Living Things and Their Environment

Ecology and the Environment - Habitats and their characteristics

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

- Define the terms habitat, ecosystem, and ecology
- Identify different types of habitats: aquatic (freshwater and marine), terrestrial (forest, grassland, desert)
- Show curiosity in studying organisms in their natural environments

In groups, learners are guided to:
- Discuss the meaning of habitat (the place where an organism lives), ecosystem (all organisms in a habitat plus their environment), and ecology (the study of organisms and their environment)
- Identify and describe the characteristics of: freshwater, marine, forest, grassland, and desert habitats
- Match organisms to their habitats: fish (freshwater), cactus (desert), lion (grassland)

What is a habitat and what are the characteristics of different habitats?

- Grade 7 Integrated Science Learner's Book
- Charts showing different habitats
- Internet access

- Oral questions - Observation

Living Things and Their Environment

Ecology and the Environment - Food chains and food webs

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

- Define a food chain and construct a simple food chain with at least four organisms
- Identify producers, primary consumers, secondary consumers, and tertiary consumers
- Show interest in tracing the flow of energy through a food chain

In groups, learners are guided to:
- Discuss: what is a food chain? How does energy flow from one organism to another?
- Construct a food chain: grass → grasshopper → frog → snake → eagle
- Identify the role of each organism: grass (producer), grasshopper (primary consumer), frog (secondary consumer), snake (tertiary consumer)

What is a food chain and how does energy flow through it?

- Grade 7 Integrated Science Learner's Book
- Charts showing food chains
- Reference books

- Written assignments - Oral questions

Living Things and Their Environment

Ecology and the Environment - Food chains and food webs

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

- Define a food chain and construct a simple food chain with at least four organisms
- Identify producers, primary consumers, secondary consumers, and tertiary consumers
- Show interest in tracing the flow of energy through a food chain

In groups, learners are guided to:
- Discuss: what is a food chain? How does energy flow from one organism to another?
- Construct a food chain: grass → grasshopper → frog → snake → eagle
- Identify the role of each organism: grass (producer), grasshopper (primary consumer), frog (secondary consumer), snake (tertiary consumer)

What is a food chain and how does energy flow through it?

- Grade 7 Integrated Science Learner's Book
- Charts showing food chains
- Reference books

- Written assignments - Oral questions

Living Things and Their Environment

Ecology and the Environment - Food chains and food webs

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

- Define a food web as a network of interconnected food chains
- Construct a simple food web from given organisms
- Appreciate that the removal of one organism affects all others in the food web

In groups, learners are guided to:
- Discuss: what is a food web? How is it different from a food chain?
- Construct a simple food web from a list of organisms in a given habitat
- Discuss: what happens to the food web if the grass (producer) is removed? If the frog (secondary consumer) is removed?

What is a food web and how does removal of one organism affect the others?

- Grade 7 Integrated Science Learner's Book
- Charts showing food webs
- Reference books

- Written assignments - Oral questions

Living Things and Their Environment

Ecology and the Environment - Interdependence of organisms in an ecosystem

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

- Explain how organisms in an ecosystem depend on each other for food, shelter, and survival
- Give examples of interdependence: predator-prey, symbiosis, and decomposers recycling nutrients
- Value the importance of maintaining balanced ecosystems

In groups, learners are guided to:
- Discuss predator-prey relationships: lion and zebra; hawk and mouse
- Discuss symbiosis: bees pollinating flowers; oxpeckers feeding on ticks from cattle
- Discuss the role of decomposers (bacteria and fungi) in breaking down dead matter and recycling nutrients back to the soil

How do organisms in an ecosystem depend on each other for survival?

- Grade 7 Integrated Science Learner's Book
- Charts showing symbiosis and predator-prey relationships
- Reference books

- Oral questions - Written assignments

Living Things and Their Environment

Ecology and the Environment - Conservation of the environment

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

- Explain the importance of conserving the environment
- Identify human activities that damage the environment: deforestation, overfishing, pollution, and overgrazing
- Develop a sense of responsibility for protecting the natural environment

In groups, learners are guided to:
- Discuss human activities that damage the environment: deforestation removes habitats; pollution contaminates water and soil; overgrazing leads to soil erosion
- Discuss the effects of these activities on food chains, ecosystems, and biodiversity
- Propose actions to reduce environmental damage in the local community

What human activities damage the environment and how can they be reduced?

- Grade 7 Integrated Science Learner's Book
- Internet access
- Reference books

- Oral questions - Observation

Living Things and Their Environment

Ecology and the Environment - Conservation of the environment

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

- Explain the importance of conserving the environment
- Identify human activities that damage the environment: deforestation, overfishing, pollution, and overgrazing
- Develop a sense of responsibility for protecting the natural environment

In groups, learners are guided to:
- Discuss human activities that damage the environment: deforestation removes habitats; pollution contaminates water and soil; overgrazing leads to soil erosion
- Discuss the effects of these activities on food chains, ecosystems, and biodiversity
- Propose actions to reduce environmental damage in the local community

What human activities damage the environment and how can they be reduced?

- Grade 7 Integrated Science Learner's Book
- Internet access
- Reference books

- Oral questions - Observation

Living Things and Their Environment

Ecology and the Environment - Conservation of the environment

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

- Describe at least five strategies for conserving the environment
- Participate in a local conservation activity such as tree planting or litter collection
- Show commitment to environmental conservation as a lifelong responsibility

In groups, learners are guided to:
- Discuss conservation strategies: tree planting, sustainable farming, recycling, water conservation, and wildlife protection
- Plan and carry out a simple conservation activity: collect litter in the school compound or plant a seedling
- Reflect on the importance of each person's role in protecting the environment

What can individuals and communities do to conserve the environment?

- Grade 7 Integrated Science Learner's Book
- Tree seedlings, gloves
- Reference books

- Practical work - Observation

Force and Energy

Static Electricity - Existence of static charges in objects

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

- Demonstrate the existence of static charges by rubbing a plastic ruler and holding it near paper
- Demonstrate that a charged strip can make an aluminium can roll
- Show curiosity about the forces produced by static charges

In groups, learners are guided to:
- Carry out Activity 1: rub plastic ruler on dry hair; hold near small paper pieces (Figure 4.1); observe attraction
- Carry out Activity 2: charge plastic strip; move it close to an aluminium can (Figure 4.2); observe rolling
- Discuss: objects made of plastic, ebonite, and glass form static charges when rubbed

How can the existence of static charges in objects be demonstrated?

- Grade 7 Integrated Science Learner's Book 6
- Plastic ruler, plastic strip, woollen cloth, small paper pieces, aluminium can

- Practical work - Observation schedule

Force and Energy

Static Electricity - Types of charges and charging by rubbing

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

- Identify the two types of electric charges: positive (+) and negative (−)
- Describe the process of charging objects by rubbing using the water jet activity
- Explain why a plastic strip becomes negatively charged while a glass rod becomes positively charged

In groups, learners are guided to:
- Search for videos on the two types of charges; discuss: what are the two types? What is the symbol for each?
- Carry out the water jet activity: hold uncharged plastic strip near water jet; rub strip; hold near jet again (Figure 4.3); observe the jet bending
- Discuss: when an object loses negative charges it becomes positive; when it gains negative charges it becomes negative

What are the types of electric charges and how are objects charged by rubbing?

- Grade 7 Integrated Science Learner's Book 8
- Plastic strip, glass rod, plastic container, woollen cloth, basin, water
- Digital device

- Practical work - Oral questions

Force and Energy

Static Electricity - Charging objects by induction

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

- Define induction as charging an object without contact
- Carry out the aluminium strip activity to charge by induction
- Explain that an object charged by induction acquires the opposite charge

In groups, learners are guided to:
- Carry out Activity: mount aluminium strip on clothes peg (Figure 4.4); hold charged plastic strip near one end; touch other end with iron nail (Figure 4.5); remove nail; move strip away
- Move charged aluminium strip near thread pieces; observe attraction
- Discuss: why does induction produce an opposite charge? What was the function of the iron nail?

How does charging by induction work and what charge does the object acquire?

- Grade 7 Integrated Science Learner's Book 0
- Thin aluminium strip, clothes peg, plastic strip, iron nail, woollen cloth, cotton thread pieces

- Practical work - Observation schedule

Force and Energy

Static Electricity - Charging objects by induction

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

- Define induction as charging an object without contact
- Carry out the aluminium strip activity to charge by induction
- Explain that an object charged by induction acquires the opposite charge

In groups, learners are guided to:
- Carry out Activity: mount aluminium strip on clothes peg (Figure 4.4); hold charged plastic strip near one end; touch other end with iron nail (Figure 4.5); remove nail; move strip away
- Move charged aluminium strip near thread pieces; observe attraction
- Discuss: why does induction produce an opposite charge? What was the function of the iron nail?

How does charging by induction work and what charge does the object acquire?

- Grade 7 Integrated Science Learner's Book 0
- Thin aluminium strip, clothes peg, plastic strip, iron nail, woollen cloth, cotton thread pieces

- Practical work - Observation schedule

Force and Energy

Static Electricity - Effects of force between charged objects

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

- Demonstrate repulsion between two similarly charged objects using biro pen caps
- Demonstrate attraction between two oppositely charged objects using a plastic sheet and glass bottle
- State the law of charges: like charges repel; unlike charges attract

In groups, learners are guided to:
- Carry out Activity: charge two biro caps; suspend one; hold the other close (Figure 4.6): observe repulsion
- Carry out Activity: charge plastic sheet with cotton cloth; charge glass bottle with woollen cloth; move close (Figure 4.8): observe attraction
- Discuss: like charges repel; unlike charges attract

What force exists between like charges and between unlike charges?

- Grade 7 Integrated Science Learner's Book 2
- Two biro pen caps, thread, two plastic sheets, woollen and cotton cloth, glass bottle, retort stand

- Practical work - Observation

Force and Energy

Static Electricity - Safety measures and uses of static charges

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

- Describe safety measures when dealing with static charges in electronic devices, clothing, and lightning
- Describe three uses of static charges: printers, spray painting, and air pollution control
- Attempt Self-assessment 9 questions correctly

In groups, learners are guided to:
- Discuss safety with electronics (Figure 4.9), clothing (wear woollen over cotton), and lightning (seven measures)
- Discuss three uses: printers (toner), spray painting (repulsion spreads paint), and air-cleaning chimney (Figure 4.10)
- Complete Self-assessment 9 questions 1–10 from the course book

What safety measures apply to static charges and how are static charges useful?

- Grade 7 Integrated Science Learner's Book 5
- Figure 4.9 (radio), Figure 4.10 (chimney)
- Exercise books

- Written test - Oral questions

Force and Energy

Static Electricity - Safety measures and uses of static charges

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

- Describe safety measures when dealing with static charges in electronic devices, clothing, and lightning
- Describe three uses of static charges: printers, spray painting, and air pollution control
- Attempt Self-assessment 9 questions correctly

In groups, learners are guided to:
- Discuss safety with electronics (Figure 4.9), clothing (wear woollen over cotton), and lightning (seven measures)
- Discuss three uses: printers (toner), spray painting (repulsion spreads paint), and air-cleaning chimney (Figure 4.10)
- Complete Self-assessment 9 questions 1–10 from the course book

What safety measures apply to static charges and how are static charges useful?

- Grade 7 Integrated Science Learner's Book 5
- Figure 4.9 (radio), Figure 4.10 (chimney)
- Exercise books

- Written test - Oral questions

Force and Energy

Static Electricity - Uses of static charges + consolidation

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

- Summarise all Static Electricity topics: static charges, types, charging methods, effects of force, safety, and uses
- Apply static electricity knowledge to new questions
- Show confidence in mastering Sub-strand 4.1

In groups, learners are guided to:
- Review and correct SA9 answers as a class; focus on the law of charges and lightning safety
- Carry out a science symposium: each group presents a 5-minute talk on one topic from Static Electricity
- Discuss: how are static charges used in spray painting and why is repulsion important?

How confidently can you apply everything learnt in Static Electricity?

- Grade 7 Integrated Science Learner's Book 8
- Exercise books
- Reference books

- Oral questions - Assessment rubric

Force and Energy

Electrical Energy - Sources of electricity in our environment

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

- Identify at least six sources of electricity in the environment
- Describe how each source generates electricity: hydroelectric, geothermal, solar, wind, dry cells, car batteries, and generators
- Show interest in exploring electricity sources used locally

In groups, learners are guided to:
- Discuss the source of electricity used at home, school, place of worship, and local market
- Research photos and videos of electricity from moving water, underground steam, sunlight, and wind
- Discuss: hydroelectric, geothermal, solar, wind, generators, bicycle dynamos, car batteries, and dry cells

What are the sources of electricity in our environment and how does each work?

- Grade 7 Integrated Science Learner's Book 0
- Internet access, digital device
- Pictures of electricity sources

- Oral questions - Written assignments

Force and Energy

Electrical Energy - Sources of electricity in our environment

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

- Identify at least six sources of electricity in the environment
- Describe how each source generates electricity: hydroelectric, geothermal, solar, wind, dry cells, car batteries, and generators
- Show interest in exploring electricity sources used locally

In groups, learners are guided to:
- Discuss the source of electricity used at home, school, place of worship, and local market
- Research photos and videos of electricity from moving water, underground steam, sunlight, and wind
- Discuss: hydroelectric, geothermal, solar, wind, generators, bicycle dynamos, car batteries, and dry cells

What are the sources of electricity in our environment and how does each work?

- Grade 7 Integrated Science Learner's Book 0
- Internet access, digital device
- Pictures of electricity sources

- Oral questions - Written assignments

Force and Energy

Electrical Energy - Simple electrical circuits: components and cell arrangements

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

- Define a simple electrical circuit and identify its components using Table 4.1
- Set up cells in series (Figure 4.12) and in parallel (Figure 4.13) and compare the brightness of the bulb
- Explain the difference between series and parallel cell arrangement

In groups, learners are guided to:
- Watch the simple electrical circuit video (QR code); discuss circuit components and their functions; complete Table 4.1
- Carry out Activity: set up cells in series; observe bulb brightness; set up cells in parallel; compare brightness
- Discuss: positive to negative = series; like terminals connected = parallel; series gives brighter bulb

What is a simple electrical circuit and how do series and parallel cell arrangements differ?

- Grade 7 Integrated Science Learner's Book 3
- Dry cells, bulb, ammeter, voltmeter, switch, wires, cell holder, bulb holder
- Figures 4.11, 4.12, 4.13

- Practical work - Observation schedule

Force and Energy

Electrical Energy - Bulb arrangements and conductors

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

- Set up bulbs in series (Activity 3A) and in parallel (Activity 3B) and compare brightness
- Classify materials as conductors or non-conductors using Activity 4 and Table 4.2
- State that copper, iron, silver, and aluminium conduct electricity; wood, plastic, paper, and glass do not

In groups, learners are guided to:
- Carry out Activity 3A: bulbs in series (Figure 4.14); observe brightness and what happens when one bulb is removed
- Carry out Activity 3B: bulbs in parallel (Figure 4.15); compare with series; note that a faulty bulb does not affect others
- Carry out Activity 4 (Figure 4.16): test materials in a circuit gap; classify as conductor or non-conductor; complete Table 4.2

How do series and parallel bulb arrangements compare and what makes a material a conductor?

- Grade 7 Integrated Science Learner's Book 7
- Dry cells, two bulbs, ammeter, voltmeter, switch, wires, test materials
- Figures 4.14, 4.15, 4.16

- Practical work - Observation

Force and Energy

Electrical Energy - Electrical appliances, safety, and uses of electricity

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

- Identify common electrical appliances and match them to their uses using Table 4.3
- Identify safety measures when handling electrical appliances from user manuals and an electrician's chart
- Describe the uses of electricity in daily life and in industries

In groups, learners are guided to:
- Identify appliances from pictures; match to uses in Table 4.3; discuss the appliances conversation (blackout scenario)
- Read user manuals; study the electrician's safety chart; write six safety measures; discuss the caution on stinging appliances
- Discuss: write five sentences on how electricity makes life better

What appliances do we use, how are they handled safely, and what are the uses of electricity?

- Grade 7 Integrated Science Learner's Book 9
- Table 4.3, user manuals, electrician's chart
- Exercise books

- Oral questions - Written assignments

Force and Energy

Electrical Energy - Electrical appliances, safety, and uses of electricity

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

- Identify common electrical appliances and match them to their uses using Table 4.3
- Identify safety measures when handling electrical appliances from user manuals and an electrician's chart
- Describe the uses of electricity in daily life and in industries

In groups, learners are guided to:
- Identify appliances from pictures; match to uses in Table 4.3; discuss the appliances conversation (blackout scenario)
- Read user manuals; study the electrician's safety chart; write six safety measures; discuss the caution on stinging appliances
- Discuss: write five sentences on how electricity makes life better

What appliances do we use, how are they handled safely, and what are the uses of electricity?

- Grade 7 Integrated Science Learner's Book 9
- Table 4.3, user manuals, electrician's chart
- Exercise books

- Oral questions - Written assignments

Force and Energy

Electrical Energy - Self-assessment 10

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

- Complete Self-assessment 10 questions accurately covering all Electrical Energy topics
- Draw circuit diagrams for series and parallel arrangements of cells and bulbs
- Reflect on learning about sources of electricity, circuits, conductors, appliances, and uses

In groups, learners are guided to:
- Complete SA10 Q1–8: identify electricity sources from definitions; draw series/parallel circuits; describe a conductors test; classify materials; identify appliances; advise on six safety measures; write five sentences on electricity
- Set up series and parallel circuits to confirm understanding
- Review and correct answers as a class

How well do you understand all topics in Electrical Energy?

- Grade 7 Integrated Science Learner's Book 5
- Exercise books, dry cells, bulbs, wires

- Written test - Oral questions

Force and Energy

Magnetism - Magnetic and non-magnetic materials

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

- Classify materials as magnetic or non-magnetic by testing with a bar magnet
- State that iron and steel are magnetic; copper, glass, plastic, aluminium, and wood are non-magnetic
- Show curiosity about the magnetic properties of everyday materials

In groups, learners are guided to:
- Brainstorm: what is a magnet? Why are magnets important?
- Carry out classification activity: hold bar magnet close to each material; tick results in the table
- Discuss: which materials are magnetic and which are non-magnetic?

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

- Grade 7 Integrated Science Learner's Book 7
- Bar magnet, copper wire, cotton thread, iron nail, glass, plastic, steel pin, aluminium, wood

- Practical work - Oral questions

Force and Energy

Magnetism - Poles of a magnet

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

- Identify the two poles of a magnet: north (N) and south (S)
- Describe the distribution of iron filings around a bar magnet using Activity 2
- Explain that poles are located at the ends of the magnet

In groups, learners are guided to:
- Carry out Activity 2: place bar magnet under paper; sprinkle iron filings (Figure 4.17); tap paper; observe distribution
- Draw and explain the iron filing distribution; study Figures 4.18 and 4.19
- Discuss bar magnet and horseshoe magnet (Figure 4.20); draw and label their poles

Where are the poles of a magnet and how is this shown using iron filings?

- Grade 7 Integrated Science Learner's Book 8
- Bar magnet, white paper, iron filings
- Horseshoe magnet, Figures 4.17–4.20

- Practical work - Observation schedule

Force and Energy

Magnetism - Force between like and unlike poles

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

- Investigate the force between like and unlike poles using the rollers activity
- State the law of magnetism: like poles repel; unlike poles attract
- Define like poles and unlike poles

In groups, learners are guided to:
- Carry out Activity: place rollers on flat surface; place magnet on them; move second magnet with like poles facing (Figure 4.21a): observe repulsion; turn second magnet with unlike poles facing (Figure 4.21b): observe attraction
- Discuss: like poles repel; unlike poles attract; the force = repulsion/attraction
- Define like poles (N-N or S-S) and unlike poles (N-S)

What force exists between like poles and between unlike poles of a magnet?

- Grade 7 Integrated Science Learner's Book 0
- Two bar magnets, three rollers
- Figures 4.21(a) and 4.21(b)

- Practical work - Oral questions

Force and Energy

Magnetism - Force between like and unlike poles

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

- Investigate the force between like and unlike poles using the rollers activity
- State the law of magnetism: like poles repel; unlike poles attract
- Define like poles and unlike poles

In groups, learners are guided to:
- Carry out Activity: place rollers on flat surface; place magnet on them; move second magnet with like poles facing (Figure 4.21a): observe repulsion; turn second magnet with unlike poles facing (Figure 4.21b): observe attraction
- Discuss: like poles repel; unlike poles attract; the force = repulsion/attraction
- Define like poles (N-N or S-S) and unlike poles (N-S)

What force exists between like poles and between unlike poles of a magnet?

- Grade 7 Integrated Science Learner's Book 0
- Two bar magnets, three rollers
- Figures 4.21(a) and 4.21(b)

- Practical work - Oral questions

Force and Energy

Magnetism - Uses of magnets in day-to-day life

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

- Demonstrate how a freely suspended magnet determines direction (Figure 4.22)
- Identify uses of magnets in speakers, screwdrivers, magnetic boards, motors, and generators
- Show interest in how magnets function in everyday devices

In groups, learners are guided to:
- Carry out Activity: suspend bar magnet; let it rest; note direction; compare with magnetic compass (Figure 4.22, page 153)
- Carry out Activity: place steel pin near narrower end of speaker; observe attraction
- Use magnetic screwdriver to unscrew and re-screw a screw; discuss: how does the magnet make this easier?

How are magnets used to determine direction and in everyday devices?

- Grade 7 Integrated Science Learner's Book 3
- Bar magnet, thread, wooden support, magnetic compass
- Speaker, magnetic screwdriver

- Practical work - Oral questions

Force and Energy

Magnetism - Uses of magnets: separation and motors

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

- Use a magnet to separate magnetic materials from rubbish
- Explain how magnets function in electric motors and generators
- Appreciate that magnets are central to many machines and waste management

In groups, learners are guided to:
- Carry out Activity: spread rubbish on polythene sheet; use magnet to pick magnetic materials; discuss how this reduces environmental pollution
- Use internet to find information on magnets in motors and generators; discuss: motor converts electricity to rotation (fans, blenders); generator converts mechanical energy to electricity
- Carry out the card activity: five groups each discuss one application of magnets

How are magnets used in waste separation, motors, and generators?

- Grade 7 Integrated Science Learner's Book 5
- Magnet, stick, polythene sheet, dustbin
- Internet access, five application cards

- Practical work - Observation

Force and Energy

Magnetism - Uses of magnets: separation and motors

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

- Use a magnet to separate magnetic materials from rubbish
- Explain how magnets function in electric motors and generators
- Appreciate that magnets are central to many machines and waste management

In groups, learners are guided to:
- Carry out Activity: spread rubbish on polythene sheet; use magnet to pick magnetic materials; discuss how this reduces environmental pollution
- Use internet to find information on magnets in motors and generators; discuss: motor converts electricity to rotation (fans, blenders); generator converts mechanical energy to electricity
- Carry out the card activity: five groups each discuss one application of magnets

How are magnets used in waste separation, motors, and generators?

- Grade 7 Integrated Science Learner's Book 5
- Magnet, stick, polythene sheet, dustbin
- Internet access, five application cards

- Practical work - Observation

Force and Energy

Magnetism - Self-assessment 11

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

- Complete Self-assessment 11 questions accurately covering all Magnetism topics
- Draw diagrams showing poles of bar and horseshoe magnets
- Reflect on all Strand 4 content through the SA11 and digital exercise

In groups, learners are guided to:
- Complete SA11 Q1–6: classify magnetic/non-magnetic materials; draw poles of bar and horseshoe magnets; describe force investigation; identify forces between given pole pairs; name five machines using magnets; explain how magnets reduce pollution
- Complete the digital exercise (QR code, Force and energy folder)
- Review and correct all answers as a class

How well have you mastered all the content in Strand 4: Force and Energy?

- Grade 7 Integrated Science Learner's Book 9
- SA11 paper, QR code, digital device
- Exercise books

- Written test - Assessment rubric