Mixtures, Elements and Compounds

Structure of the atom - The atom
Structure of the atom - Subatomic particles

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

- Define the term 'atom'
- Describe the structure of an atom
- Show interest in learning about the atom

- Discuss the meaning of the term 'atom' using dictionaries or digital resources
- Use digital media to observe animations on the structure of an atom
- Draw and discuss the structure of an atom

Why learn about the structure of the atom?

- Oxford Integrated Science pg. 2
- Chart showing the structure of an atom
- Dictionary
- Digital devices
- Oxford Integrated Science pg. 3
- Charts showing atomic structure
- Digital resources

- Observation - Oral questions - Written assignment

Mixtures, Elements and Compounds

Structure of the atom - Atomic number and mass number
Structure of the atom - Calculating mass number

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

- Explain atomic number
- Explain mass number
- Show interest in atomic numbers and mass numbers

- Discuss the meaning of atomic number and mass number
- Write atomic representations of elements
- Use charts to understand atomic numbers

What do atomic number and mass number represent?

- Oxford Integrated Science pg. 4
- Periodic table
- Charts
- Oxford Integrated Science pg. 5
- Calculators

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Electron arrangement
Structure of the atom - Electron arrangement diagrams

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

- Explain electron arrangement in atoms
- Draw energy level diagrams
- Show interest in electron arrangement

- Discuss how electrons are arranged in energy levels
- Draw energy level diagrams
- Use digital media to observe animations on electron arrangement

How are electrons arranged in an atom?

- Oxford Integrated Science pg. 8
- Charts
- Digital resources
- Oxford Integrated Science pg. 9
- Periodic table

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Valence electrons
Structure of the atom - Classifying elements

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

- Identify valence electrons in atoms
- Explain the significance of valence electrons
- Show interest in electron arrangement

- Identify valence electrons in electron arrangement diagrams
- Discuss the importance of valence electrons
- Use digital media to observe animations on valence electrons

What are valence electrons?

- Oxford Integrated Science pg. 10
- Charts
- Digital resources
- Oxford Integrated Science pg. 11
- Periodic table

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Properties of metals and non-metals
Structure of the atom - Modelling atomic structure

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

- Identify metals and non-metals based on electron arrangement
- Compare properties of metals and non-metals
- Appreciate the classification of elements

- Study tables showing electron arrangements of elements
- Classify elements as metals or non-metals
- Discuss the properties of metals and non-metals

How can one determine if an element is a metal or non-metal?

- Oxford Integrated Science pg. 12
- Periodic table
- Charts
- Oxford Integrated Science pg. 13
- Local materials for modeling

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Creating models
Structure of the atom - Presenting models

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

- Create atomic models using local materials
- Label parts of the atomic model
- Appreciate atomic structure

- Model atomic structures using locally available materials
- Label the components of the atomic models
- Display models in class

How can we model atomic structures of elements?

- Oxford Integrated Science pg. 13
- Local materials for modeling
- Softboard
- Glue
- Oxford Integrated Science pg. 14
- Completed atomic models
- Charts

- Observation - Project work - Peer assessment

Mixtures, Elements and Compounds

Structure of the atom - Review
Structure of the atom - Assessment

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

- Summarize key concepts about atomic structure
- Relate atomic structure to properties of elements
- Show interest in atomic structure

- Review key concepts about atoms
- Discuss the relationship between atomic structure and properties of elements
- Create summary notes

How does atomic structure determine the properties of elements?

- Oxford Integrated Science pg. 15
- Previous notes
- Charts
- Oxford Integrated Science pg. 16
- Assessment questions

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Identifying metals and non-metals
Metals and alloys - Physical properties of metals

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

- Identify metals and non-metals in the environment
- Classify materials as metals or non-metals
- Show interest in classification of materials

- Observe various materials in the environment
- Classify materials as metals or non-metals
- Discuss the general properties of metals and non-metals

Why learn about metals and alloys?

- Oxford Integrated Science pg. 17
- Various metal and non-metal samples
- Charts
- Oxford Integrated Science pg. 18
- Metal samples
- Digital resources

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Colour of metals
Metals and alloys - Ductility and malleability

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

- Observe the colour of common metals
- Compare the appearance of different metals
- Appreciate the appearance of metals

- Observe the colours of various metals
- Polish metals using sandpaper or steel wool
- Discuss the colour of freshly cut sodium

What is the colour of common metals?

- Oxford Integrated Science pg. 19
- Metal samples
- Sandpaper/steel wool
- White tile
- Hammer
- Dictionary

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Thermal conductivity
Metals and alloys - Electrical conductivity

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

- Investigate thermal conductivity of metals
- Demonstrate the procedure for testing thermal conductivity
- Show interest in properties of metals

- Set up apparatus to test thermal conductivity
- Place candle wax on a metallic spatula and heat
- Observe and discuss results

Which experiment can one conduct to determine thermal conductivity of metals?

- Oxford Integrated Science pg. 20
- Metallic spatula
- Candle wax
- Source of heat
- Dry cells
- Connecting wires
- Bulb and holder
- Various materials

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Metals and alloys - State of metals
Metals and alloys - Alloy definition

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

- Identify the state of metals at room temperature
- Explain that mercury is a liquid metal
- Summarize physical properties of metals

- Observe mercury in a thermometer
- Discuss the state of various metals at room temperature
- Create a summary of physical properties of metals

What is unique about mercury compared to other metals?

- Oxford Integrated Science pg. 21
- Thermometer containing mercury
- Charts
- Digital resources
- Oxford Integrated Science pg. 22
- Items made of alloys
- Textbooks

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Composition of brass and steel
Metals and alloys - Composition of bronze and stainless steel

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

- Describe the composition of brass
- Describe the composition of steel
- Appreciate composition of alloys

- Discuss the composition of brass (copper and zinc)
- Discuss the composition of steel (iron and carbon)
- Research alloy compositions using digital resources

What is the composition of common alloys?

- Oxford Integrated Science pg. 22
- Items made of brass and steel
- Digital resources
- Textbooks
- Oxford Integrated Science pg. 23
- Items made of bronze and stainless steel

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Uses of metals

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

- Identify uses of metals in day-to-day life
- Explain why specific metals are used for certain purposes
- Appreciate the importance of metals

- Discuss uses of sodium and magnesium
- Create tables showing uses of metals in daily life
- Research uses of metals using digital resources

What are the uses of different metals in daily life?

- Oxford Integrated Science pg. 23
- Digital resources
- Items made of metals
- Charts

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Uses of alloys
Metals and alloys - Value of metals and alloys

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

- Identify uses of alloys in day-to-day life
- Explain why specific alloys are used for certain purposes
- Appreciate the importance of alloys

- Discuss uses of brass, steel, and bronze
- Create tables showing uses of alloys in daily life
- Research uses of alloys using digital resources

What are the uses of different alloys in daily life?

- Oxford Integrated Science pg. 24
- Digital resources
- Items made of alloys
- Charts
- Textbooks
- Newspaper articles

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Rusting
Metals and alloys - Effects of rusting

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

- Explain what rusting is
- Investigate causes of rusting
- Show interest in the process of rusting

- Set up an experiment to investigate causes of rusting
- Observe iron nails in different conditions
- Discuss conditions necessary for rusting

What causes rusting of metals?

- Oxford Integrated Science pg. 25
- Iron nails
- Test tubes
- Test tube corks
- Olive oil
- Anhydrous calcium chloride
- Oxford Integrated Science pg. 26
- Rusted objects
- Digital resources
- Textbooks

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Metals and alloys - Prevention of rusting
Metals and alloys - Summary

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

- Describe methods of preventing rusting
- Explain how each method works
- Show interest in rust prevention

- Read about methods of preventing rusting
- Discuss methods like painting, oiling, galvanizing
- Research methods using digital resources

How can we prevent metals from rusting?

- Oxford Integrated Science pg. 27
- Digital resources
- Textbooks
- Charts
- Oxford Integrated Science pg. 28
- Previous notes

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Assessment
Water hardness - Physical properties of water

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

- Answer questions on metals and alloys
- Apply knowledge on properties and uses of metals and alloys
- Show confidence in knowledge about metals and alloys

- Attempt questions on metals and alloys
- Discuss solutions to questions
- Review key concepts

How does understanding metals and alloys help us in technology development?

- Oxford Integrated Science pg. 29
- Assessment questions
- Previous notes
- Oxford Integrated Science pg. 30
- Distilled water
- Glass beakers
- Water from different sources

- Written test - Observation - Oral questions

Mixtures, Elements and Compounds

Water hardness - Taste of water
Water hardness - Boiling point of water

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

- Investigate whether water has a taste
- Compare taste of water from different sources
- Show interest in properties of water

- Taste water from different safe sources
- Compare the taste of water from different sources
- Discuss why water may have different tastes

Does water have a taste?

- Oxford Integrated Science pg. 31
- Water from different safe sources
- Clean cups
- Charts
- Oxford Integrated Science pg. 32
- Water samples
- Thermometer
- Boiling tube
- Source of heat

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Hard and soft water
Water hardness - Testing water hardness

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

- Define hard and soft water
- Distinguish between hard and soft water
- Show interest in water hardness

- Add soap to distilled water and tap water
- Observe lathering and formation of scum
- Discuss the difference between hard and soft water

Why is hard water preferred for drinking?

- Oxford Integrated Science pg. 33
- Distilled water
- Tap water
- Soap solution
- Beakers
- Oxford Integrated Science pg. 34
- Water samples
- Conical flasks
- Burette

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Differences between hard and soft water
Water hardness - Advantages of water

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

- Describe the differences between hard and soft water
- Explain the ions responsible for water hardness
- Appreciate differences between hard and soft water

- Review results from previous experiment
- Discuss ions responsible for water hardness
- Summarize differences between hard and soft water

What causes water to be hard?

- Oxford Integrated Science pg. 34
- Previous experimental results
- Charts
- Digital resources
- Oxford Integrated Science pg. 35
- Textbooks

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Disadvantages of hard water
Water hardness - Methods of softening

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

- Outline disadvantages of hard water
- Explain effects of hard water on appliances
- Show interest in water hardness

- Research disadvantages of hard water
- Observe kettle with scale formation
- Discuss effects of hard water on soap usage

How does hard water affect household appliances?

- Oxford Integrated Science pg. 36
- Kettle with scale
- Digital resources
- Textbooks
- Oxford Integrated Science pg. 37
- Charts

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Softening by boiling
Water hardness - Softening by distillation

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

- Soften hard water by boiling
- Test effectiveness of boiling in water softening
- Apply water softening skills

- Boil hard water samples
- Test lathering ability before and after boiling
- Compare and discuss results

How effective is boiling in softening hard water?

- Oxford Integrated Science pg. 38
- Hard water samples
- Source of heat
- Soap solution
- Test tubes
- Oxford Integrated Science pg. 39
- Distillation apparatus

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Softening using washing soda
Water hardness - Applications

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

- Soften hard water using washing soda
- Test effectiveness of chemical treatment
- Apply water softening skills

- Add washing soda to hard water
- Filter the mixture
- Test lathering ability of filtrate
- Compare and discuss results

How effective are chemicals in softening hard water?

- Oxford Integrated Science pg. 40
- Hard water samples
- Washing soda
- Filter funnel and paper
- Soap solution
- Oxford Integrated Science pg. 41
- Digital resources
- Textbooks
- Charts

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Summary
Water hardness - Applications of knowledge

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

- Summarize physical properties of water
- Summarize differences between hard and soft water
- Show confidence in knowledge about water hardness

- Review physical properties of water
- Discuss differences between hard and soft water
- Create summary notes

Why is understanding water hardness important?

- Oxford Integrated Science pg. 43
- Previous notes
- Charts
- Textbooks
- Real-life scenarios

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds
Living Things and their Environment

Water hardness - Assessment
Nutrition in plants - Parts of a leaf

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

- Answer questions on water hardness
- Apply knowledge on water properties and hardness
- Show confidence in knowledge about water hardness

- Attempt questions on water hardness
- Discuss solutions to questions
- Review key concepts

How does understanding water hardness help us make better choices?

- Oxford Integrated Science pg. 44
- Assessment questions
- Previous notes
- Leaf specimens
- Charts showing leaf parts

- Written test - Observation - Oral questions

Living Things and their Environment

Nutrition in plants - Internal structure of a leaf

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

- Observe the internal structure of a leaf
- Identify the internal parts of a leaf
- Draw and label the internal parts of a leaf

- Mount a permanent slide on the stage of a light microscope
- Observe and identify the internal parts of a leaf
- Draw the transverse section of the leaf

How is a leaf structured internally?

- Oxford Integrated Science pg. 44
- Light microscope
- Permanent slide of leaf section
- Charts

- Observation - Drawings - Written questions

Living Things and their Environment

Nutrition in plants - Adaptations of the leaf to photosynthesis
Nutrition in plants - Structure of chloroplast

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
- Oxford Integrated Science pg. 46
- Charts showing chloroplast structure

- Oral questions - Written assignments - Assessment rubrics

Living Things and their Environment

Nutrition in plants - Process of photosynthesis
Nutrition in plants - Testing for starch in a leaf

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

- Describe the process of photosynthesis
- Explain the light and dark stages of photosynthesis
- Show interest in the process of photosynthesis

- Read and discuss content on photosynthesis
- Discuss what happens during light and dark stages
- Discuss the end products of photosynthesis

What happens during photosynthesis?

- Oxford Integrated Science pg. 47
- Digital resources
- Charts showing photosynthesis
- Oxford Integrated Science pg. 48
- Leaf specimens
- Methylated spirit
- Iodine solution
- Boiling tubes
- Heat source

- Oral questions - Written exercises - Discussion

Living Things and their Environment

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

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
- Oxford Integrated Science pg. 50
- Potted plants
- Sodium hydroxide
- Polythene bags
- Rubber bands

- Observation - Practical skills - Written report - Oral questions

Living Things and their Environment

Nutrition in plants - Conditions necessary for photosynthesis (chlorophyll)
Nutrition in plants - Conditions necessary for photosynthesis (water)

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

- Show that chlorophyll is necessary for photosynthesis
- Test variegated leaves for starch
- Explain the importance of chlorophyll in photosynthesis

- Collect variegated leaves
- Test different parts of the leaf for starch
- Compare results from green and non-green parts
- Draw conclusions

Why is chlorophyll necessary for photosynthesis?

- Oxford Integrated Science pg. 51
- Variegated leaves
- Materials for starch test
- Oxford Integrated Science pg. 52
- Digital resources
- Textbooks

- Observation - Practical skills - Written report - Oral questions

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
Nutrition in animals - Dentition in animals

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
- Oxford Integrated Science pg. 59
- Models of different dentition
- Charts showing animal dentition
- Digital resources

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

Nutrition in animals - Types of teeth
Nutrition in animals - Human digestive system

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

- Identify different types of teeth in mammals
- Describe the structure and function of each type
- Draw different types of teeth

- Observe skull of cow/goat or human model
- Study charts showing different types of teeth
- Draw and label different types of teeth

What are the different types of teeth and their functions?

- Oxford Integrated Science pg. 61
- Model of human skull
- Charts showing types of teeth
- Oxford Integrated Science pg. 63
- Chart showing the human alimentary canal
- Model of human digestive system

- Observation - Drawings - Oral questions - Written exercises

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
Nutrition in animals - Egestion

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
- Oxford Integrated Science pg. 67
- Science textbooks

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

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

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

- Discuss the importance of various modes of nutrition
- Explain roles of various modes in the ecosystem
- Show interest in nutritional diversity

- Read and discuss information on nutrition modes
- Discuss importance of parasitic, symbiotic, and holozoic nutrition
- Present findings to class

Why are different modes of nutrition important?

- Oxford Integrated Science pg. 68
- Science textbooks
- Digital resources
- Assessment questions
- Previous notes

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

Reproduction in plants - Parts of a flower
Reproduction in plants - Functions of flower parts

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
- Oxford Integrated Science pg. 72
- Charts showing flower parts

- Observation - Drawings - Oral questions

Living Things and their Environment

Reproduction in plants - Types of pollination
Reproduction in plants - Adaptations to insect pollination

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

- Differentiate between self and cross-pollination
- Discuss characteristics of each type
- Appreciate the diversity in pollination

- Study charts showing types of pollination
- Discuss differences between self and cross-pollination
- Identify examples of each type

What are the different types of pollination?

- Oxford Integrated Science pg. 73
- Charts showing pollination
- Digital resources
- Oxford Integrated Science pg. 74
- Insect-pollinated flowers
- Hand lens
- Charts

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Adaptations to wind 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

- Observation - Drawings - Oral questions - Written report

Living Things and their Environment

Reproduction in plants - Effects of agrochemicals on pollination
Reproduction in plants - Fertilization in flowering plants

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

- Discuss effects of agrochemicals on pollinating agents
- Explain how this affects plant reproduction
- Show concern for environmental conservation

- Discuss how pesticides affect pollinators
- Explore how this impacts food production
- Research effects of agrochemicals

How do agrochemicals affect pollination?

- Oxford Integrated Science pg. 76
- Science textbooks
- Magazines
- Digital resources
- Oxford Integrated Science pg. 77
- Charts showing fertilization

- Oral questions - Written exercises - Group presentations

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
Reproduction in plants - Role of flowers in nature

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
- Oxford Integrated Science pg. 83
- Digital resources
- Flower specimens

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Assessment
The interdependence of life - Biotic components

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

- Attempt questions on reproduction in plants
- Apply knowledge to explain plant reproduction
- Show confidence in their understanding

- Answer assessment questions on plant reproduction
- Discuss solutions to questions
- Review key concepts

How does understanding plant reproduction help explain biodiversity?

- Oxford Integrated Science pg. 84
- Assessment questions
- Previous notes
- Oxford Integrated Science pg. 91
- School compound
- Digital resources

- Written test - Peer assessment - Oral questions

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
The interdependence of life - Energy flow (Food chains)

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

- Oral questions - Written exercises - Group discussions

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
The interdependence of life - Effects of human activities

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

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

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

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

- Describe effects of human activities on environment
- Explain impact of deforestation, hunting, and pollution
- Show concern for environmental conservation

- Brainstorm effects of human activities
- Research information on environmental impact
- Present findings to class
- Discuss solutions to environmental problems

How do human activities impact biodiversity?

- Oxford Integrated Science pg. 104
- Digital resources
- Science textbooks
- Journals
- Oxford Integrated Science pg. 105

- 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
Curved mirrors - Principal focus and focal length

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
- Oxford Integrated Science pg. 114
- Charts on curved mirrors

- Oral questions - Written exercises - Group discussions

Force and Energy

Curved mirrors - Focal length of a concave mirror
Images formed by concave and convex mirrors - Using a screen

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

- Determine the focal length of a concave mirror
- Set up experiment to find focal length
- Show interest in practical applications

- Set up concave mirror on mirror holder
- Focus image of distant object on screen
- Measure distance from mirror to screen
- Calculate focal length

How can we determine the focal length of a concave mirror?

- Oxford Integrated Science pg. 115
- Concave mirror
- Mirror holder
- Screen
- Meter rule
- Oxford Integrated Science pg. 116
- Burning candle

- Observation - Practical skills - Written reports - Measurements

Force and Energy

Images formed by concave and convex mirrors - Special rays

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

- Drawings - Accuracy of ray diagrams - Group work

Force and Energy

Images formed by concave and convex mirrors - Ray diagrams (concave)
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
- Draw accurate ray diagrams for concave mirrors
- Show confidence in ray diagram construction

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

How can we use ray diagrams to locate images formed by concave mirrors?

- Oxford Integrated Science pg. 120
- Geometrical set
- Chart paper
- Graph paper
- Oxford Integrated Science pg. 121

- Drawings - Accuracy of ray diagrams - Written explanations

Force and Energy

Images formed by concave and convex mirrors - Graphical method
Images formed by concave and convex mirrors - Characteristics of images

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
- Previous ray diagrams
- Reference charts
- Table templates

- Accuracy of drawings - Calculations - Written explanations

Force and Energy

Images formed by concave and convex mirrors - Applications of concave mirrors
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 concave mirrors in daily life
- Relate mirror properties to specific applications
- Appreciate the practical value of concave mirrors

- Discuss uses of concave mirrors in dentistry and salons
- Explain how the mirror properties serve these functions
- Study images of concave mirrors in use
- Research additional applications

Why are concave mirrors used in specific applications?

- Oxford Integrated Science pg. 126
- Pictures of mirrors in use
- Digital resources
- Sample applications
- Oxford Integrated Science pg. 127

- 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
Waves - Meaning of waves

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
- Oxford Integrated Science pg. 130
- Dictionary
- Science textbooks
- Digital resources

- Written test - Diagrams - Explanations

Force and Energy

Waves - Generation of waves in water
Waves - Generation of waves in rope and springs

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

- Demonstrate the generation of water waves
- Explain how energy is transferred
- Show interest in wave production

- Strike water surface in a basin
- Observe ripples formed
- Identify source of energy
- Discuss energy transfer

How are waves generated in water?

- Oxford Integrated Science pg. 131
- Large basin with water
- Stick
- Visual aids
- Oxford Integrated Science pg. 132
- Rope (3m)
- Slinky spring
- Speaker
- Paper strip

- Observation - Practical skills - Oral 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
Waves - Wave equations

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
- Wave equation reference
- Calculator
- Problem sets

- Oral explanations - Written definitions - Diagrams - Quizzes

Force and Energy

Waves - Straight line motion
Waves - Bending of waves

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

- Demonstrate that waves travel in straight lines
- Set up experiments to show straight line propagation
- Apply knowledge to real situations

- Set up cardboards with holes aligned
- Observe light through holes
- Displace one cardboard to block light
- Explain observations

How can we demonstrate that waves travel in straight lines?

- Oxford Integrated Science pg. 138
- Cardboards
- Wooden blocks
- Candle
- Matches
- Oxford Integrated Science pg. 139
- Glass block
- Water container
- Light source
- Diagrams

- Observation - Practical skills - Explanations - Group work

Force and Energy

Waves - Movement around objects
Waves - Remote sensing meaning

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
- Oxford Integrated Science pg. 140
- Dictionary
- Images of remote sensing
- Digital resources

- Observation - Practical skills - Diagrams - Explanations

Force and Energy

Waves - Remote sensing process
Waves - Applications in communication

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

- Describe remote sensing in relation to waves
- Explain transmission of waves in sensing
- Appreciate technological applications

- Read and discuss technician's notes
- Identify stages of remote sensing
- Discuss transmission of waves from objects
- Explain role of ground stations

How does remote sensing use waves?

- Oxford Integrated Science pg. 141
- Diagrams of remote sensing
- Digital resources
- Manila papers
- Felt pens
- Oxford Integrated Science pg. 143
- Images of communication devices
- Chart paper

- Oral presentations - Written explanations - Diagrams - Group work

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