The classroom is arranged in mixed-ability pairs and groups of 4–6 learners. A large chart showing labelled diagrams of a pest (e.g., grasshopper) and a parasite (e.g., tapeworm) is displayed on the wall. A separate display board contains pictures of local pests and their effects. Each group has a tray with specimens (or preserved samples) of common pests and a magnifying lens.
  • Technological Environment: If available, the teacher will use a single laptop or tablet to show a short video clip (2–3 minutes) from the internet or pre-loaded content showing pests damaging crops and parasites on animals. Alternatively, the teacher may play the video from a mobile phone connected to a small speaker, using a portable projector if in a resource centre.

Teaching and Learning Materials / Resources

  • Specimens or preserved samples of common pests (e.g., grasshopper, maize stalk borer, aphid, tick, mosquito) collected locally or provided by the school science kit
  • Hand-held magnifying lenses (one per pair or group)
  • Large chart showing the external structure (parts) of a grasshopper and a tick with labels
  • Chart showing “Importance of Pests and Parasites” with pictures and simple text (effects on plants, animals, humans)
  • Worksheet for each learner: “Examining a Pest / Parasite” with outline diagrams to label parts
  • Pictures or flashcards of pests and parasites for sorting activity
  • Video clip (optional) showing pests in action (e.g., aphids on a leaf, tick on cattle)
  • Learners’ exercise books and pencils

Cross-Cutting Issues

The following cross-cutting issues are integrated into this lesson on "4.4.2 pests and parasites":

  • Environmental Sustainability: Learners discuss that while pests and parasites cause harm, they are part of the ecosystem. They learn that some control methods (e.g., using natural predators or neem extract instead of chemical sprays) are more sustainable and protect the environment. For example, when controlling maize stalk borers, farmers can plant sunflower as a trap crop rather than burning fields.
  • Health and Nutrition: The lesson explicitly links pests and parasites to human health (e.g., mosquitoes cause malaria, ticks cause diseases in cattle, reducing milk and meat for families). Learners analyse how controlling these organisms improves nutrition by safeguarding crops and livestock, and how personal hygiene and clean water reduce parasites like worms. This connects to the Life Skills and Health Education (LSHE) component.

Lesson Progression (Model: 5E Model of Instruction)

Phase Teacher Activities Learner Activities Assessment Criteria
INTRODUCTION
ENGAGE
6 min
  • Hook: Teacher shows a large leafy vegetable (e.g., cabbage or pumpkin leaf) with visible holes eaten by insects. “Look at this leaf from the school garden. What do you think made these holes? Do you think that animal is helpful or harmful? Why?”
  • Prior Knowledge Questions: “Tell me the names of any animals or insects that damage crops in your garden.” “What about small creatures that live on your goats or chickens and make them sick?” “Have you ever seen a mosquito? What problem does it cause?”
  • Lesson Goal: “Today we are going to become detectives. We will examine the parts of pests and parasites, learn why they are important to understand, and find out how we can control them to protect our plants, animals, and health.”
  • Note: Do NOT introduce new terminology yet.
  • Learners examine the damaged leaf and share their guesses about what caused the holes. (Develops: Communication)
  • Learners respond to prior knowledge questions by naming common pests they know (e.g., maize stalk borer, grasshoppers, ticks, mosquitoes). (Develops: Communication, Critical Thinking)
  • Learners listen and restate the lesson goal to a partner in their own words. (Develops: Communication)
  • Learners express curiosity by asking questions such as “Why are some insects harmful but others not?” (Develops: Analytical Thinking)
  • Learners accurately identify at least one cause of damage to plants from the hook.
  • Learners confidently name at least two common pests or parasites from their own experience.
  • Learners clearly restate the lesson goal to a partner.
  • Learners appropriately ask at least one relevant question about pests or parasites.
DEVELOPMENT
EXPLORE
8 min
  • Learning Activities – Examination: “Now you will work in your groups. I have placed a tray with a grasshopper (or aphid) and a tick (or preserved specimen) on your table. Also a magnifying lens and a worksheet. Your task is to look carefully at the outside parts of these creatures. Use the lens to see small details. On the worksheet, draw what you see and label the parts you can identify – head, legs, antennae, wings if present. For the tick, look for the mouthparts and legs. Write your observations about where these creatures live and what they eat.”
  • Facilitation: Walk around and ask guiding questions: “Which part do you think helps the grasshopper jump?” “How many legs does the tick have?” “Where might you find this pest in the garden?” Do not give answers; let learners discover.
  • Observation: Note groups that are on track and those that need a nudge (e.g., remind them to count legs, look at body segments).
  • Learners in groups pick up the specimens and use magnifying lenses to observe external parts carefully. (Develops: Analytical Thinking, Collaboration)
  • Learners draw the pest/parasite on their worksheet and label observed parts (head, legs, antennae, body segments). (Develops: Analytical Thinking, Communication)
  • Learners discuss in their groups what they see and write brief notes about where the creature lives and what it might eat. (Develops: Collaboration, Communication)
  • Learners form an initial idea about whether the creature is a pest or a parasite and why. (Develops: Critical Thinking)
  • Learners correctly label at least three external parts of the specimen.
  • Learners accurately draw the general shape and main body parts of the observed creature.
  • Learners appropriately identify at least one likely habitat or food source based on observation.
  • Learners logically suggest whether the creature is harmful and give a reason.
EXPLAIN
8 min
  • Learner Sharing: Ask volunteers: “What parts did you see on the grasshopper? What about the tick? What did you discover about them?”
  • Formalisation: “Excellent! Let me now introduce the correct words. The grasshopper is an example of a pest – it damages crops. The tick is a parasite – it lives on an animal and feeds on its blood. Both have body parts that help them survive: strong legs for jumping, mouthparts for biting or sucking. Let’s look at the chart and learn the names: head, thorax, abdomen, compound eyes, antennae, wings, legs, and for the tick, mouthparts, scutum, etc.”
  • Worked Example: On the board, draw and label a grasshopper step by step, saying aloud: “First, draw an oval for the head. Add two antennae. Then draw the thorax with three pairs of legs – the back legs are large for jumping. Add the abdomen. This is the body plan.” Learners watch and copy.
  • Guided Questions: Ask three questions of mixed types:
    (i) “What is the main difference between a pest and a parasite?”
    (ii) “Name one pest and one parasite from our specimens.”
    (iii) “Fill in the blank: The _____ of a grasshopper help it to jump far.”
    Build on responses.
  • Learners share their observations about the structure of the specimens. (Develops: Communication)
  • Learners write the formal definitions of pest and parasite in their exercise books, copying from the chart. (Develops: Analytical Thinking)
  • Learners follow the teacher’s worked example, copying the labelled diagram of the grasshopper into their books. (Develops: Creativity and Innovation)
  • Learners answer the three guided questions orally and in writing, checking their understanding with a partner. (Develops: Critical Thinking, Communication)
  • Learners accurately use the terms ‘pest’ and ‘parasite’ when sharing.
  • Learners correctly write the definitions of pest and parasite.
  • Learners precisely copy the labelled diagram with at least five correct labels.
  • Learners correctly respond to all three guided questions (oral/written).
ELABORATE
12 min
  • New Task – Analysis of Importance: “Now I want you to think deeper. In your groups, look at the pictures on the chart of different pests and parasites: the maize stalk borer, aphids, ticks on cattle, mosquitoes, and tapeworm (from pigs). For each one, discuss: What harm does it cause? Why is it important for us to know about it? How can we control it without damaging the environment? Write your ideas in a table on a sheet of paper: Name of pest/parasite, Harm caused, Importance of controlling it, One control method.”
  • Instructions: “You have 7 minutes to complete the table. Use the chart information and what you learned. Then we will share.”
  • Facilitation: Walk around and ask probing questions: “Why is a mosquito more dangerous than a grasshopper?” “Can we control ticks without chemicals? How?”
  • Extension: For gifted learners: “Choose one pest and one parasite. Draw a simple life cycle and explain at which stage control is most effective.”
  • Learners read the task and discuss the chart pictures with their group. (Develops: Collaboration, Analytical Thinking)
  • Learners work in groups to complete the table, analysing the importance and control of each organism. (Develops: Critical Thinking, Problem Solving)
  • Learners write their answers in the table format. (Develops: Communication, Analytical Thinking)
  • Selected groups present one entry from their table to the class, explaining their analysis. (Develops: Communication, Citizenship)
  • Learners correctly analyse the harm caused by at least three pests/parasites.
  • Learners logically explain the importance of controlling each organism.
  • Learners appropriately suggest at least two control methods that are environmentally sustainable.
  • Learners confidently present their analysis and answers to the class.
CONCLUSION
EVALUATE
6 min
  • Consolidation Questions: Ask three oral questions: (1) “What is the difference between a pest and a parasite?” (2) “Give one example of a pest that affects maize and one parasite that affects cattle.” (3) “Why is it important to control mosquitoes in our community?”
  • Learner-Led Summary: Invite 2–3 learners: “Tell the class one new thing you learned about pests and parasites today.”
  • Link Forward: “Next time, we will learn about how farmers can use natural enemies of pests to control them without chemicals. That is called biological control.”
  • Homework: “At home, ask an elder or observe your garden. Write down one pest you see and one parasite (e.g., on a chicken or goat). Describe the harm it causes and one way your family or neighbours try to control it. Bring your notes to the next lesson. Due next Science period.”
  • Closure: “Well done everyone! You worked like real scientists today, examining and analysing. Keep observing the world around you. Class dismissed.”
  • Learners answer consolidation questions orally, demonstrating understanding of key concepts. (Develops: Communication, Analytical Thinking)
  • Learners volunteer to summarise one new learning point. (Develops: Communication, Critical Thinking)
  • Learners record the homework task in their exercise books. (Develops: Communication)
  • Learners reflect silently or share with a partner what was most interesting or challenging. (Develops: Emotional Intelligence)
  • Learners accurately differentiate between pest and parasite with examples.
  • Learners correctly provide at least one relevant example each of a pest and a parasite.
  • Learners appropriately record the homework task and can explain what to do.
  • Learners emotionally reflect on their learning experience.

Class Exercise

Instructions to learners: Answer all five questions in your exercise book. Show all working where applicable. Time allowed: 10 minutes.

  1. What is a pest?
    A. An animal that helps plants grow
    B. An insect that pollinates flowers
    C. An organism that damages crops or spreads disease
    D. A small animal that lives in soil
  2. Fill in the blank: A ________ is an organism that lives on or inside another living thing and feeds from it.
  3. Name one pest that can damage maize crops and one parasite that can affect cattle in Zambia.
  4. Explain why it is important to control mosquitoes in a village. Give two reasons.
  5. In a rural farming community, a farmer notices that her goats have ticks. The ticks are making the goats weak and reducing their milk production. The farmer wants to control the ticks but also wants to keep her animals healthy without using expensive chemicals.
    a) Explain why the tick is considered a parasite.
    b) Suggest two simple methods the farmer can use to control the ticks without chemicals.
    c) Why is it important to control ticks, not just for the goats, but for the whole family?

Answer Key (For Teacher Use Only)

  1. Question 1 — Multiple Choice
    Answer: C. An organism that damages crops or spreads disease
    Marks: 1 mark for correct letter and option.
  2. Question 2 — Fill-in-the-Blank
    Answer: parasite
    Marks: 1 mark for correct spelling (accept phonetic variants if clear meaning).
  3. Question 3 — Short Answer
    Answer: Pest: maize stalk borer (or grasshopper, aphid). Parasite: tick (or tapeworm, mosquito – if mosquito is accepted as a vector, but parasite is more precise for tick; accept reasonable answers).
    Marks: 1 mark for each correct example (2 marks total).
  4. Question 4 — Structured Explanation
    Answer: (1) Mosquitoes transmit malaria, which makes people sick and can cause death. (2) Mosquitoes disturb sleep and affect the health of children and adults, reducing their ability to work and attend school.
    Marks: 1 mark for each valid reason (2 marks total).
  5. Question 5 — Application/Analysis
    Answer:
    a) The tick is a parasite because it lives on the goat (the host) and feeds on its blood, causing harm (weakness, reduced milk). (2 marks – 1 for definition-like statement, 1 for specific reference to goat)
    b) Two methods: (i) Handpicking ticks and burning them; (ii) Using a natural repellent such as neem oil spray; (iii) Keeping the goat shed clean and dry; (iv) Rotating grazing areas to avoid tick-infested grass. (1 mark each, any two valid methods = 2 marks)
    c) Controlling ticks is important for the whole family because the goats provide milk and meat for nutrition; healthy goats can be sold for income; ticks can also transmit diseases to humans (e.g., tick-bite fever). (2 marks – mention nutrition/income and human health)
    Marks: 6 marks total (a:2, b:2, c:2).

Total Marks: 12  |  Suggested Completion Time: 10 minutes

Lesson Evaluation

Instructions to the teacher: Focus on the competences learners were able to demonstrate, use clear evidence from their work and participation, note any difficulties they faced, reflect on what worked or did not work in your teaching, and state what support or next steps are needed.

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