Mixtures, Elements and Compounds

Mixtures; Classifying Different Types of Mixtures
Classifying Mixtures as Homogenous or Heterogeneous

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

List the materials used to classify different types of mixtures.
Outline the procedure of classifying different types of mixtures.
Classify different types of mixtures.
Enjoy conducting the experiment.

In groups, learners are guided to list the materials used to classify different types of mixtures.
In groups, learners are guided to outline the procedure of classifying different types of mixtures.
In groups, learners are guided to classify different types of mixtures.

How do you classify different types of mixtures?

Active Integrated Science Learner's book page 64

Oral questions Oral Report Observation

Mixtures, Elements and Compounds

Pure and Impure Substances; Distinguishing Between Pure and Impure Water by Boiling
Distinguish Between Pure and Impure Substances By Melting

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

Identify the materials used to distinguish between pure and impure water by boiling.
Outline the procedure to distinguish between pure and impure water by boiling.
Compare how pure distilled water and salt water behave when boiling.
Have fun and enjoy conducting the experiment.

In groups, learners are guided to identify the materials used to distinguish between pure and impure water by boiling.
In groups, learners are guided to outline the procedure to distinguish between pure and impure water by boiling.
In groups, learners are guided to compare how pure distilled water and salt water behave when boiling

What is the procedure of distinguishing between pure and impure water by boiling?

Active Integrated Science Learner's book page 66

Oral questions Oral Report Observation

Mixtures, Elements and Compounds
Mixtures,Elements and Compounds.

Distinguish Between Pure and Impure Substances By Melting
Mixtures. (. Methods of Separating Mixtures.(Decantin
Mixtures.(.Methods of Separating Mixtures.(Use of a magnet and filtration)
Mixtures. (. Methods of separating mixtures (Simple Distillation)

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

Identify the materials used to distinguish between pure and impure substances by melting
Outline the procedure to distinguish between pure and impure substances by melting.
Compare and discuss the behaviour of the temperature when ice and candle wax are melting.
Have fun and enjoy conducting the experiment.

outline the procedures for separating solid-solid mixture by use of magnet and separating solid-liquid mixture by filtration.

In groups, learners are guided to identify materials used to distinguish between pure and impure substances by melting.
In groups, learners are guided to outline the procedure to distinguish between pure and impure substances by melting
In groups, learners are guided to compare and discuss the behaviour of the temperature when ice and candle wax are melting.

In groups,pairs, learners are guided to:
outline the procedures for separating solid-solid mixture by use of magnet and separating solid-liquid mixture by filtration.
carry out the experiments and record their observations.
discuss how filtration is applied in the locality,at home or in school.
mention other mixtures that can be separated by filtration and use of magnet.

What is the procedure of distinguishing between pure and impure substances by melting?
How can we separate a solid-solid mixture by use of magnet? How is the method of filtration applied in the locality?

Active Integrated Science Learner's book page 67
Requirements (Beakers, water,sand or maize grains or bean seeds & stirring ro
Top Scholar Integrated Science pg 56.
Digital devices.
Digital devices.
Requirements for the experiments.

Oral questions Oral Report Observation
Assessment rubric. Observation schedule. Checklist. Oral report.

Mixtures,Elements and Compounds.

Mixtures. (. Methods of separating mixtures (Paper chromatography)

By the end of the lesson, the learner should be able to:
 outline the procedure for using paper chromatography to separate mixtures. carry out the experiment, record and discuss their observations. 

In groups,learners are guided to:
outline the procedure for using paper chromatography to separate mixtures.
carry out the experiment, record and discuss their observations.
search and watch videos on application of separation of mixtures using chromatography in: cosmetic industries, food industry, Athletics, Pharmaceuticals.

What is paper chromatography and how does it work?

Active Integrated Science Learner's book page 77
Requirements for the experiment.

Assessment rubric. Checklist. Oral report. observation schedule.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (use of solvent extraction)
Mixtures (. Methods of separating mixtures (Sublimation)

By the end of the lesson, the learner should be able to:
explain the term solvent extraction. outline the procedure for separating mixtures using solvent extraction

In groups,learners are guided to:
explain the term solvent extraction.
outline the procedure for separating mixtures using solvent extraction.
conduct an experiment to separate mixtures using solvent extraction and record the observations.
search the internet or use other sources on how oil can be extracted from the coconut and other plant materials.

What is solvent extraction? How does solvent extraction work to separate mixtures?

Requirements for the experiment.
Active Integrated Science page 78
Digital devices.
Top Scholar Integrated Science pg 64-65.

Assessment rubric. Observation schedule. Checklist. oral report.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (Crystallisation)
Mixtures (. Methods of separating mixtures.

By the end of the lesson, the learner should be able to:
 explain the term crystallisation. describe the procedure for separating a mixture using crystallisation.

In groups,learners are guided to:
explain the term crystallisation.
describe the procedure for separating a mixture using crystallisation.
conduct an experiment to separate a mixture using crystallisation.
record and discuss the observations from the experiment.
search from the internet how salt is manufactured from sea water.

What is crystallisation? How does the method of crystallisation works as a method of separating mixtures?

Digital devices.
Active Integrated Science page 80
Requirements for the experiment

Assessment rubric. Checklists. observation schedules. oral report.

Mixtures,Elements and Compounds.

Acids and Bases. (. Preparing Plant Extracts to be used as Acid-Base Indicator.
Acids and Bases. (. Using plant extracts to group household solutions into basic or acidic.
Acids and Bases. (. using commercial indicators to classify household solution as acids and bases.
Acids, bases and indicators. (. Determining the strength of Acids and Bases using Universal Indicators.

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

define the term indicator.
outline the procedure for preparing a plant extract.
prepare a plant extract and record the observations.

outline and follow the procedure for using commercial indicators to classify household solutions as acids and bases.

In groups,learners are guided to:
outline the procedure for preparing plant extracts.
prepare a plant extract.
record and discuss the observations made from the activity.
use digital device to find out other plant extracts that can also be used as indicators.
In groups,learners are guided to:
outline and follow the procedure for using commercial indicators to classify household solutions as acids and bases.
carry out the experiment, record and discuss the observations .

What is an indicator? How do you prepare a plant extract?
What is the colour of the commercial indicators? What is the advantage of commercial indicators over the plant extracts?

Active Integrated Science pg 85
Digital devices.
Requirements for the experiment.
Plant extract.

Requirements for the experiment.
Digital devices.

Universal indicators.

Checklists. Observation schedule. oral report.
Assessment rubric. Checklists. Oral questions. observation schedule.

Mixtures,Elements and Compounds.

Acids and Bases. (. Determining the strength of Acids and Bases using pH scale and pH chart.

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

conduct an experiment to determine the strength of acids and bases using pH scale and pH chart.
classify the acidic and basic solutions provided as either strong or weak.
discuss what is pH scale and pH chart and how it relates to strength of acids or bases.

In groups,learners are guided to:
carry out an experiment.
match the colour of the universal indicator in each solution to the pH chart provided.
classify acidic or basic solutions as either strong or weak using a pH scale and pH chart.
search, watch videos and animations showing different colours of acid-base indicators in different solutions.

What is the relationship between pH values and strength of acids and bases?

ActiveIntegrated Science pg 87
Requirements for the experiment.
Digital devices.

Assessment rubric. oral questions. observation schedule.

Mixtures,Elements and Compounds.
Living Things and Their Environment.

Acids and Bases. (. Application of Acids and Bases in day to day life.
Reproduction in Human Beings. ( The Human Menstrual Cycle.

By the end of the lesson, the learner should be able to:
give the uses of acids and bases in day to day life

In groups,learners are guided to:
explore applications of acids and bases in real life (antacid tablets, common fruits in the locality, fertilizers,liming of soil, detergents)
use digital devices to search for information on the applications of acids and bases in day to day life.
discuss the points and present in class.

What is the significance of acids,bases and indicators? How are acids, bases and indicators applied in day to day life?

Active Integrated Science pg 89
Digital devices.

Chart.

Assessment rubric. Written test. oral report.

Living Things and Their Environment.

Reproduction in Human Beings. ( Challenges Related to Menstrual Cycle.
Reproduction in human beings. ( The process of fertilisation and implantation.

By the end of the lesson, the learner should be able to:
identify the challenges related to the menstrual cycle. discuss the challenges related to the menstrual cycle.

In groups,pairs,learners are guided to:
identify the challenges related to the menstrual cycle.
discuss the challenges related to the menstrual cycle.
search for more information on challenges related to menstrual cycle from textbooks and internet and record their findings.
discuss what one should do if she had the challenges related to menstrual cycle.

What challenges are associated with the menstrual cycle? How best can we manage issues related to the menstrual cycle?

Active Integrated Science pg 98
Digital devices.

Chart.

Written test. oral questions. Assessment rubric.

Living Things and Their Environment.

Reproduction in human beings. ( Process of fertilization and implantation.
Human Excretory system-Skin (. Identifying parts of Human Skin.
Human Excretory System - Skin. (. Functions of parts of the skin.
The Human skin. (. Lifestyle to promote a healthy skin.

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

define the terms: fusion, fertilization, zygote and implantation.
describe the process of fertilization and implantation.
identify where the process of fertilisation and implantation takes place from a diagram of uterus.

discuss the functions of the the different parts of the skin

In groups, pairs, learners are guided to;
use digital devices or dictionary to search the meaning of fusion, fertilisation, zygote and implantation.
watch a video on the movement of sperms, fusion and implantation of the zygote in the uterus.
draw the movement of the fertilised egg from the fallopian tube to the uterus for implantation.
In groups,pairs,learners are guided to:
use digital devices to search the internet on the functions of the different parts of skin.
discuss the functions of the the different parts of the skin.
use a hand lens to observe the external parts of the skin.

What is fertilisation and implantation? How does the process of fertilisation and implantation takes place?
Why is the skin important in humans? what is the composition of the sweat excreted through the skin?

Integrated Science page 102 - 105
Digital devices.
Charts on fertilization.
Charts.
Pictures.
Digital devices.

Assessment rubric. Written test. oral questions.
Assessment rubric. Written test. oral questions. Checklist.

Living Things and Their Environment.

Human Excretory System-Skin. (. Proper use of cosmetics.
Human Excretory System -Skin. (. Identifying effects of cosmetics on the human body.

By the end of the lesson, the learner should be able to:
give examples of cosmetics. search from the internet and other relevant materials the importance of proper use of cosmetics. discuss the importance of proper use of cosmetics.

In groups,pairs, learners are guided to:
give examples of cosmetics.
search from the internet and other relevant materials the importance of proper use of cosmetics.
discuss the importance of proper use of cosmetics.

Why is proper use of cosmetics important? What is the importance of using cosmetics to our skin?

Active Integrated Science 
Digital devices.
Top Scholar Integrated Science pg 96-97.
Realia.

Assessment rubric. oral questions.

Living Things and Their Environment.

Human Excretory System -Skin. (. Importance and proper use of comsetics for consumer protection.

By the end of the lesson, the learner should be able to:
give  the uses of cosmetics. identify the harmful effects of cosmetics.

In groups,pairs,learners are guided to:
search the internet on how cosmetics can be used for skin protection, skin repair and skin treatment.
discuss their findings , write th em down and present in class.
brainstorm on the possible harmful effects of the use of cosmetics on human health.

What are the harmful effects of the use of cosmetics on human health?

Active integrated science Learner's book page 121

Oral report. Assessment rubric. Checklists. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Parts of the Urinary system.
Human Excretory System - Urinary system. (. Functions of the parts of the urinary system.

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

identify the waste product excreted by the urinary system.
identify the parts of the urinary system.
discuss the parts of the urinary system(external appearance of the kidney)
draw and label the parts of the urinary system.

In groups,pairs,learners are guided to;
study the diagram of the urinary system and brainstorm on the its external parts.
search for information from other reference materials and internet on the parts of the urinary system.
discuss the parts of the urinary system.
draw and label the vessels and external parts of the urinary system.

What are the parts of the urinary system?

Active Integrated Science pg 122
Charts.
Pictures.
Digital devices.Active Integrated Science page 118

Assessment rubric. oral questions. Checklists. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Kidney Disorders.
Human Excretory System - Urinary system. (. Identifying lifestyles that promote a healthy kidney and prevent kidney disorders.
Human Excretory System - Urinary System. (.Project.
Human Excretory System.

By the end of the lesson, the learner should be able to:
explain the meaning of kidney disorders. use digital devices to search some of the examples of kidney disorders. identify and discuss the practices that may cause kidney disorders.
 identify the appropriate locally available materials to model the urinary system

In groups,pairs, learners are guided to:
explain the meaning of kidney disorders.
use digital devices to search some of the examples of kidney disorders.
identify and discuss the practices that may cause kidney disorders.
In groups,pairs,learners are guided to:
identify the appropriate locally available materials to model the urinary system.
model the urinary system using the locally available materials and display in class.

What are some of the practices that may cause kidney disorders?
Which locally available materials can be used to model the urinary system?

Active Integrated Science page 116
Digital devices.
Posters
Charts.
Realia
Requirements for the experiment.

Assessment rubric. Portfolios. Checklists. Written tests. oral questions.
Checklist. portfolios. observation schedule.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Use the hand lens to observe the back of the hand.
Identify the hairs and the sweat pores.
Search the internet for videos on the structure of the human skin.
Enjoy observing the external parts of the skin using the hand lens

Individually,or in groups,learners are guided to:
use a hand lens to observe the external parts of the human skin (,hair and sweat pores)
identify and describe the hairs and sweat pores as observed through the hand lens and present.
Use digital devices to search for a video on the structure of the human skin and discuss their observation.

Where are the sweat pores and hair located in the skin? Which layers make up the skin?

Active Integrated Science pg 111.
Hand lens.
Digital devices.
Internet.
Video clips.
Active Integrated Science pg 111-112.
Chart.
Model of human skin.
Teacher's Notes.

Practical work. Observation. Written tests. Oral questions.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the functions of the human skin.
Identify the waste products excreted through the human skin.
Carry out an activity to determine the waste products excreted by human skin.
Acknowledge the waste products excreted by the skin.

In groups,pairs,learners are guided to:
outline the other functions of the human skin.
mention the waste products excreted by the human skin.
carry out an activity (running around the field or jogging)outside the class to determine the waste products excreted by the human skin.
discuss the main components of the human sweat.

Which waste products are excreted through the human skin? What are the other functions of the human skin?

Active Integrated Science pg 112-113.
School Field.
Teacher's Notes.

Practical Activity. Observation. Oral questions. Written tests.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the parts of the Urinary system.
Draw and label the different parts of the urinary system.
Acknowledge the parts of the urinary system.

In groups,pairs,learners are guided to;
Study the chart or picture showing the urinary system.
identify the parts of the urinary system from the chart or pictures presented.
discuss the position of each of the parts of the urinary system.
draw and label the parts of the urinary system in their books and charts.

Which parts form the urinary system?

Active Integrated Science pg 113.
Pictures.
Chart showing the urinary system.
Digital devices.
Active Integrated Science pg 114-115.
Chart/Model of kidney.
Video clips.

Oral questions. Written tests. Self and peer assessment. Assessment rubric. Checklists.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the components of the urine.
Discuss the waste products excreted through the kidneys.
Search the internet for information on the contents of human urine.
Acknowledge the waste product excreted through the kidney.
lesson, be able to;
State the ways of preventing kidney disorders.
Discuss the ways of preventing kidney disorders.
Prepare posters on ways of preventing kidney disorders.
Appreciate the ways of preventing kidney disorders.

In groups,pairs,learners are guided to;
mention the waste product excreted through the kidney.
search the contents of human urine from the internet.
discuss their findings from the internet and present in class.
In groups,pairs,learners are guided to;
study the pictures in learner's book and state the ways of preventing kidney disorders.
search the internet for additional information on the ways of preventing kidney disorders.
discuss the ways of preventing kidney disorders.
prepare educative posters both online and physical on ways of preventing kidney disorders.

Which waste product is excreted by the kidney? What are the main components of urine?
How can we prevent kidney disorders?

Active Integrated Science pg 115.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 115-116.
Posters.
Picture of the kidney stones.
Active Integrated Science pg 117-118.
Pictures.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 118.
Posters.

Oral questions. Oral presentation. Written tests. Assessment rubric.
Assessment rubric. Observation. Oral questions. Project. Written tests.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the healthy lifestyles that promote healthy kidneys.
Discuss the healthy lifestyles that promote healthy kidneys.
Prepare posters on the healthy lifestyles that promote kidney health.
Desire to practice the healthy lifestyles to promote healthy kidneys.

In groups,learners are guided to;
brainstorm and present on the healthy lifestyle that promote healthy kidneys.
search for information from the internet or textbook on the healthy lifestyles that promote healthy kidneys.
discuss the healthy lifestyles that promote healthy kidneys.
prepare posters showing the healthy lifestyles that promote healthy kidneys.

Which healthy lifestyles habits can we practice to promote healthy kidneys?

Active Integrated Science pg 119.
Internet.
Digital devices.
Posters.
Teacher's Notes.
Exercise books.
Active Integrated Science pg 117-119.

Written tests. Assessment rubric. Checklists. Oral questions. Oral discussion.

Living Things and Their Environment.

Human Excretory System: Assessment.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Attempt assessment questions on the sub-strand: Human Excretory System.

In pairs or individually,learners are guided to;
answer the questions on the sub-strand: Human Excretory System.

Assessment books.
Active Integrated Science pg 122-123.
Teacher's Assessment Questions.

Written tests. Assessment rubric.

Force and Energy.

Static Electricity. (. Demonstrating the Existence of Static Charges.
Static Electricity. (. Methods of Charging Objects.(Rubbing or Friction)

By the end of the lesson, the learner should be able to:
 identify the two forms of electricity. carry out an experiment to demonstrate the existence of static charges. rub different objects to show the presence of static charges in objects.

In groups,pairs,learners are guided to:
search the meaning of static electricity from the internet.
identify the two forms of electricity.
carry out an experiment to demonstrate the existence of static charges.
rub different objects to show the presence of static charges in objects.
record and discuss the observations made.

What is static electricity? How do materials acquire static charges?

Top Scholar Integrated Science pg 105-106.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 107-108.

Assessment rubric. Checklists. observation schedule. oral questions.

Force and Energy.

Static Electricity. (. Methods of charging objects. (induction)
Static Electricity. (. Methods of charging objects.(Induction)
Static Electricity. (. Types of Charges.
Static Electricity. (. Effects of Force between Charged Objects.

By the end of the lesson, the learner should be able to:
 explain what is induction. conduct an experiment on charging objects by induction using two balloon
 use digital devices to search and watch videos on types of charges and write their findings. differentiate between like charges and unlike charges. conduct an experiment to demonstrate the types of charges using a balloon and a ruler

In groups,pairs,learners are guided to;
explain what is induction.
conduct an experiment on charging objects by induction using two balloons.
observe, record and discuss the observations made.
In groups, pairs,learners are guided to;
use digital devices to search and watch videos on types of charges and write their findings.
differentiate between like charges and unlike charges.
conduct an experiment to demonstrate the types of charges using a balloon and a ruler.
observe and discuss the observations made.

What is charging by induction?
What is the difference between like and unlike charges?

Top Scholar Integrated Science pg 108-110.
Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 111-113.
Top Scholar Integrated Science pg 113-115.
Requirements for the practical.
Digital devices.
Top Scholar Integrated Science pg 115-118.
Requirements for the experiment.

Practical Work. Assessment rubric. Checklist. oral report.
Practical work. Assessment rubric. observation schedule. Checklists. oral questions.

Force and Energy.

Static Electricity. (. Uses of Static Charges.
Static Electricity. (.Dangers and Safety measures when dealing with static charges.

By the end of the lesson, the learner should be able to:
mention the equipment that uses electrostatics to function. use digital devices to find out how each of the equipment mentioned use electrostatic charges to function. describe how the equipment uses electrostatic to function.

In groups, pairs, learners are guided to:
mention the equipment that uses electrostatics to function.
use digital devices to find out how each of the equipment mentioned use electrostatic charges to function.
describe how the equipment uses electrostatic to function.

What are the uses of static charges? Which equipment uses electrostatic charges to function?

Active intergrated science
Digital devices.
Pictures.
Pictures.
Digital devices.

Videos.

Assessment rubric. oral questions. Written test. Checklist.

Force and Energy.

Electrical Energy-Sources of Electricity.

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

Identify the sources of electricity in pictures.
Study the pictures and Discuss where the sourceof electricity is coming from.
Search the internet for other sources of electricity.
Appreciate the different sources of electricity.

In groups,pairs,learners are guided to:
identify the sources of electricity.
discuss the various sources of electricity.
search the internet for other sources of electricity.

What are the sources of electricity?

Top Scholar Integrated Science pg 122-123.
Pictures.
Digital devices.

Written tests. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy-Solar power.
Electrical Energy-Hydroelectric Power.

By the end of the lesson, the learner should be able to:
;
Identify solar power as source of electricity
Discuss how solar energy is used in the locality.
Search the internet for more information on how the solar panel converts energy from the sun to electrical energy.
Appreciate the solar power as source of electricity.

In groups,pairs,learners are guided to:
describe how solar power is stored.
discuss ways in which solar energy is used in the locality.
search the internet for more information on how the solar panel converts energy from the sun to electrical energy.

How is electric energy from the solar panel stored?

Top Scholar Integrated Science pg 123-124.
Pictures.
Digital devices.
Videos.
Top Scholar Integrated Science pg 125-126.

Assessment rubric. Written test. Oral questions.

Force and Energy.

Electrical Energy-Geothermal Generators.
Electrical Energy-Wind power.
Electrical Energy- Simple Electrical Circuits.
Electrical Energy-Setting up Simple Electrical Circuit in Parallel.

By the end of the lesson, the learner should be able to:
;
Identify geothermal generator as a source of electricity.
Discuss how geothermal generators operate as a source of electricity.
Search and watch a video showing geothermal power generators producing electricity.
Appreciate geothermal generators aa sources of electricity.
;
Identify the electrical components and their symbols while connecting a simple circuit.
Discuss what is simple electrical circuit in series.
Search and watch videos showing how to set up a simple electric circuit with components in series.
Set up simple electrical circuits in series using dry cells, bulbs, switch and connecting copper wires.
Enjoy setting up simple electrical circuit in series.

In groups,pairs, learner are guided to;
search and watch a video showing geothermal power generators producing electricity.
discuss how geothermal generators operate as source of electricity.
find out and list where geothermal power stations are found in Kenya.
In groups,learners are guided to:
identify the electrical components and their symbols used while connecting a simple circuit.
describe what is a simple electrical circuit in series.
search and watch videos showing how to set up simple electric circuit with components in series.
set up simple electrical circuit in series.

How do geothermal generators operate as source of electricity?
What are the electrical components and their symbols? How do you set up a simple electrical circuit in series?

Top Scholar Integrated Science pg 126-127.
Pictures.
Digital devices.
Top Scholar Pre-Technical Studies pg 127-128.
Top Scholar Pre-Technical Studies pg 129-130.
Pictures.
Dry cells, torch bulbs, connecting copper wires and switch.
Digital devices.
Top Scholar Pre-Technical pg 131-132.
Dry cells, bulbs, connecting copper wires and switch.

Assessment rubric. Written test. Checklist. Oral questions.
Checklists. Observation. Practical work. Oral questions.

Force and Energy.

Electrical Energy.
Electrical Energy-Conductors and Non-Conductors of Electricity.

By the end of the lesson, the learner should be able to:
;
Search and watch a video on connecting an ammeter and voltmeter in series and parallel simple circuits.
Connect an ammeter and a voltmeter in series and parallel simple circuit.
Enjoy connecting an ammeter and voltmeter in series and parallel simple circuit.

In groups, learners are guided to:
Search for and observe videos and animations showing how to connect an ammeter and voltmeter in series and parallel simple circuits.
Connect an ammeter and voltmeter in series and parallel simple circuits and record themselves.

How do you connect an ammeter and voltmeter in series and parallel simple circuits?

Active intergrated science
Dry cells, pieces of copper wire, two switches, bulbs.

Requirements for experiments:dry cells,bulb, copper wire, metallic spoon, aluminum foil, rubber band,steel wool,nail, pencil rib,paper,10 shilling coin etc.
Pictures.
Top Scholar Pre-Technical Studies pg 137-138.
Digital devices.
Flashcards.
Top Scholar Pre-Technical Studies pg 139-140.
Charts.

Practical work. Observation. Checklists. Oral questions.

Force and Energy.

Electrical Energy -Electrical Appliances.
Electrical Energy -Safety Measures when Dealing with Electrical Appliances.
Electrical Energy - Self-Assessment Questions.

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

Identify electrical appliances in the locality.
Discuss the uses of the electrical appliances in the locality.
Make flashcards showing the electrical appliances used in the locality.
Appreciate the uses of the different electrical appliances in our daily lifes.


Identify safety measures when handling Electrical appliances.
Discuss the safety measures when handling electrical appliances.
Design charts with safety measures to adhere to when dealing with electrical appliances.
Desire to observe safety measures when dealing with electrical appliances.

In groups,pairs,learners are guided to:
study pictures in learner's book, identify and name the electrical appliances.
discuss the uses of the identified electrical appliances in the locality.
make flashcards showing the different electrical appliances used in the locality.
In groups,learners are guided to:
study the pictures in learner's book and discuss the dangers which may occur in the pictures.
identify and discuss the safety measures to observe when dealing with electrical appliances.
design charts showing the safety measures to observe when dealing with electrical appliances.

What is an electrical appliance? What are the uses of the different electrical appliances?
What are some of the dangers that may occur when dealing with electrical appliances? What are the safety measures that one should observe when dealing with electrical appliances?

Pictures.
Top Scholar Pre-Technical Studies pg 137-138.
Digital devices.
Flashcards.
Top Scholar Pre-Technical Studies pg 139-140.
Pictures.
Charts.
Digital devices.
Top Scholar Pre-Technical Studies pg 140.
Assessment books.

Written tests. Checklists. Assessment rubric. Oral questions.
Assessment rubric. Written tests. Oral questions.

Force and Energy.

Magnetism-Magnetic and Non-Magnetic Materials.
Magnetism.

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

Identify the magnetic and non-magnetic materials.
Carry out experiments to find out materials that are magnetic or non-magnetic .
Enjoy carrying out experiment on finding out materials that are magnetic or non-magnetic.

In groups,learners are guided to:
identify and collect materials from the environment.
carry out practical activity to find out materials that are magnetic or non-magnetic .
draw a table indicating the materials that were attracted by magnet and those not attracted by magnet.

How do we identify magnetic and non-magnetic materials in our environment?

Top Scholar Pre-Technical Studies pg 141.
Magnets.
Materials from the environment.
Magnets
Materials collected from environment.
Top Scholar Pre-Technical Studies pg 142-143.
Digital devices.

Practical work. Oral questions. Observation. Assessment rubric.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Identify poles of a magnet
Describe the poles of a magnet.
Carry out an experiment to identify the poles of a magnet.

In groups,learners are guided to:
carry out a practical activity to identify the poles of a magnet.
identify and describe the poles of a magnet.

What are magnetic poles? How do you identify the magnetic poles?

Active integrated science Learner's book
Bar magnet,iron fillings and flour.
Digital device
Bar magnets, strings and retort stand.
Digital devices

Practical work. Observation. oral questions.

Force and Energy.

Magnetism-Uses of magnets in day to day life.
Electrical Energy.

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

List the equipment that use magnets in our day to day life.
Identify the uses of magnets in day to day life.
Discuss the uses of magnets in day to day life.
Make flashcards and charts showing the equipment that use magnets and their uses.
Appreciate the uses of magnets in day to day life activities.

In groups,learners are guided to;
study the pictures in learner's book and name the equipment that use magnets.
identify and discuss the uses of magnets in day to day life.
make charts and flashcards showing the equipment that uses magnets and their uses.

How are magnets used in day to day life?

Pictures.
Digital devices.
Charts.
Flashcards.
Active Integrated Science pg 110.
Dictionary.
Active Integrated Science pg 111.
Hand lens.
Digital devices.
Internet.
Video clips.
Active Integrated Science pg 111-112.
Chart.
Model of human skin.
Teacher's Notes.

Checklists. Written tests. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy.

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

Identify the sources of electricity in the environment.
Discuss the sources of electricity in the environment.
Search the internet for information on the sources of electricity in the environment.
Appreciate the different sources of electricity in the environment.

Outline the steps for setting up a simple electrical circuit in series.
Demonstrate the flow of electric current using simple electric circuit in series.
Enjoy setting up a simple electrical circuit in series.

In groups,pairs,learners are guided to;
identify the sources of electricity in the environment from pictures/photos.
use digital devices or print media to search for information on the nuclear,tidal wave, fossil fuels,biomass, natural gas, electrical cells as sources of electricity.
note down their findings in exercise books.
discuss the sources of electricity in the environment (electrical cells, biomass, natural gas,tidal wave, fossil fuels and nuclear)
In groups,pairs,learners are guided to;
prepare the requirements for the activity.
outline the steps for setting up a simple electrical circuit in which dry cells are in series.
collaborate in setting up a simple electrical circuit in series using electrical apparatus.

What are the sources of electricity in the environment?
How do you set up a simple electrical circuit in series?

Active Integrated Science pg 136-137.
Teacher's notes
Digital devices.
Internet.
Active Integrated Science pg 138-139.
Video clips.
Active Integrated Science pg 139.
Digital devices.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder and six connecting wires.

Assessment rubrics. Oral questions. Checklists. Written tests.
Practical Activity. Checklists. Assessment rubrics. Observation schedule Oral questions.

Force and Energy
Force and Energy.

Electrical Energy.

By the end of the lesson, the learner should be able to:
lesson,
Outline the steps for setting up a simple electrical circuit in parallel.
Demonstrate the flow of electric current using simple circuit in parallel.
Enjoy setting up a simple electrical circuit in parallel.

In groups,learners are guided to;
prepare the requirements for the practical activity.
outline the steps for setting up a simple electrical circuit in parallel.
collaborate in setting up a simple electrical circuit in parallel.

What is the difference between the series and parallel arrangement of cells?

Active Integrated Science pg 139-140.
Picture.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder, eight connecting wires.
Digital devices.
Active Integrated Science pg 140.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and seven connecting wires.

Practical Activity. Portfolio. Checklists. Observation. Assessment rubrics.

Force and Energy.

Electrical Energy

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

Outline the steps of setting up a simple electrical circuit in which bulbs are in parallel.
Set up a simple electrical circuit in which bulbs are in parallel.
Enjoy setting up a simple electrical circuit in which bulbs are parallel.

In groups,learners are guided to;
prepare the requirements for the practical activity.
use the requirements prepared to set up a simple electrical circuit in which bulbs are in parallel.
record and discuss their observations.

What is the difference between the arrangement of the bulbs in series and parallel?

Active Integrated Science pg 140-141.
Digital devices.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and eight connecting wires.
Active Integrated Science pg 141-142.
Two dry cells, torch bulb,dry cell holder,bulb holder,three connecting wires.
Objects made of different materials e.g plastic strip, silver coin, piece of wood, piece of paper,iron nail, piece of cloth, aluminium strip, copper wire, steel pin & piece of glass.

Practical activity. Oral questions. Assessment rubric. Observation. Checklists.

Force and Energy.

Electrical Energy.

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

Define the term Electrical appliances.
Identify common electrical appliances used in day to day life.
Discuss the use of each of the identified electrical appliances used in our day to day life.
Appreciate the use of electricity in our day to day life.

In pairs or groups,learners are guided to;
study pictures in learner's book and identify the electrical appliances by name and share in class.
state and discuss the uses of each of the identified electrical appliances.
search the internet for uses of some of the electrical appliances.

Which devices or instruments at your home or school use electricity? What do you use each of the devices or instruments for?

Active Integrated Science pg 142-143.
Pictures.
Digital devices.
Lesson notes.
Active Integrated Science pg 144-145.
Posters.
Digit devices.
Electronic devices manuals.

Checklists. Oral questions. Written tests. Observation.

Force and Energy.

Electrical Energy.
Electrical Energy. Self-Assessment.
Magnetism.

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

Explore the uses of electricity in our environment.
Appreciate the uses of electricity in day to day life.

Identify the properties of a magnet.
use digital devices to search for information on the properties of magnets.
Appreciate the properties of magnets.

In groups,learners to:
collaborate in discussing how people use electricity in their locality.
write down their discussion points and share/present their points in class.
In. groups or pairs ,learners are guided to:
brainstorm on the meaning of magnet and present in class.
use digital devices to search for information on the properties of magnets and note them down.
discuss the properties of the magnets.

How is electricity used in day to day life?
What is a Magnet? What are the properties of magnets?

Active Integrated Science pg 145-146.
Active Integrated Science pg 147.
Digital devices.
Lesson notes.

Written tests. Checklists. Assessment rubrics. Rating scale.
Written tests. Oral questions. Checklists.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Conduct activities to demonstrate directional,attractive and repulsive as properties of magnets.
Enjoy carrying out the activities.

In groups,learners are guided to:
prepare the necessary materials for the activities.
collaborate in carrying out the activities to demonstrate properties of a magnet (attractive and repulsive and directional)
observe and record their observations.
explain their observations and give a conclusion.

How can you demonstrate the properties of magnets?

Bar magnets.
Strings and Stands.
Digital devices.
Active Integrated Science pg 149.
Paper and Iron filings.

Practical Activity. Observation schedule. Checklist.

Force and Energy.

Magnetism.

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

conduct an activity to investigate the nature of force between different poles of magnets.
Enjoy conducting the practical activity on the basic law of magnetism.

In groups, learners are guided to;
collaborate in conducting a practical activity to investigate the force between like and unlike poles of magnets.
observe and record their observations.
explain their observation and give a conclusion.

What happens when like poles and unlike poles come close to each other? How can you investigate the force between like and unlike poles of magnets?

Active Integrated Science pg 150-151.
Bar magnets.
Rollers.
Active Integrated Science pg 148.
Pieces of cotton thread, copper wire,iron nail,a piece of glass.
Plastic,Steel pin, Piece of aluminium, piece of wood.

Practical work. Checklists. Observation. Written test. Oral questions.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Identify the uses of magnets in day to day life.
Use digital devices to search for information on the uses of magnets in our daily lifes.
Appreciate the applications of magnets in day to day life.

In groups,learners to are guided to:
brainstorm on the uses of magnets in their day to day life.
search the internet or offline for information on the uses of magnets in their daily life.
discuss the uses of magnets in our daily life and present in class.

How are magnets used in day to day life?

Active Integrated Science PG 151-155.
Lesson notes.
Digital resources.
Active Integrated Science pg 151-152.
Mixture of iron fillings and sand or flour.
Bar magnets, piece of thread, magnetic compass and wooden support.

Oral questions. Assessment rubrics. Written tests Checklists.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Conduct simple activities to determine the uses of magnets in our daily life.
Enjoy conducting the practical activities.

Attempt assessment questions on the sub-strand: Magnetism.

In groups,learners are guided to;
collaborate in conducting simple practical activities on uses of magnets (use of magnets in speakers, magnetic screwdriver & in displaying objects)
observe and record their observations.
share their findings with peers.
Individually or in pairs,learners are guided to:
answer assessment questions on the sub-strand: Magnetism.

How are magnets used in our daily life?

Speakers, Magnetic screwdriver.
Bar magnet.
Sheet of paper, piece of iron sheet and electrical device with screws.
Active Integrated Science pg 153-154.
Active Integrated Science pg 151-155.
Internet.
Digital resources.
Active Integrated Science pg 156.
Teacher's Assessment Questions.

Practical work. Checklists. Oral questions.
Written tests. Checklists. Rating scale. Assessment rubric.