Force and Energy

Electrical Energy - Sources of electricity in the environment

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

- Identify natural sources of electricity in the environment (solar, wind, hydro-electric, geothermal)
- Describe how each natural source generates electricity
- Show appreciation for natural energy sources available in the environment

In groups, learners are guided to:
- Discuss sources of electricity used at home, in hospitals, schools, and markets
- Study pictures of sources of electricity (solar panels, windmills, geothermal plant, hydroelectric plant, battery, dry cell, fossil fuel station, nuclear power plant) and identify each
- Use print or digital media to search for more information on sources of electricity

What are the sources of electricity in the environment?

- Spotlight Integrated Science pg. 172
- Pictures of electricity sources (charts)
- Internet access / digital media

- Oral questions - Observation - Anecdotal records

Force and Energy

Electrical Energy - Sources of electricity: generated and alternative sources
Electrical Energy - Renewable and non-renewable electricity sources

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

- Identify generated sources of electricity (electrical cells, fossil fuels, biomass, nuclear, tidal-wave, natural gas)
- Describe how each generated source produces electric power
- Show interest in how different sources of electricity compare

In groups, learners are guided to:
- Discuss how windmills, solar panels, fossil fuels, geothermal, hydroelectric, and nuclear sources generate electricity
- Describe biomass, natural gas, and tidal-wave electricity generation using the course book diagrams
- Write short notes on sources of electricity and share with classmates

How do different sources generate electricity?

- Spotlight Integrated Science pg. 173
- Diagrams of biomass and nuclear electricity production
- Reference books
- Spotlight Integrated Science pg. 174
- Classification chart

- Oral questions - Written assignments

Force and Energy

Electrical Energy - Components of a simple electrical circuit
Electrical Energy - Setting up a series circuit
Electrical Energy - Setting up a parallel circuit
Electrical Energy - Comparing series and parallel circuits
Electrical Energy - Identifying common electrical appliances

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

- Identify the components of a simple electrical circuit (dry cell, connecting wires, bulb holder, switch, bulb)
- Describe the function of each circuit component
- Show interest in understanding how electric current flows in a circuit

- Set up a simple electrical circuit with cells and bulbs connected in parallel
- Observe and explain the behaviour of bulbs in a parallel circuit
- Appreciate why parallel circuits are used in homes

In groups, learners are guided to:
- Study a diagram of a simple electrical circuit and read aloud the names of all components
- Discuss the meaning of an electrical circuit based on the diagram
- Draw and label a well-labelled diagram of a simple electrical circuit in exercise books
- Arrange two dry cells in parallel (like terminals connected) and connect to two bulbs in parallel
- Close the circuit and observe that both bulbs light up
- Remove one bulb and observe that the other bulb remains lit; discuss why

What components make up a simple electrical circuit?
How does a parallel circuit behave when one component is removed?

- Spotlight Integrated Science pg. 175
- Dry cells, connecting wires, bulb and bulb holder, switch
- Circuit diagram charts
- Spotlight Integrated Science pg. 176
- Two dry cells, two bulbs, two bulb holders, switch, connecting wires
- Safety guidelines
- Spotlight Integrated Science pg. 177
- Two dry cells, two bulbs, two bulb holders, switch, connecting wires
- Safety guidelines
- Spotlight Integrated Science pg. 178
- Completed circuit diagrams
- Reference books
- Spotlight Integrated Science pg. 181
- Pictures of electrical appliances (charts)

- Observation - Oral questions
- Practical work - Observation - Written assignments

Force and Energy

Electrical Energy - Uses and energy conversion of electrical appliances

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

- Explain the use of each common electrical appliance and the energy conversion it performs
- Match electrical appliances to their functions in a table
- Appreciate how a wide range of electrical appliances improve quality of life

In groups, learners are guided to:
- Copy and complete a table matching electrical appliances to their uses (electric cooker for cooking, iron box for ironing, oven for baking, refrigerator for preserving food, electric lamp for lighting, blow dryer for drying hair, television for watching, fan for cooling, electric speaker for playing music)
- Search for electrical appliances used in hotels, hospitals, shops, and schools
- Share findings with classmates for peer assessment

How do electrical appliances convert electrical energy to other forms of energy?

- Spotlight Integrated Science pg. 182
- Appliances table
- Internet access

- Written assignments - Oral questions

Force and Energy

Electrical Energy - Safety measures when using electrical appliances
Electrical Energy - Applying safety measures in practical scenarios

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

- Identify safety measures to observe when handling electrical appliances
- Explain the danger posed by ignoring electrical safety rules
- Show responsibility when handling electrical appliances at home and at school

In groups, learners are guided to:
- Study pictures showing safe and unsafe use of electrical appliances and identify which pictures show safe practices
- Read aloud a poster listing safety measures (do not insert metallic objects into sockets, switch off sockets when not in use, switch off before plugging in, call professionals for repairs)
- Write short notes on safety measures and discuss with classmates

What safety measures should be observed when using electrical appliances?

- Spotlight Integrated Science pg. 184
- Safety posters
- Pictures of safe/unsafe practices
- Spotlight Integrated Science pg. 185
- Scenario cards
- Reference books

- Oral questions - Checklist

Force and Energy

Electrical Energy - Uses of electricity in day-to-day life

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

- Identify the various uses of electricity in homes, schools, hotels, markets, and places of worship
- Explain how electricity has improved quality of life in communities
- Appreciate electricity as an essential form of energy in daily life

In groups, learners are guided to:
- Study pictures showing various uses of electricity (cooking, ironing, boiling water, lighting, playing music, preserving food, washing clothes, warming food, baking) and identify uses shown
- Share how family members use electricity at home
- Discuss uses of electricity in schools, hotels, markets, places of worship, and roads

How is electricity used in day-to-day life?

- Spotlight Integrated Science pg. 187
- Pictures showing uses of electricity
- Reference books

- Oral questions - Written assignments

Force and Energy

Electrical Energy - Summarising uses of electrical appliances
Electrical Energy - Review and assessment

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

- Summarise the uses of specific electrical appliances in a table
- Organise a class debate on the importance of electricity in daily life
- Show confidence in discussing and defending the role of electricity in the community

- Recall and explain all key concepts in Electrical Energy (sources, circuits, appliances, safety, uses)
- Complete an assessment task on sub-strand 4.1 accurately
- Show a positive and confident attitude toward assessment

- Remind learners of electrical appliances studied earlier and list them
- Copy and complete a table summarising electrical appliances and their uses
- Organise and participate in a class debate on the motion: 'Electricity plays an important role in our day-to-day life'; take notes on points raised
- Answer review questions: name seven sources of electricity; draw a simple electrical circuit; identify circuit connections; name ten electrical appliances; explain six ways people in a community can use electricity
- Complete a self-assessment table ticking level of confidence for each outcome
- Teacher provides feedback on class performance

In what ways does electricity play an important role in our day-to-day life?
How well do learners understand Electrical Energy?

- Spotlight Integrated Science pg. 188
- Table of uses
- Reference books
- Spotlight Integrated Science pg. 189
- Assessment papers
- Self-assessment table

- Oral questions - Written assignments
- Written test - Oral questions - Assessment rubric

Force and Energy

Magnetism - Introduction to magnets and types

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

- Define a magnet and magnetism
- Identify common types of magnets (bar magnet, horseshoe magnet, ring magnet, U-shaped magnet)
- Show curiosity about the nature and properties of magnets

In groups, learners are guided to:
- Discuss the meaning of a magnet (a piece of metal that exerts physical force attracting some objects) and magnetism (force exerted by magnets when they attract or repel each other)
- Study pictures of types of magnets and identify bar magnet, horseshoe magnet, ring magnet, and U-shaped magnet
- Use print or digital media to search for information on magnetism and types of magnets

What is a magnet and what types of magnets are there?

- Spotlight Integrated Science pg. 192
- Bar magnet, horseshoe magnet, ring magnet
- Reference books

- Oral questions - Observation

Force and Energy

Magnetism - Attractive property of a magnet

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

- Demonstrate the attractive property of a magnet using a practical activity
- Explain what it means for a magnet to attract an object
- Show interest in observing and recording scientific observations accurately

In groups, learners are guided to:
- Spread paper on a flat surface; place small nails on paper; bring a magnet close to nails and observe
- Record observations (magnet attracts nails) and discuss with classmates
- Explain the meaning of the attractive property based on the practical activity

What happens when a magnet is brought close to small nails?

- Spotlight Integrated Science pg. 193
- Magnet (any type), paper, small nails
- Exercise books

- Practical work - Observation - Checklist

Force and Energy

Magnetism - Repulsive property of a magnet
Magnetism - Polarity and magnetic strength

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

- Demonstrate the repulsive property of a magnet using two bar magnets
- Explain what happens when like poles are brought together
- Show accuracy in recording observations from a practical activity

In groups, learners are guided to:
- Suspend a bar magnet on a wooden stand using a string
- Bring the north pole of a second bar magnet toward the north pole of the suspended magnet and observe repulsion
- Bring the south pole toward the south pole and observe repulsion; record and discuss observations

What happens when like poles of two magnets are brought together?

- Spotlight Integrated Science pg. 194
- Two bar magnets, string, wooden stand
- Exercise books
- Spotlight Integrated Science pg. 195
- Bar magnet, plain paper, iron filings
- Working table

- Practical work - Observation

Force and Energy

Magnetism - Directional property of a magnet
Magnetism - Basic law of magnetism

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

- Demonstrate the directional property of a freely suspended magnet
- Explain why a suspended magnet always aligns north–south
- Appreciate the application of the directional property in compass navigation

- State the basic law of magnetism (like poles repel; unlike poles attract)
- Demonstrate the law by investigating the force between different poles of two bar magnets
- Show appreciation for the role of laws in organising scientific knowledge

In groups, learners are guided to:
- Suspend a bar magnet on a wooden stand using a thick string
- Flip the magnet to make it rotate, then wait for it to come to rest
- Use an earth's compass to confirm that the north pole faces geographic north and south pole faces geographic south; discuss use in compasses
- Suspend one bar magnet on a stand; bring the north pole of a second magnet toward the suspended magnet's north, south, and then the opposite poles
- Record whether attraction or repulsion occurs each time
- State the basic law: like poles repel, unlike poles attract; relate to compass needle behaviour

Why does a freely suspended magnet always point in the north–south direction?
What is the basic law of magnetism?

- Spotlight Integrated Science pg. 196
- Bar magnet, thick string, wooden stand, compass
- Exercise books
- Spotlight Integrated Science pg. 197
- Two bar magnets, thick string, wooden stand
- Exercise books

- Practical work - Observation - Oral questions
- Practical work - Oral questions

Force and Energy

Magnetism - Classifying materials as magnetic or non-magnetic

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

- Classify a range of materials as magnetic or non-magnetic using a permanent magnet
- Give examples of magnetic materials (iron, steel, cobalt, nickel) and non-magnetic materials (wood, plastic, paper, copper, aluminium, glass, brass)
- Show curiosity about why certain materials are attracted to magnets

In groups, learners are guided to:
- Suspend a bar magnet on a wooden stand; test each material (nail, aluminium foil, sewing needle, copper wire, leaf, wooden stick, piece of paper, plastic ruler, staple pin, razor blade, glass rod, fork, rubber) by bringing it near the magnet
- Record observations in a table: attracted/not attracted
- Study pictures of materials and group them as magnetic or non-magnetic

How can materials be classified as magnetic or non-magnetic?

- Spotlight Integrated Science pg. 198
- Bar magnet, wooden stand, assorted materials (nail, aluminium foil, needle, copper wire, leaf, wooden stick, paper, plastic ruler, staple pin, razor blade, glass rod, fork, rubber)
- Results table

- Practical work - Observation - Checklist

Force and Energy

Magnetism - Properties and socio-economic value of magnetic materials

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

- Explain why magnetic materials are attracted to magnets while non-magnetic materials are not
- Relate the magnetic properties of materials to their cost and socio-economic value
- Show critical thinking when linking material properties to real-life uses

In groups, learners are guided to:
- Discuss why iron, steel, cobalt, and nickel are magnetic while copper, aluminium, wood, plastic, and glass are not
- Explore the socio-economic value of magnetic materials (e.g. metal recycling, magnetic screwdrivers, cost of different metals)
- List materials found in the locality and use digital or print media to determine whether they are magnetic or non-magnetic

Why are some materials magnetic and others not, and what is the economic significance?

- Spotlight Integrated Science pg. 199
- Reference books
- Internet access

- Oral questions - Written assignments

Force and Energy

Magnetism - Uses of magnets in day-to-day life
Magnetism - Uses of magnets: devices and personal applications

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

- Identify uses of magnets in day-to-day life (door bells, bicycle dynamos, electric motors, separation of mixtures, memory storage, magnetic compass, toys, bag closures)
- Explain how each use relates to the properties of magnets
- Show interest in the widespread use of magnets in everyday objects

In groups, learners are guided to:
- Study photographs showing various uses of magnets in daily life and discuss each use
- Read a dialogue discussing uses of magnets in door bells, bicycle dynamos, electric motors, separation of mixtures, and computer memory storage
- Write a composition on uses of magnets in day-to-day life and share with classmates

How are magnets used in day-to-day life?

- Spotlight Integrated Science pg. 200
- Pictures of magnetic applications
- Reference books
- Spotlight Integrated Science pg. 201
- Flash cards

- Oral questions - Written assignments

Force and Energy

Magnetism - Applications of magnets in industry and technology
Magnetism - Applications of magnets in transport and communication

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

- Describe the applications of magnets in industry, medicine, and technology
- Explain how magnets are used for separation of mixtures, magnetic compass, and computer memory storage
- Show appreciation for the wide impact of magnets in modern industry and technology

- Describe applications of magnets in transport (magnetic levitation trains) and communication (radios, speakers, earphones)
- Explain the role of magnets in bicycle dynamos and electric motors
- Show interest in how the study of magnetism has enabled modern technology

In groups, learners are guided to:
- Discuss applications of magnets: separation of mixtures where one component is magnetic; magnetic compass needle aligned to earth's magnetic field; small magnets in computers for memory storage
- Explain how magnets in toys make parts stick together
- Use digital or print media to search for more industrial and technological applications of magnets
- Discuss how magnets are used in bicycle dynamos (magnet moves in coil of wire to produce electricity for bicycle lamps)
- Discuss applications in electric motors, generators, door bells, earphones, and radios
- Compile a list of magnet-powered devices and present to classmates

How are magnets applied in industry, medicine, and technology?
How do magnets enable transport and communication technologies to work?

- Spotlight Integrated Science pg. 202
- Reference books
- Internet access
- Spotlight Integrated Science pg. 203
- Reference books
- Internet access

- Oral questions - Written assignments

Force and Energy

Magnetism - Review and consolidation of magnetism

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

- Recall and explain all key concepts on magnetism (properties, classification of materials, uses, applications)
- Answer varied questions on magnetism accurately
- Show confidence when discussing topics in magnetism

In groups, learners are guided to:
- Answer review questions: name magnetic materials; describe an experiment to distinguish a metal from a magnet; explain why iron filings cluster at the poles of a magnet; write steps to demonstrate directional property; identify poles of magnets given repulsion/attraction information
- Peer-check answers and discuss corrections with teacher guidance

What are the key concepts about magnetism?

- Spotlight Integrated Science pg. 204
- Review question sets
- Exercise books

- Written test - Oral questions

Force and Energy

Magnetism - Assessment and Strand 4 review

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

- Demonstrate mastery of all Strand 4 topics including Electrical Energy and Magnetism
- Complete a self-assessment of confidence for each sub-strand outcome
- Show a positive and reflective attitude toward the completion of Strand 4

In groups, learners are guided to:
- Complete a written assessment covering all topics in sub-strand 4.2 and Strand 4 overall
- Copy and complete the self-assessment table ticking confidence level for each outcome (demonstrating properties of a magnet; classifying magnetic/non-magnetic materials; identifying uses of magnets; explaining applications of magnets)
- Teacher provides summative feedback on strand performance

How well do learners understand Magnetism and Strand 4 overall?

- Spotlight Integrated Science pg. 205
- Assessment papers
- Self-assessment table

- Written test - Assessment rubric - Oral questions

Mixtures, Elements and Compounds

Physical and Chemical Changes - Properties of solids

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

- Describe the properties of solids
- Explain why solids have definite shape and volume
- Connect properties of solids to rigid objects like furniture and buildings

In groups, learners are guided to:
- Carry out activities to determine if solids have definite volume
- Discuss that particles in solids are closely packed and vibrate in fixed positions
- Record observations in Table 1.2

Why do solids have a definite shape?

- Spotlight Integrated Science Learner's Book pg. 1
- Small stone, string, measuring cylinder
- Water

- Practical assessment - Oral questions - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Density of solids
Physical and Chemical Changes - Density of irregularly shaped solids
Physical and Chemical Changes - Shape and flow of solids

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

- Define the term density
- Calculate density of regularly shaped solids
- Relate density to why some objects float and others sink in water

- Explain why solids have definite shape
- Demonstrate that solids do not flow
- Connect rigid shape of solids to structural materials like bricks and steel beams

In groups, learners are guided to:
- Weigh wooden blocks and measure their dimensions
- Calculate volume using length × width × height
- Calculate density using mass/volume formula
- Transfer solids from one container to another and observe shape
- Place items at edge of table and observe ability to flow
- Discuss that particles in solids are in fixed positions

How do you determine the density of a solid?
Why don't solids flow like liquids?

- Spotlight Integrated Science Learner's Book pg. 3
- Wooden blocks, ruler
- Weighing machine
- Spotlight Integrated Science Learner's Book pg. 4
- Eureka can, stone, string
- Measuring cylinder, weighing machine
- Spotlight Integrated Science Learner's Book pg. 5
- Book, stone, pen, pencil
- Carton boxes, buckets

- Calculations - Practical assessment - Written tests
- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Compressibility of solids

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

- Demonstrate that solids are not easily compressed
- Explain why solids are not compressible
- Relate incompressibility of solids to hydraulic systems in vehicles

In groups, learners are guided to:
- Use syringe filled with sand to test compressibility
- Compare pressing plunger with empty barrel versus filled with sand
- Discuss that particles in solids are closely packed

Why can't we compress a solid easily?

- Spotlight Integrated Science Learner's Book pg. 6
- Syringe, sand
- Rubber cork

- Practical assessment - Oral questions - Observation

Mixtures, Elements and Compounds

Physical and Chemical Changes - Properties of liquids (density and volume)

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

- Demonstrate that liquids have density
- Show that liquids have definite volume
- Connect liquid properties to measuring cooking ingredients

In groups, learners are guided to:
- Determine density of water using beaker and weighing machine
- Transfer water between different containers to show definite volume
- Discuss arrangement of particles in liquids

Do liquids have definite volume?

- Spotlight Integrated Science Learner's Book pg. 8
- Beaker, measuring cylinder
- Volumetric flask, water

- Practical assessment - Calculations - Written tests

Mixtures, Elements and Compounds

Physical and Chemical Changes - Shape, flow and compressibility of liquids

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

- Demonstrate that liquids take the shape of their container
- Show that liquids can flow but are not easily compressible
- Relate liquid properties to pouring water into different shaped bottles

In groups, learners are guided to:
- Transfer water between different shaped containers
- Use syringe to test compressibility of liquids
- Discuss that particles in liquids slide past one another

Why do liquids take the shape of their container?

- Spotlight Integrated Science Learner's Book pg. 10
- Beaker, conical flask
- Syringe, water

- Practical assessment - Oral questions - Observation

Mixtures, Elements and Compounds

Physical and Chemical Changes - Properties of gases
Physical and Chemical Changes - Comparing properties of solids, liquids and gases
Physical and Chemical Changes - Demonstrating diffusion in liquids

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

- Demonstrate that gases have no definite shape or volume
- Show that gases can flow and are easily compressible
- Relate gas properties to inflating balloons and tyres

- Define the term diffusion
- Demonstrate diffusion using potassium manganate (VII) and water
- Relate diffusion to how tea colour spreads in hot water

In groups, learners are guided to:
- Inflate balloons of different shapes
- Use gas jars to show gases can flow
- Use syringe to demonstrate compressibility of gases
- Set up apparatus with straw, beaker and potassium manganate (VII) crystal
- Observe the purple colour spreading through water
- Discuss that diffusion is movement from high to low concentration

Why do gases fill the entire container they occupy?
How does diffusion occur in liquids?

- Spotlight Integrated Science Learner's Book pg. 12
- Balloons, gas jars
- Syringe, string
- Spotlight Integrated Science Learner's Book pg. 15
- Digital resources
- Reference materials
- Spotlight Integrated Science Learner's Book pg. 16
- Beaker, straw
- Potassium manganate (VII), water

- Practical assessment - Oral questions - Written assignments
- Practical assessment - Observation - Oral questions

Mixtures, Elements and Compounds

Physical and Chemical Changes - Distinguishing temporary and permanent changes

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

- Define temporary and permanent changes
- Distinguish between temporary and permanent changes using examples
- Identify temporary changes like melting ice and permanent changes like burning paper

In groups, learners are guided to:
- Study pictures showing changes in substances before and after
- Discuss characteristics of temporary changes (reversible, no new substance)
- Discuss characteristics of permanent changes (irreversible, new substance formed)

What is the difference between a temporary and a permanent change?

- Spotlight Integrated Science Learner's Book pg. 18
- Pictures of changes in substances
- Reference materials

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Physical and Chemical Changes - Temporary changes in water and candle wax

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

- Demonstrate temporary changes by heating water and candle wax
- Explain why these changes are reversible
- Connect temporary changes to everyday processes like boiling water for cooking

In groups, learners are guided to:
- Heat water in a conical flask and observe
- Heat candle wax in a test tube and allow to cool
- Record observations in Table 1.5

Why is melting candle wax a temporary change?

- Spotlight Integrated Science Learner's Book pg. 20
- Conical flask, test tubes
- Water, candle wax, heat source

- Practical assessment - Oral questions - Written tests

Mixtures, Elements and Compounds

Physical and Chemical Changes - Temporary changes in zinc oxide and iodine

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

- Demonstrate temporary changes by heating zinc oxide and iodine
- Observe colour changes on heating and cooling
- Relate sublimation of iodine to how mothballs disappear

In groups, learners are guided to:
- Heat zinc oxide and observe colour change
- Heat iodine crystals and observe sublimation
- Discuss characteristics of temporary (physical) changes

What happens when zinc oxide and iodine are heated?

- Spotlight Integrated Science Learner's Book pg. 20
- Test tubes, boiling tube
- Zinc oxide, iodine, heat source

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Temporary chemical changes in copper (II) sulphate
Physical and Chemical Changes - Temporary chemical changes in cobalt (II) chloride
Physical and Chemical Changes - Permanent changes in potassium manganate (VII)

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

- Demonstrate temporary chemical change using hydrated copper (II) sulphate
- Observe colour change from blue to white on heating
- Relate colour indicators to testing for presence of water in substances

- Demonstrate permanent change by heating potassium manganate (VII)
- Test for oxygen gas produced using a glowing splint
- Relate thermal decomposition to industrial production of oxygen

In groups, learners are guided to:
- Heat copper (II) sulphate crystals and collect liquid
- Observe colour change from blue to white
- Add water to anhydrous copper (II) sulphate and observe
- Heat potassium manganate (VII) in a boiling tube
- Insert glowing wooden splint to test for oxygen
- Write word equation for the reaction

What happens when hydrated copper (II) sulphate is heated?
What products are formed when potassium manganate (VII) is heated?

- Spotlight Integrated Science Learner's Book pg. 22
- Boiling tubes, delivery tube
- Copper (II) sulphate, heat source
- Spotlight Integrated Science Learner's Book pg. 24
- Boiling tubes
- Cobalt (II) chloride, heat source
- Spotlight Integrated Science Learner's Book pg. 26
- Boiling tube, test tube holder
- Potassium manganate (VII), wooden splints

- Practical assessment - Oral questions - Written tests

Mixtures, Elements and Compounds

Physical and Chemical Changes - Permanent changes in copper (II) nitrate
Physical and Chemical Changes - Applications in making candles and ice

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

- Demonstrate permanent change by heating copper (II) nitrate
- Identify products formed from the reaction
- Understand irreversible reactions in manufacturing processes

In groups, learners are guided to:
- Heat copper (II) nitrate in a boiling tube (in fume chamber)
- Observe formation of black solid and brown gas
- Write word equation for the reaction

What makes the change in copper (II) nitrate permanent?

- Spotlight Integrated Science Learner's Book pg. 27
- Boiling tubes, test tube holder
- Copper (II) nitrate, heat source
- Spotlight Integrated Science Learner's Book pg. 28
- Used candles, sufuria
- Glass tumbler, wick

- Practical assessment - Observation - Written assignments