Living Things and their Environment

Nutrition in plants - Parts of a leaf
Nutrition in plants - Internal structure of a leaf

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

- Identify the external parts of a leaf
- Draw and label the external parts of a leaf
- Show interest in the external parts of a leaf

- Collect leaves from different plants
- Observe the arrangement of leaves on plants
- Draw and label the external parts of a leaf

What are the external parts of a leaf?

- Oxford Integrated Science pg. 44
- Leaf specimens
- Charts showing leaf parts
- Light microscope
- Permanent slide of leaf section
- Charts

- Observation - Oral questions - Drawings

Living Things and their Environment

Nutrition in plants - Adaptations of the leaf to photosynthesis

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

- Identify adaptations of the leaf to photosynthesis
- Explain how the leaf is adapted for photosynthesis
- Appreciate the adaptations of the leaf

- Identify external and internal parts of a leaf
- Discuss how each part is adapted to photosynthesis
- Write summary notes

How is the leaf adapted to photosynthesis?

- Oxford Integrated Science pg. 45
- Digital resources
- Charts showing leaf adaptations

- Oral questions - Written assignments - Assessment rubrics

Living Things and their Environment

Nutrition in plants - Structure of chloroplast
Nutrition in plants - Process of photosynthesis

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

- Identify the parts of a chloroplast
- Draw and label the chloroplast
- Explain the functions of the parts of a chloroplast

- Study charts showing chloroplast structure
- Identify parts of the chloroplast
- Discuss functions of each part

What is the structure of a chloroplast?

- Oxford Integrated Science pg. 46
- Charts showing chloroplast structure
- Digital resources
- Oxford Integrated Science pg. 47
- Charts showing photosynthesis

- Observation - Drawings - Oral questions

Living Things and their Environment

Nutrition in plants - Testing for starch in a leaf

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

- Test for the presence of starch in a leaf
- Explain the steps in testing for starch
- Appreciate the importance of testing for starch

- Collect a leaf exposed to sunlight
- Boil leaf in water and then in methylated spirit
- Test the leaf with iodine solution
- Observe and record results

How do we test for the presence of starch in a leaf?

- Oxford Integrated Science pg. 48
- Leaf specimens
- Methylated spirit
- Iodine solution
- Boiling tubes
- Heat source

- Observation - Practical skills - Oral questions - Written report

Living Things and their Environment

Nutrition in plants - Conditions necessary for photosynthesis (light)

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

- Investigate that light is necessary for photosynthesis
- Set up an experiment to show light is necessary
- Show confidence in scientific investigation

- Destarch a potted plant
- Cover part of a leaf with aluminum foil
- Expose plant to sunlight
- Test leaves for starch

Why is light necessary for photosynthesis?

- Oxford Integrated Science pg. 49
- Potted plant
- Aluminum foil
- Paper clips
- Materials for starch test

- Observation - Practical skills - Written report - Oral questions

Living Things and their Environment

Nutrition in plants - Conditions necessary for photosynthesis (carbon IV oxide)
Nutrition in plants - Conditions necessary for photosynthesis (chlorophyll)

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

- Show that carbon (IV) oxide is necessary for photosynthesis
- Set up an experiment to show carbon (IV) oxide is necessary
- Appreciate the importance of carbon (IV) oxide in photosynthesis

- Set up two potted plants: one enclosed with sodium hydroxide, one without
- Expose both to sunlight
- Test leaves for starch
- Compare results

Why is carbon (IV) oxide necessary for photosynthesis?

- Oxford Integrated Science pg. 50
- Potted plants
- Sodium hydroxide
- Polythene bags
- Rubber bands
- Materials for starch test
- Oxford Integrated Science pg. 51
- Variegated leaves

- Observation - Practical skills - Written report - Assessment rubrics

Living Things and their Environment

Nutrition in plants - Conditions necessary for photosynthesis (water)

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

- Discuss the importance of water in photosynthesis
- Explain how lack of water affects photosynthesis
- Show interest in scientific discussions

- Discuss the role of water in photosynthesis
- Explain effects of water deficiency on plants
- Research role of water during photosynthesis

How does water affect photosynthesis?

- Oxford Integrated Science pg. 52
- Digital resources
- Textbooks

- Oral questions - Written exercises - Discussion

Living Things and their Environment

Nutrition in plants - Importance of photosynthesis in nature
Nutrition in plants - Assessment

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

- Explain the importance of photosynthesis in nature
- Discuss how photosynthesis impacts the environment
- Appreciate the significance of photosynthesis

- Discuss how photosynthesis provides oxygen
- Explain how photosynthesis provides food
- Discuss role in reducing carbon (IV) oxide

What is the importance of photosynthesis in nature?

- Oxford Integrated Science pg. 53
- Digital resources
- Charts on importance of photosynthesis
- Oxford Integrated Science pg. 54
- Assessment questions
- Previous notes

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

Nutrition in animals - Modes of nutrition

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

- Outline different modes of nutrition in animals
- Differentiate between parasitic and saprophytic modes
- Show interest in modes of nutrition

- Search for information on modes of nutrition
- Discuss differences between modes of nutrition
- Identify examples of animals with different modes

How do different animals feed?

- Oxford Integrated Science pg. 58
- Reference textbooks
- Digital media

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

Nutrition in animals - Dentition in animals
Nutrition in animals - Types of teeth

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

- Identify types of dentition in animals
- Differentiate between homodont and heterodont dentition
- Appreciate the diversity in animal dentition

- Study jaws with teeth of different animals
- Identify types of dentition
- Discuss the characteristics of each type

What determines the type of teeth an animal has?

- Oxford Integrated Science pg. 59
- Models of different dentition
- Charts showing animal dentition
- Digital resources
- Oxford Integrated Science pg. 61
- Model of human skull
- Charts showing types of teeth

- Observation - Oral questions - Written exercises

Living Things and their Environment

Nutrition in animals - Human digestive system

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

- Identify parts of the human digestive system
- Draw a well-labeled diagram of the digestive system
- Show interest in the human digestive system

- Study chart of human alimentary canal
- Identify parts of the digestive system
- Draw and label the digestive system

How is food digested in the human body?

- Oxford Integrated Science pg. 63
- Chart showing the human alimentary canal
- Model of human digestive system

- Observation - Drawings - Oral questions

Living Things and their Environment

Nutrition in animals - Digestion in the mouth and stomach
Nutrition in animals - Digestion in small intestine

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

- Describe digestion in the mouth and stomach
- Explain the role of enzymes in digestion
- Appreciate the process of digestion

- Search for information on digestion
- Discuss mechanical and chemical digestion in mouth
- Explain digestion in the stomach

How is food digested in the mouth and stomach?

- Oxford Integrated Science pg. 64
- Digital resources
- Charts showing digestion
- Oxford Integrated Science pg. 65
- Charts showing digestion in small intestine

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

Nutrition in animals - Absorption and assimilation

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

- Describe absorption of digested food
- Explain assimilation in the body
- Show interest in nutrient utilization

- Discuss absorption in the small intestine
- Explain the role of villi in absorption
- Describe assimilation in the body

How are digested food nutrients absorbed into the body?

- Oxford Integrated Science pg. 66
- Digital resources
- Charts showing absorption

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Nutrition in animals - Egestion
Nutrition in animals - Importance of various modes of nutrition

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

- Explain the process of egestion
- Describe the fate of indigestible food substances
- Appreciate the role of egestion in nutrition

- Discuss the fate of undigested and indigestible food
- Explain how waste is processed in the colon
- Describe the importance of proper waste elimination

What happens to indigestible food substances?

- Oxford Integrated Science pg. 67
- Science textbooks
- Digital resources
- Oxford Integrated Science pg. 68

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Nutrition in animals - Assessment

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

- Attempt questions on nutrition in animals
- Apply knowledge to explain animal nutrition
- Show confidence in their understanding

- Answer assessment questions on animal nutrition
- Discuss solutions to questions
- Review key concepts

How does understanding animal nutrition help explain food processing?

- Oxford Integrated Science pg. 68
- Assessment questions
- Previous notes

- Written test - Peer assessment - Oral questions

Living Things and their Environment

Reproduction in plants - Parts of a flower

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

- Observe and identify parts of a flower
- Draw and label parts of a flower
- Appreciate the structure of a flower

- Observe different parts of a flower
- Use chart to identify flower parts
- Cut flower longitudinally to observe ovules
- Draw and label flower parts

What are the different parts of a flower?

- Oxford Integrated Science pg. 71
- Flower specimens
- Hand lens
- Chart showing flower parts

- Observation - Drawings - Oral questions

Living Things and their Environment

Reproduction in plants - Functions of flower parts
Reproduction in plants - Types of pollination

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

- Explain functions of different flower parts
- Match flower parts with their functions
- Show interest in structure-function relationship

- Match each part with its correct function
- Discuss functions of flower parts
- Group parts based on their roles

What is the function of each flower part?

- Oxford Integrated Science pg. 72
- Charts showing flower parts
- Flower specimens
- Oxford Integrated Science pg. 73
- Charts showing pollination
- Digital resources

- Oral questions - Written exercises - Matching activities

Living Things and their Environment

Reproduction in plants - Adaptations to insect pollination

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

- Identify adaptations of flowers to insect pollination
- Explain how these adaptations aid pollination
- Show interest in plant-insect interactions

- Collect insect-pollinated flowers
- Observe and identify adaptations
- Dissect flowers to examine adaptations
- Draw and label insect-pollinated flowers

How are flowers adapted to insect pollination?

- Oxford Integrated Science pg. 74
- Insect-pollinated flowers
- Hand lens
- Charts

- Observation - Drawings - Oral questions - Written report

Living Things and their Environment

Reproduction in plants - Adaptations to wind pollination
Reproduction in plants - Effects of agrochemicals on pollination

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

- Identify adaptations of flowers to wind pollination
- Explain how these adaptations aid pollination
- Compare wind and insect pollination adaptations

- Collect wind-pollinated flowers
- Observe and identify adaptations
- Draw and label wind-pollinated flowers
- Compare with insect-pollinated flowers

How are flowers adapted to wind pollination?

- Oxford Integrated Science pg. 75
- Wind-pollinated flowers (grass)
- Charts showing wind pollination
- Hand lens
- Oxford Integrated Science pg. 76
- Science textbooks
- Magazines
- Digital resources

- Observation - Drawings - Oral questions - Written report

Living Things and their Environment

Reproduction in plants - Fertilization in flowering plants

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

- Describe fertilization in flowering plants
- Explain the process of pollen tube growth
- Appreciate the complexity of fertilization

- Read and discuss fertilization process
- Explain pollen tube growth and gamete fusion
- Describe steps from pollination to fertilization

How does fertilization occur in flowering plants?

- Oxford Integrated Science pg. 77
- Charts showing fertilization
- Digital resources

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Seed and fruit formation
Reproduction in plants - Fruit and seed dispersal

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

- Describe fruit formation in flowering plants
- Explain changes in flower parts after fertilization
- Show interest in seed and fruit development

- Use textbooks to research seed/fruit formation
- Study charts showing post-fertilization changes
- Discuss development of ovules into seeds and ovary into fruit

How are seeds and fruits formed?

- Oxford Integrated Science pg. 78
- Charts showing fruit development
- Fruit specimens
- Digital resources
- Oxford Integrated Science pg. 80
- Various fruits and seeds
- Charts showing dispersal methods

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Importance of fruit and seed dispersal

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

- Discuss the importance of fruit and seed dispersal
- Explain benefits to plant survival
- Show interest in plant reproduction strategies

- Observe plants in locality
- Compare plants with seedlings near and far
- Discuss benefits of dispersal
- Relate dispersal to survival

Why is fruit and seed dispersal important?

- Oxford Integrated Science pg. 82
- Plants in school compound
- Pictures of seedling distribution

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Role of flowers in nature
Reproduction in plants - Assessment

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

- Discuss the role of flowers in nature
- Explain ecological importance of flowers
- Appreciate the significance of flowers

- Read and discuss roles of flowers in nature
- Discuss flower roles in reproduction and ecology
- List benefits of flowers to humans and animals

What is the role of flowers in nature?

- Oxford Integrated Science pg. 83
- Digital resources
- Flower specimens
- Oxford Integrated Science pg. 84
- Assessment questions
- Previous notes

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

The interdependence of life - Biotic components

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

- Identify biotic components of the environment
- Observe interactions between living things
- Show interest in biotic interactions

- Observe living things in school compound
- Identify interactions between organisms
- List the names of different living things observed

What are the biotic components of the environment?

- Oxford Integrated Science pg. 91
- School compound
- Digital resources

- Observation - Oral questions - Written exercises

Living Things and their Environment

The interdependence of life - Interrelationships between biotic components
The interdependence of life - Effects of biotic factors

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

- Identify interrelationships between biotic components
- Discuss competition, predation and parasitism
- Appreciate the complexity of interrelationships

- Study scenarios showing different interactions
- Identify types of interactions in photographs
- Discuss effects of interactions on organisms

How do living things interact with one another?

- Oxford Integrated Science pg. 92
- English dictionary
- Digital resources
- Photographs of interactions
- Oxford Integrated Science pg. 94
- Science textbooks

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

The interdependence of life - Abiotic components

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

- Identify abiotic components of the environment
- Discuss effects of abiotic factors on living things
- Appreciate the role of abiotic factors

- Discuss effects of temperature, light, pH and minerals
- Study photographs of plants in different environments
- Compare plant growth under different conditions

How do non-living factors affect living organisms?

- Oxford Integrated Science pg. 96
- Digital resources
- Photographs of plants in different environments

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

The interdependence of life - Energy flow (Food chains)

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

- Construct simple food chains
- Identify trophic levels in a food chain
- Show interest in energy flow in ecosystems

- Take a nature walk to identify organisms
- Arrange organisms based on feeding relationships
- Show energy flow using arrows
- Identify trophic levels

How does energy flow through an ecosystem?

- Oxford Integrated Science pg. 99
- School neighborhood
- Charts showing food chains

- Observation - Drawings - Written exercises - Oral questions

Living Things and their Environment

The interdependence of life - Energy flow (Food webs)
The interdependence of life - Role of decomposers

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

- Construct simple food webs
- Link food chains to form a food web
- Appreciate the complexity of energy flow

- Read story about feeding relationships
- Identify organisms at different trophic levels
- Construct multiple food chains
- Link food chains to form a web

How are food chains interconnected in an ecosystem?

- Oxford Integrated Science pg. 100
- Charts showing food webs
- Digital resources
- Oxford Integrated Science pg. 102
- Pictures of decomposition

- Drawings - Written exercises - Oral questions

Living Things and their Environment

The interdependence of life - Recycling nutrients

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

- Discuss importance of decomposers in recycling nutrients
- Explain how nutrients are recycled
- Appreciate the role of recycling in ecosystems

- Study nutrient recycling cycles
- Identify producers, consumers and decomposers
- Explain how nutrients return to the soil
- Discuss role of decomposers in element cycles

How do decomposers help in recycling nutrients?

- Oxford Integrated Science pg. 102
- Chart showing nutrient recycling
- Science textbooks

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

The interdependence of life - Effects of human activities
The interdependence of life - Effects of human activities on environment

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

- Identify human activities that affect the environment
- Discuss positive and negative effects of activities
- Show concern for environmental conservation

- Study charts showing human activities
- Identify activities in photographs
- List human activities affecting environment
- Categorize activities as positive or negative

How do human activities affect the environment?

- Oxford Integrated Science pg. 103
- Charts showing human activities
- Photographs
- Digital resources
- Oxford Integrated Science pg. 104
- Science textbooks
- Journals

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

The interdependence of life - Importance of interdependence

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

- Discuss importance of interdependence
- Explain benefits of living and non-living interactions
- Appreciate the significance of interdependence

- Read conversation about interdependence
- Identify importance of living and non-living interactions
- Discuss benefits of interdependence
- Present findings to class

Why is the interdependence between living and non-living components important?

- Oxford Integrated Science pg. 105
- Digital resources
- Science textbooks

- Oral questions - Written exercises - Group presentations

Living Things and their Environment
Force and Energy

The interdependence of life - Assessment
Curved mirrors - Types of curved mirrors

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

- Attempt questions on interdependence of life
- Apply knowledge to explain environmental interactions
- Show confidence in their understanding

- Answer assessment questions on interdependence
- Discuss solutions to questions
- Review key concepts

How does understanding interdependence help explain ecosystem stability?

- Oxford Integrated Science pg. 107
- Assessment questions
- Previous notes
- Oxford Integrated Science pg. 111
- Orange, aluminum foil, knife
- Concave and convex mirrors

- Written test - Peer assessment - Oral questions

Force and Energy

Curved mirrors - Terms associated with curved mirrors

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

- Explain terms associated with curved mirrors
- Identify center of curvature, pole, radius of curvature
- Show interest in understanding key terms

- Study charts showing curved reflectors
- Identify key features on mirrors
- Discuss meanings of terms such as center of curvature, pole, principal axis, and radius of curvature

How are curved mirrors described using technical terms?

- Oxford Integrated Science pg. 113
- Concave and convex mirrors
- Charts with illustrations

- Oral questions - Written exercises - Group discussions

Force and Energy

Curved mirrors - Principal focus and focal length
Curved mirrors - Focal length of a concave mirror

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

- Explain the meaning of principal focus and focal length
- Identify focal plane
- Appreciate the relationship between radius and focal length

- Study diagrams showing principal focus
- Discuss how parallel rays are reflected
- Investigate how concave and convex mirrors reflect light differently

What is the relationship between the focal length and radius of curvature?

- Oxford Integrated Science pg. 114
- Concave and convex mirrors
- Charts on curved mirrors
- Oxford Integrated Science pg. 115
- Concave mirror
- Mirror holder
- Screen
- Meter rule

- Oral questions - Written exercises - Group discussions

Force and Energy

Images formed by concave and convex mirrors - Using a screen

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

- Locate images formed by concave mirrors using a screen
- Determine image positions for different object positions
- Demonstrate real and virtual images

- Determine focal length of concave mirror
- Place burning candle at different positions
- Adjust screen position to see clear image
- Record positions and characteristics of images

What kinds of images are formed by concave mirrors at different positions?

- Oxford Integrated Science pg. 116
- Concave mirror
- Mirror holder
- Burning candle
- Screen

- Observation - Practical skills - Written records - Group work

Force and Energy

Images formed by concave and convex mirrors - Special rays
Images formed by concave and convex mirrors - Ray diagrams (concave)

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

- Construct special rays for locating images
- Draw rays for concave and convex mirrors
- Appreciate geometrical constructions

- Draw two horizontal lines as principal axes
- Mark center of curvature and draw arcs for mirrors
- Draw different special rays (parallel to principal axis, through focus, through center)

How do special rays help locate images formed by curved mirrors?

- Oxford Integrated Science pg. 118
- Geometrical set
- Chart paper
- Ruler
- Oxford Integrated Science pg. 120
- Graph paper

- Drawings - Accuracy of ray diagrams - Group work

Force and Energy

Images formed by concave and convex mirrors - Ray diagrams (convex)

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

- Locate images using ray diagrams for convex mirrors
- Compare image locations for concave and convex mirrors
- Apply ray diagram principles

- Draw principal axis and represent convex mirror
- Mark object position and focus
- Draw rays using special rays method
- Locate image position through ray intersection

How do images formed by convex mirrors differ from those formed by concave mirrors?

- Oxford Integrated Science pg. 121
- Geometrical set
- Chart paper
- Graph paper

- Drawings - Accuracy of ray diagrams - Written explanations

Force and Energy

Images formed by concave and convex mirrors - Graphical method

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

- Locate images using graphical construction
- Use graph paper for accurate measurements
- Appreciate the precision of graphical method

- Read the worked example
- Draw accurately to scale on graph paper
- Calculate image position and size
- Verify results by measurements

How does graphical construction provide more accurate image locations?

- Oxford Integrated Science pg. 124
- Graph paper
- Geometrical set
- Ruler
- Calculator

- Accuracy of drawings - Calculations - Written explanations

Force and Energy

Images formed by concave and convex mirrors - Characteristics of images
Images formed by concave and convex mirrors - Applications of concave mirrors

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

- Describe characteristics of images formed by curved mirrors
- Use terms: erect, inverted, real, virtual, magnified, diminished
- Compare images from different mirror types

- Review ray diagrams from previous lessons
- Identify image characteristics for different object positions
- Complete table of image characteristics
- Discuss findings

What are the characteristics of images formed by curved mirrors at different object positions?

- Oxford Integrated Science pg. 124
- Previous ray diagrams
- Reference charts
- Table templates
- Oxford Integrated Science pg. 126
- Pictures of mirrors in use
- Digital resources
- Sample applications

- Oral questions - Written exercises - Completed tables

Force and Energy

Images formed by concave and convex mirrors - Applications of convex mirrors

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

- Explain uses of convex mirrors in daily life
- Relate mirror properties to specific applications
- Appreciate the practical value of convex mirrors

- Discuss uses of convex mirrors in vehicles and security
- Explain why wide field of view is important
- Study images of convex mirrors in use
- Complete table of curved mirror applications

Why are convex mirrors preferred for driving and security?

- Oxford Integrated Science pg. 127
- Pictures of mirrors in use
- Digital resources
- Sample applications

- Oral presentations - Written explanations - Group discussions

Force and Energy

Curved mirrors - Applications of parabolic mirrors
Curved mirrors - Project work

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

- Explain uses of parabolic mirrors in daily life
- Describe how parabolic reflectors work
- Appreciate technological applications

- Discuss how parabolic mirrors focus light
- Explore applications in torches, headlights
- Investigate solar concentrators
- Research additional applications

How are parabolic mirrors used in technology?

- Oxford Integrated Science pg. 128
- Pictures of parabolic reflectors
- Digital resources
- Sample applications
- Oxford Integrated Science pg. 129
- Environment observations
- Table template

- Oral presentations - Written explanations - Project work

Force and Energy

Curved mirrors - Assessment

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

- Answer questions on curved mirrors
- Draw ray diagrams for image formation
- Show confidence in knowledge application

- Answer assessment questions
- Draw ray diagrams for curved mirrors
- Explain image characteristics
- Relate mirror types to applications

How can we apply our knowledge of curved mirrors to solve problems?

- Oxford Integrated Science pg. 129
- Assessment questions
- Graph paper
- Geometrical set

- Written test - Diagrams - Explanations

Force and Energy

Waves - Meaning of waves
Waves - Generation of waves in water

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

- Explain the meaning of waves in science
- Define a wave as a disturbance
- Show interest in wave phenomena

- Search for meaning of 'wave' in a dictionary
- Discuss meaning in scientific context
- Define wave in own words
- Present findings

What is a wave as used in science?

- Oxford Integrated Science pg. 130
- Dictionary
- Science textbooks
- Digital resources
- Oxford Integrated Science pg. 131
- Large basin with water
- Stick
- Visual aids

- Oral explanations - Written definitions - Group presentations

Force and Energy

Waves - Generation of waves in rope and springs

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

- Generate waves using rope and springs
- Observe wave patterns
- Compare different wave generation methods

- Move rope up and down to create waves
- Use Slinky spring to create waves
- Observe speaker vibrations
- Compare different wave types

How are waves generated in ropes and springs?

- Oxford Integrated Science pg. 132
- Rope (3m)
- Slinky spring
- Speaker
- Paper strip

- Observation - Practical skills - Drawings - Explanations

Force and Energy

Waves - Classification of waves
Waves - Parts of a wave

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

- Classify waves as transverse or longitudinal
- Differentiate between the two wave types
- Give examples of each wave type

- Read and discuss information on wave types
- Identify differences between transverse and longitudinal waves
- List examples of each wave type
- Draw diagrams to illustrate each type

How are waves classified?

- Oxford Integrated Science pg. 133
- Text resources
- Charts showing wave types
- Digital resources
- Oxford Integrated Science pg. 134
- Rope (3m)
- Slinky spring
- Meter rule

- Oral explanations - Written classifications - Diagrams

Force and Energy

Waves - Wave terms

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

- Define wave terms: amplitude, wavelength, frequency, period
- Identify these properties on wave diagrams
- Show interest in wave physics

- Study diagrams showing wave parts
- Identify amplitude, wavelength on diagrams
- Discuss meaning of frequency and period
- Identify points in phase on a wave

How are the parts of a wave measured and described?

- Oxford Integrated Science pg. 136
- Charts showing wave diagrams
- Tables of wave terms
- Digital resources

- Oral explanations - Written definitions - Diagrams - Quizzes

Force and Energy

Waves - Wave equations
Waves - Straight line motion

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

- State wave equations
- Apply equations to solve wave problems
- Show confidence in wave calculations

- Learn wave equations: v = fλ and T = 1/f
- Work through example problems
- Calculate frequency, wavelength, velocity, period
- Solve practice problems

How are wave properties mathematically related?

- Oxford Integrated Science pg. 136
- Wave equation reference
- Calculator
- Problem sets
- Oxford Integrated Science pg. 138
- Cardboards
- Wooden blocks
- Candle
- Matches

- Calculations - Problem solving - Written exercises

Force and Energy

Waves - Bending of waves

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

- Explain how waves bend when passing through different media
- Define refraction
- Relate to everyday phenomena

- Observe how light bends through glass or water
- Discuss refraction at boundaries
- Relate to how light travels through lenses
- Draw diagrams showing refraction

How do waves behave when they pass from one medium to another?

- Oxford Integrated Science pg. 139
- Glass block
- Water container
- Light source
- Diagrams

- Observation - Diagrams - Explanations - Written exercises

Force and Energy

Waves - Movement around objects

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

- Demonstrate movement of waves around objects
- Set up experiment with pencil slit
- Explain diffraction pattern

- Create slit using two pencils
- Shine light through the slit
- Observe pattern on white paper
- Explain how light moves around edges

What happens when waves encounter small openings?

- Oxford Integrated Science pg. 139
- Two pencils
- Rubber bands
- White paper
- Light source

- Observation - Practical skills - Diagrams - Explanations

Force and Energy

Waves - Remote sensing meaning
Waves - Remote sensing process

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

- Explain the meaning of remote sensing
- Relate to human sense organs
- Identify remote sensing devices

- Find meanings of 'remote' and 'sensing'
- Discuss combined meaning
- Compare with eyes and ears functioning
- Identify remote sensing devices

What is remote sensing?

- Oxford Integrated Science pg. 140
- Dictionary
- Images of remote sensing
- Digital resources
- Oxford Integrated Science pg. 141
- Diagrams of remote sensing
- Manila papers
- Felt pens

- Oral explanations - Written definitions - Group discussions

Force and Energy

Waves - Applications in communication

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

- Describe applications of waves in communication
- Explain how different devices use waves
- Show interest in wave technology

- Study images of communication devices
- Discuss how radio, TV, phones use waves
- Explain Wi-Fi and drone control
- Research additional applications

How are waves used in communication?

- Oxford Integrated Science pg. 143
- Images of communication devices
- Digital resources
- Chart paper

- Oral presentations - Written explanations - Group projects

Force and Energy

Waves - Applications in medicine
Waves - Other applications

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

- Describe applications of waves in medicine
- Explain ultrasound, X-rays, MRI
- Appreciate medical technology

- Discuss medical imaging techniques
- Explain how ultrasound creates images
- Learn about X-rays, CT scans and MRIs
- Research uses in cancer treatment

How are waves used in medical diagnosis and treatment?

- Oxford Integrated Science pg. 144
- Images of medical equipment
- Digital resources
- Chart paper
- Oxford Integrated Science pg. 145
- Images of applications

- Oral presentations - Written explanations - Group projects

Force and Energy

Waves - Assessment

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

- Answer questions on waves
- Apply knowledge to solve problems
- Show confidence in understanding

- Answer assessment questions
- Solve wave equation problems
- Explain wave characteristics
- Relate to applications

How can we apply our knowledge of waves to solve problems?

- Oxford Integrated Science pg. 146
- Assessment questions
- Calculator
- Previous notes

- Written test - Calculations - Explanations