Scientific Investigation

Introduction to Integrated Science - What is Integrated Science?

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

- Define Integrated Science as a combined study of Biology, Chemistry and Physics
- Distinguish the three components of Integrated Science using examples
- Show interest in Integrated Science as a field of study

In groups, learners are guided to:
- Study a table showing how different fields of science relate to one topic and discuss the meaning of Integrated Science
- Use digital or print media to search for meanings of Biology, Chemistry and Physics
- Write short notes on the components and share for peer review

What makes Integrated Science different from studying Biology, Chemistry or Physics separately?

- Spotlight Integrated Science pg. 2
- Digital resources
- Reference books

- Oral questions - Observation - Peer assessment

Scientific Investigation

Introduction to Integrated Science - Components of Integrated Science
Introduction to Integrated Science - Importance of science in daily life

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

- Name the three components of Integrated Science — Biology, Chemistry and Physics
- Explain the meaning of each component as a distinct field of science
- Appreciate the interconnected nature of the three science components

In groups, learners are guided to:
- Solve a word puzzle to find the names Biology, Physics and Chemistry
- Read a class discussion dialogue and answer questions on the meaning of each component
- Write and share short notes on the meaning of each component for peer assessment

How do Biology, Chemistry and Physics combine to form one learning area called Integrated Science?

- Spotlight Integrated Science pg. 3
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 5
- Household items for reference

- Written assignments - Oral questions - Peer assessment

Scientific Investigation

Introduction to Integrated Science - Science in health, agriculture and industry
Introduction to Integrated Science - Science in food, textile, transport and careers
Introduction to Integrated Science - STEM pathway and career tracks at Senior School

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

- Describe the specific role of science in health, agriculture and industrial production
- Link scientific knowledge to medicines, farm tools, building materials and manufactured goods
- Show curiosity about how everyday products depend on science

- Read a sample learner journal recording daily science applications and discuss the examples given
- Discuss applications in food preservation and textile processing using topic cards
- Keep a personal six-day science journal and share with classmates

How can keeping a journal of daily science applications deepen your understanding of its importance?

- Spotlight Integrated Science pg. 7
- Digital resources
- Personal journals
- Spotlight Integrated Science pg. 9
- Reference books
- Spotlight Integrated Science pg. 11
- Career pathway charts

- Written assignments - Peer assessment - Observation

Scientific Investigation

Introduction to Integrated Science - Career opportunities related to science

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

- Match science professionals — engineers, doctors, pharmacists, food scientists — to their roles
- Create a personal career profile showing interest in a science-related career
- Appreciate the wide range of careers made possible by science

- Study and discuss career profile cards for learners choosing different science tracks
- Create a wheel chart of career opportunities related to science on manila paper
- Present personal career profile cards to classmates and discuss

How does studying Integrated Science today connect to the career you want in future?

- Spotlight Integrated Science pg. 12
- Digital resources
- Manila paper, scissors, glue

- Oral questions - Peer assessment - Written assignments

Scientific Investigation

Laboratory Safety - Common laboratory hazards and their symbols
Laboratory Safety - Meanings and examples of hazard symbols

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

- Identify common laboratory hazards — fire, corrosive chemicals, toxic fumes, radioactive substances and flammable materials
- Recognise and draw the symbols used to represent each hazard
- Show awareness of the importance of recognising hazard symbols before handling chemicals

In groups, learners are guided to:
- Visit the school laboratory wearing protective clothing and identify hazard symbols on chemical containers
- Draw at least five hazard symbols and write their meanings in exercise books
- Use a web link to search for additional information on laboratory hazard symbols and share findings

Why is it essential to recognise hazard symbols before you touch any chemical in the laboratory?

- Spotlight Integrated Science pg. 17
- Hazard symbol charts
- Digital resources
- Protective clothing
- Spotlight Integrated Science pg. 18
- Household chemical containers

- Observation - Oral questions - Written assignments

Scientific Investigation

Laboratory Safety - Common accidents and their causes

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

- Identify common laboratory accidents — cuts, burns, scalds, falls, ingestion and electric shock
- State the specific causes of each type of laboratory accident
- Show concern for personal and peer safety during practical activities

In groups, learners are guided to:
- Solve a word puzzle to identify accidents — burns, scalds, cuts, falls, explosion and electric shock
- Read and analyse a school laboratory accident report and state the cause of each accident described
- Write short notes summarising accident causes and share for peer assessment

What habits in the laboratory make accidents most likely, and how can those habits be changed?

- Spotlight Integrated Science pg. 21
- Reference books
- Digital resources

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Safety - Preventing common laboratory accidents

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

- Describe how each type of common laboratory accident can be prevented
- Apply knowledge of accident causes to predict and prevent unsafe situations
- Develop a responsible attitude towards laboratory safety

In groups, learners are guided to:
- Study pictures showing common laboratory accidents and identify what went wrong in each
- Role-play scenarios of unsafe behaviour and suggest the correct preventive measures
- Write a letter advising a first-time laboratory user on the safety measures to observe

If you were the person in charge of laboratory safety at your school, what rules would you put in place and why?

- Spotlight Integrated Science pg. 22
- Safety rule charts
- Digital resources

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Safety - First Aid kit items and their uses

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

- Identify items found in a First Aid kit — gloves, scissors, bandages, antiseptic, cotton wool, painkillers and safety pin
- State the specific use of each First Aid kit item
- Show willingness to use First Aid knowledge to help others in an emergency

In groups, learners are guided to:
- Use digital media to search for First Aid measures for laboratory accidents — cuts, burns, scalds and ingestion
- Study and complete a table listing First Aid kit items and their uses
- Discuss when and how First Aid should be given before taking a victim to hospital

Why must you give First Aid immediately after a laboratory accident rather than waiting for medical help?

- Spotlight Integrated Science pg. 24
- First Aid kit
- Digital resources

- Oral questions - Observation - Written assignments

Scientific Investigation

Laboratory Safety - First Aid procedures for burns, scalds and cuts
Laboratory Safety - First Aid for ingestion of harmful substances

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

- Describe the step-by-step First Aid procedure for burns, scalds and cuts
- Demonstrate correct First Aid steps using First Aid materials — gloves, bandages and antiseptic
- Show care and empathy when assisting an accident victim

In groups, learners are guided to:
- Watch teacher demonstrate First Aid for burns, scalds and cuts and record the steps in exercise books
- Role-play First Aid procedures using a pair of gloves, bandages, antiseptic and cotton wool
- Rate peers during role-play using a rating scale table and present completed scale to teacher

How would you help a classmate who gets a burn from a hot object while carrying out a laboratory experiment?

- Spotlight Integrated Science pg. 25
- First Aid kit materials
- Reference books
- Spotlight Integrated Science pg. 27
- Digital resources

- Practical assessment - Observation - Peer assessment

Scientific Investigation

Laboratory Safety - Safety measures in the laboratory and school environment

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

- List safety measures observed in the laboratory and general school environment
- Explain the importance of each safety measure in preventing accidents
- Practise safety measures consistently in school and laboratory settings

- Study pictures of learners in a laboratory and identify safe and unsafe practices shown
- Write a reply letter to a learner joining the laboratory for the first time advising on safety
- Take a school environment walk and observe safety measures in classrooms, kitchen, library and school bus

Why does observing safety in the laboratory also matter in the wider school environment?

- Spotlight Integrated Science pg. 30
- Safety posters
- Digital resources

- Observation - Written assignments - Oral questions

Scientific Investigation

Laboratory Safety - Importance of laboratory safety measures

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

- Explain the consequences of failing to observe laboratory safety measures
- Evaluate unsafe situations and recommend corrective safety measures
- Show commitment to maintaining a safe learning environment for all

- Discuss flash cards asking what happens when rules are broken — running in lab, using unlabelled chemicals, inserting metal into sockets
- Identify unsafe activities in a laboratory picture and advise learners on what they should do differently
- Make a poster on the importance of safety measures at home and in school

What is likely to happen if you ignore safety measures when carrying out a laboratory experiment?

- Spotlight Integrated Science pg. 33
- Safety rule charts
- Digital resources

- Oral questions - Observation - Written assignments

Scientific Investigation

Laboratory Safety - End of sub-strand assessment

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

- Demonstrate understanding of hazards, accident causes, First Aid and safety measures
- Apply First Aid and safety knowledge to both written and practical tasks
- Show confidence in discussing and applying laboratory safety knowledge

In groups, learners are guided to:
- Match hazard symbols to meanings using Assessment Activity 1.2
- Respond to written questions on accident causes, First Aid steps and safety rules
- Discuss responses with peers and confirm correct answers with teacher

How confidently can you respond to a laboratory safety emergency after completing this sub-strand?

- Spotlight Integrated Science pg. 35
- Learner exercise books
- First Aid kit

- Written test - Oral questions - Observation

Scientific Investigation

Laboratory Apparatus and Instruments - Meaning of basic science skills

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

- Define the seven basic science skills — manipulative, observation, measurement, classification, prediction, communication and conclusion
- Identify basic science skills applied in real-life situations such as sorting, measuring and repairing
- Show interest in applying basic science skills during practical activities

In groups, learners are guided to:
- Study pictures of real-life activities and identify the specific science skill applied in each
- Use digital or print media to search for the meanings of all seven basic science skills
- Complete a summary table matching each skill to its meaning and share for peer review

How do the skills you use in everyday life connect to the skills needed in a science experiment?

- Spotlight Integrated Science pg. 37
- Digital resources
- Reference books

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Apparatus and Instruments - Applying basic skills in a practical activity
Laboratory Apparatus and Instruments - Apparatus for measuring volume

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

- Apply basic science skills during a filtration experiment using water and sand
- Identify which specific skills are used before, during and after the experiment
- Show accuracy and care when handling laboratory apparatus during the activity

In groups, learners are guided to:
- Carry out the filtration experiment using filter paper, measuring cylinder, electronic balance, funnel, beaker, sand and water
- Record observations and complete a table showing science skills applied at each stage
- Present findings on applied science skills to classmates for peer learning

Which basic science skills are most important at the start of an experiment, and why?

- Spotlight Integrated Science pg. 39
- Filter paper, beaker, measuring cylinder, sand, water, electronic balance, funnel
- Reference books
- Spotlight Integrated Science pg. 42
- Burette, pipette, measuring cylinder, volumetric flask, graduated beaker
- Digital resources

- Practical assessment - Observation - Oral questions

Scientific Investigation

Laboratory Apparatus and Instruments - Practising use and care of volume-measuring apparatus

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

- Use a measuring cylinder, graduated beaker, pipette, burette and volumetric flask to measure volumes correctly
- Clean, dry and store volume-measuring glass apparatus properly after use
- Demonstrate careful and accurate handling of glass apparatus at all times

In groups, learners are guided to:
- Use a measuring cylinder to measure 50 ml of distilled water reading at the lower meniscus
- Practise drawing distilled water into a pipette using a pipette filler and transferring it to a beaker
- Practise clamping, filling and reading a burette, then clean and store all apparatus on the drying rack

Why is it important to read a measuring cylinder at the lower meniscus rather than the top of the liquid?

- Spotlight Integrated Science pg. 44
- Measuring cylinder, graduated beaker, burette, pipette, volumetric flask, distilled water, drying rack
- Digital resources

- Practical assessment - Observation - Oral questions

Scientific Investigation

Laboratory Apparatus and Instruments - Apparatus for measuring mass and weight

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

- Identify apparatus for measuring mass and weight — electronic balance, top pan balance, beam balance and spring balance
- State the use and the difference between measuring mass and measuring weight
- Show care when handling sensitive balance instruments

In groups, learners are guided to:
- Identify apparatus for measuring mass and weight from pictures and a laboratory visit
- Draw and name the apparatus used to measure mass and weight and write the use of each
- Practise using a spring balance by hanging a stone on a string and reading the weight

What is the difference between mass and weight, and which apparatus measures each correctly?

- Spotlight Integrated Science pg. 50
- Electronic balance, spring balance, beam balance
- Digital resources

- Observation - Oral questions - Written assignments

Scientific Investigation

Laboratory Apparatus and Instruments - Apparatus for measuring temperature and length

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

- Identify apparatus for measuring temperature — thermometer and infrared thermometer
- Identify apparatus for measuring length — metre rule, tape measure, vernier callipers and micrometre screw gauge
- Use a thermometer to measure and record temperature of water in different states

In groups, learners are guided to:
- Arrange a set-up with a thermometer, heat source, wire gauze and tripod stand and measure temperature of ice water, lukewarm water and hot water
- Use a metre rule and tape measure to measure the length, width and height of a wooden block and textbook
- Record all measurements in correct SI units in exercise books

How does the choice of length-measuring instrument depend on the size and shape of the object being measured?

- Spotlight Integrated Science pg. 53
- Thermometer, metre rule, tape measure, tripod stand, wire gauze, heat source
- Digital resources

- Practical assessment - Observation - Oral questions

Scientific Investigation

Laboratory Apparatus and Instruments - Heating apparatus and parts of a Bunsen burner
Laboratory Apparatus and Instruments - Practising use and care of the Bunsen burner

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

- Identify sources of heat in the laboratory — Bunsen burner, spirit lamp, candle, kerosene stove, electric hot plate and heating mantle
- Name and state the function of each part of a Bunsen burner
- Show caution when lighting and handling a Bunsen burner

In groups, learners are guided to:
- Study pictures of heating apparatus and identify the name and use of each heat source
- Use a diagram to identify and label parts of a Bunsen burner — gas inlet, base, gas jet, chimney, air hole and collar
- Complete a table matching each Bunsen burner part to its stated function

How does adjusting the air hole of a Bunsen burner change the type of flame produced?

- Spotlight Integrated Science pg. 60
- Bunsen burner diagram chart
- Digital resources
- Spotlight Integrated Science pg. 61
- Bunsen burner, tripod stand, wire gauze, beaker, tongs, matchsticks, distilled water

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Apparatus and Instruments - The light microscope and its care

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

- Identify parts of a light microscope and state the function of each part — eyepiece, objective lens, stage, mirror, arm, base and fine adjustment knob
- Demonstrate correct care and handling of a light microscope
- Appreciate why the microscope is handled with exceptional care

- Observe a real light microscope and identify and name its parts using a labelled diagram
- Draw a well-labelled diagram of a light microscope in exercise books
- Read a teacher-learner conversation on microscope care and write notes on how to use, carry and store it

Why are light microscopes considered very expensive and how should that affect the way you handle them?

- Spotlight Integrated Science pg. 67
- Light microscope or model, labelled diagram chart
- Digital resources

- Observation - Oral questions - Written assignments

Scientific Investigation

Laboratory Apparatus and Instruments - Other laboratory apparatus and their uses

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

- Identify and name other laboratory apparatus — evaporating dish, crucible, gas jar, spatula, forceps, tongs, wire gauze, tripod stand, wash bottle, test tube holder, deflagrating spoon and boiling tube
- State the correct use of each apparatus
- Classify all laboratory apparatus studied by their function

In groups, learners are guided to:
- Study a full set of apparatus pictures (A to X) and identify and name each one
- Classify all identified apparatus into groups by use — measuring, heating, holding and supporting
- Complete Assessment Activity 1.3 questions on identifying and classifying apparatus

How does knowing the correct use and care of each apparatus make you a safer and more effective scientist?

- Spotlight Integrated Science pg. 73
- Laboratory apparatus charts
- Digital resources

- Written assignments - Oral questions - Observation

Scientific Investigation

Laboratory Apparatus and Instruments - Introduction to SI units and basic quantities

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

- Explain why the International System of Units was established in 1960
- Identify the seven basic quantities and their SI units — length (m), mass (kg), time (s), temperature (K), electric current (A), amount of substance (mol) and light intensity (cd)
- Show appreciation for the value of a universal standardised measurement system

- Use digital or print media to search for information on SI units and complete an SI units table in exercise books
- Determine the mass of different classroom objects using an electronic balance and record in SI units
- Determine the time taken for learners to clap hands ten times using a stopwatch and record in seconds

Why is it important for scientists all over the world to use the same measurement units when recording results?

- Spotlight Integrated Science pg. 75
- Electronic balance, stopwatch
- Digital resources

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Apparatus and Instruments - Measuring basic quantities using SI units
Laboratory Apparatus and Instruments - Derived quantities and consumer protection

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

- Measure length of regular and curved surfaces using a metre rule and record in metres
- Measure temperature of ice cubes, lukewarm water and hot water using a thermometer and convert to kelvin
- Measure electric current in a simple circuit using an ammeter and record in amperes

In groups, learners are guided to:
- Measure and record the length, width and height of a wooden block, carton box and textbook in metres
- Measure temperature of ice cubes, lukewarm water and hot water and convert readings to kelvin using K = °C + 273
- Connect a simple circuit with a dry cell, bulb, switch and ammeter and read and record current in amperes

How do you convert a temperature reading in degree Celsius to the correct SI unit of kelvin?

- Spotlight Integrated Science pg. 79
- Metre rule, thermometer, ammeter, connecting wires, dry cell, bulb, switch
- Digital resources
- Spotlight Integrated Science pg. 92
- Product packaging labels, metre rule, stopwatch

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Mixtures - Meaning of homogeneous and heterogeneous mixtures
Mixtures - Categorising solid-liquid mixtures as homogeneous or heterogeneous

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

- Define the terms homogeneous mixture and heterogeneous mixture
- Classify given mixtures as homogeneous or heterogeneous using examples
- Show interest in identifying mixtures in everyday life

In groups, learners are guided to:
- Study a table of mixtures in column A and column B and discuss which column represents homogeneous and which represents heterogeneous mixtures
- Use digital or print media to search for the meanings of homogeneous and heterogeneous mixtures
- Write correct definitions in exercise books and share for peer review

What is the difference between a homogeneous mixture and a heterogeneous mixture?

- Spotlight Integrated Science pg. 97
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 98
- Common salt, sugar, sand, flour, charcoal powder, glass beakers, glass rods, spatulas, protective clothing, distilled water

- Oral questions - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Mixtures - Categorising solid-solid and liquid-liquid mixtures
Mixtures - Categorising gas-gas mixtures and solvent, solute and solution
Mixtures - Simple distillation

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

- Group solid-solid mixtures — cement, brass, maize and beans, sand and salt, sulphur and iron filings — as homogeneous or heterogeneous
- Group liquid-liquid mixtures — ethanol and water, ink and water, oil and water — as homogeneous or heterogeneous
- Appreciate the wide variety of mixtures encountered in daily life

In groups, learners are guided to:
- Observe and classify solid-solid mixtures using a bowl of cement, brass door handle, maize-beans mixture and sand-salt mixture
- Mix ethanol and water, then distilled water and kerosene in test tubes, observe and classify each
- Record all observations in a table and discuss results with classmates

Why does the type of mixture depend on the nature of the substances being combined?

- Spotlight Integrated Science pg. 101
- Cement, brass object, maize, beans, sand, sulphur, iron filings, test tubes, ethanol, kerosene, distilled water, ink
- Digital resources
- Spotlight Integrated Science pg. 99
- Test tubes, distilled water, cooking oil, ethanol
- Reference books
- Spotlight Integrated Science pg. 103
- Common salt, broken porcelain, distilled water, Liebig condenser, round-bottomed flask, tripod stand, wire gauze, thermometer, beaker, stand, clamp, source of heat, conical flask

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Mixtures - Crystallisation
Mixtures - Sublimation

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

- Describe crystallisation as a method of obtaining a soluble solid from a saturated solution by cooling
- Obtain copper (II) sulphate crystals from a copper (II) sulphate solution by crystallisation
- Show patience and care when allowing crystals to form undisturbed for a full day

In groups, learners are guided to:
- Heat copper (II) sulphate solution in an evaporating dish until saturation, dip a glass rod and allow crystals to form
- Remove the evaporating dish from the water bath, cover with filter paper and leave undisturbed for one day
- Observe the crystals formed and record their colour, then discuss observations with classmates

What conditions must be created to make crystals form successfully from a copper (II) sulphate solution?

- Spotlight Integrated Science pg. 104
- Copper (II) sulphate, tripod stand, wire gauze, distilled water, measuring cylinder, glass beakers, stirring rod, spatula, source of heat, electronic balance, evaporating dish, boiling tube, mounting needle, filter paper
- Digital resources
- Spotlight Integrated Science pg. 105
- Iodine, common salt, glass beakers, spatula, tripod stand, wire gauze, source of heat, round-bottomed flask, water

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Mixtures - Solvent extraction
Mixtures - Paper chromatography

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

- Describe solvent extraction as a method of separating a mixture where one component dissolves in a suitable solvent
- Extract oil from groundnut seeds using propanone as a solvent
- Show care when handling propanone and mortar and pestle during the extraction

In groups, learners are guided to:
- Remove husks from groundnuts and crush them in a mortar and pestle adding propanone a little at a time
- Decant the extract into an evaporating dish, place in the sun for thirty minutes and observe the oil left behind
- Discuss why propanone is used instead of water as the solvent for oil extraction

Why is water not a suitable solvent for extracting oil from groundnut seeds?

- Spotlight Integrated Science pg. 106
- Mortar, pestle, plain paper, groundnuts, dropper, evaporating dish, propanone (acetone)
- Digital resources
- Spotlight Integrated Science pg. 107
- Black ink, thin glass tube, measuring cylinder, scalpel, glass rod, chromatography paper, beakers, boiling tube, ruler

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Mixtures - Evaporation

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

- Describe evaporation as a method of separating mixtures where a solid is dissolved in a liquid
- Obtain salt crystals from a salt solution by evaporation using an evaporating dish, wire gauze and heat source
- Distinguish between evaporation and simple distillation as methods of separating solid-liquid mixtures

In groups, learners are guided to:
- Measure 100 ml of salt solution into a beaker, add two spatulafuls of salt and stir until dissolved, then transfer to an evaporating dish
- Heat the solution gently until all the liquid evaporates and solid salt crystals remain in the evaporating dish
- Discuss observations and compare evaporation with simple distillation — what is collected in each method?

How does evaporation differ from simple distillation in terms of what component of the mixture is recovered?

- Spotlight Integrated Science pg. 109
- Salt, distilled water, evaporating dish, tripod stand, wire gauze, source of heat, measuring cylinder, glass beaker, glass rod, spatula
- Digital resources

- Practical assessment - Observation - Oral questions

Mixtures, Elements and Compounds

Mixtures - Fractional distillation

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

- Describe fractional distillation as a method used to separate liquids with different but close boiling points
- Set up apparatus for fractional distillation and separate ethanol from a mixture of ethanol and water
- Show care when handling a heat source and hot apparatus during fractional distillation

In groups, learners are guided to:
- Use digital or print media to search for information on fractional distillation and write findings in exercise books
- Set up the fractionating column apparatus and heat the ethanol-water mixture, collecting ethanol first then water in separate conical flasks labelled A and B
- Record the temperature at which each liquid is collected and explain which liquid is ethanol and which is water

How does fractional distillation make use of the difference in boiling points to separate ethanol from water?

- Spotlight Integrated Science pg. 111
- Fractionating column, glass beads, corks, two tripod stands, wire gauze, two clamps, Liebig condenser, measuring cylinder, round-bottomed flask, source of heat, thermometer, two conical flasks, glass beaker, broken chips, ethanol, water
- Digital resources

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Mixtures - Applications of methods of separating homogeneous mixtures

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

- Identify real-life applications of each separation method — evaporation, fractional distillation, sublimation, simple distillation, crystallisation, solvent extraction and chromatography
- Match each application to its correct method of separation
- Appreciate how separation methods are used to improve daily life

- Use digital or print media to search for applications of each separation method and complete a table matching method to application
- Study information boxes from learners Grace, Kevin, David and Kitoto and name the separation method applied in each
- Write short notes on applications of all seven methods and share for peer assessment

How are the methods you have learned for separating mixtures used in industries and at home?

- Spotlight Integrated Science pg. 113
- Digital resources
- Reference books

- Oral questions - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Mixtures - Uses of separating methods and end of sub-strand assessment
Acids, Bases and Indicators - Introduction to acids and bases

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

- Summarise the uses of all methods of separating homogeneous mixtures using a complete reference table
- Apply knowledge of separation methods to answer assessment questions on real-life scenarios
- Show confidence in selecting the correct separation method for a given situation

- Read a magazine extract from Jumana Junior School describing how different learners use separation methods at home and in sport
- Complete the summary table of applications of methods of separating homogeneous mixtures
- Respond to Assessment Activity 2.1 questions and discuss answers with classmates

Which method of separation is most useful in everyday life, and how would you explain its use to someone who has never studied science?

- Spotlight Integrated Science pg. 115
- Learner exercise books
- Digital resources
- Spotlight Integrated Science pg. 118
- Reference books

- Written test - Oral questions - Self-assessment

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Classifying solutions using litmus paper

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

- Use red and blue litmus papers to classify lemon juice, ginger extract, fermented milk and baking powder solution as acidic or basic
- Explain the colour change of litmus paper in acidic and basic solutions
- Appreciate litmus paper as a safe and reliable indicator for classifying substances

In groups, learners are guided to:
- Measure 10 ml of lemon juice into a test tube, dip red and blue litmus papers and record colour changes in a table
- Repeat using ginger extract, fermented milk and baking powder solution and record all observations
- Discuss the colour changes observed and write a conclusion on how litmus paper identifies acids and bases

How does the colour change of litmus paper confirm whether a solution is acidic or basic?

- Spotlight Integrated Science pg. 119
- Lemon juice, measuring cylinder, ginger extract, fermented milk, baking powder solution, labels, test tube rack, test tubes, blue litmus papers, red litmus papers
- Digital resources

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Classifying household solutions as acidic or basic

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

- Use litmus papers to classify household solutions — orange juice, vinegar, soap solution, wood ash solution, toothpaste, antacid, distilled water, bleach, common salt and sugar solution — as acidic, basic or neutral
- Explain that neutral solutions cause no colour change in either litmus paper
- Show care when handling household chemicals in the laboratory

In groups, learners are guided to:
- Measure 3 cm³ of orange juice and dip red and blue litmus papers, record colour changes in Table 2.10
- Repeat using all other household solutions and record observations for each
- Discuss results and classify each solution as acidic, basic or neutral based on colour changes

What household substances are acidic or basic, and why is it important to know this?

- Spotlight Integrated Science pg. 120
- Orange juice, vinegar, soap solution, wood ash solution, toothpaste solution, antacid solution, fermented milk, distilled water, bleach, common salt solution, sugar solution, test tubes, droppers, test tube rack, measuring cylinder, red and blue litmus papers
- Digital resources

- Practical assessment - Observation - Oral questions

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Preparing and using a plant extract indicator

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

- Prepare an acid-base indicator from hibiscus flower petals using propanone and filtration
- Use the prepared plant extract to classify household solutions as acidic, basic or neutral
- Show environmental awareness by plucking only the flower petals needed and safely disposing of plant remains

In groups, learners are guided to:
- Cut hibiscus flower petals into small pieces, grind in a mortar with propanone, filter the coloured extract into a beaker
- Add two drops of the plant extract to test tubes containing lemon juice, soap solution, wood ash solution, orange juice, vinegar and other household solutions and record the colour changes in Table 2.11
- Compare colour changes with litmus paper results and discuss which solutions are acidic, basic or neutral

How does a plant extract work as an acid-base indicator, and how does it compare to litmus paper?

- Spotlight Integrated Science pg. 121
- Hibiscus flowers, scalpel, mortar, pestle, propanone, filter funnel, beakers, test tubes, droppers, test tube rack, measuring cylinder, household solutions
- Digital resources

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Physical properties of acids and bases

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

- Identify the physical properties of acids — sour taste, turns red litmus paper blue, corrosive, conducts electricity
- Identify the physical properties of bases — bitter taste, turns red litmus paper blue, slippery feel, conducts electricity
- Show safety awareness by following correct procedures when investigating properties of acids and bases

In groups, learners are guided to:
- Use digital or print media to search for physical properties of acids and bases and write findings in exercise books
- Taste fermented milk and lemon juice using a clean spoon to observe the sour taste of acids
- Pour a little soap solution on the palm, rub and discuss the slippery feel of bases

What are the key differences between the physical properties of acids and those of bases?

- Spotlight Integrated Science pg. 123
- Fermented milk, lemon juice, ginger extract, clean spoons, digital resources
- Reference books

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Investigating physical properties using litmus and corrosiveness
Acids, Bases and Indicators - Electrical conductivity of acids and bases

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

- Investigate the effect of dilute sulphuric acid and dilute sodium hydroxide on red and blue litmus papers
- Record observations on the colour changes produced by acids and bases in litmus papers
- Appreciate the importance of handling corrosive acids and bases with protective clothing and care

In groups, learners are guided to:
- Measure 2 cm³ of dilute sulphuric acid into a test tube, dip red and blue litmus papers and record colour changes in Table 2.12
- Repeat using dilute sodium hydroxide solution and record colour changes
- Discuss and summarise the physical properties of acids and bases from all practical observations

How do the colour changes in litmus paper confirm the physical properties of an acid or a base?

- Spotlight Integrated Science pg. 124
- Red and blue litmus papers, droppers, dilute sulphuric acid, dilute sodium hydroxide, test tubes, test tube rack, measuring cylinder, protective clothing
- Digital resources
- Spotlight Integrated Science pg. 125
- Measuring cylinder, glass beaker, rubber cork, connecting wire, dry cell, switch, graphite rods, dilute sulphuric acid, dilute sodium hydroxide, distilled water

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Introduction to applications of acids, bases and indicators

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

- Identify common examples of acids, bases and indicators used in daily life — vinegar, toothpaste, fertiliser, car battery, antacid tablets and soil indicators
- Link each substance to a specific acid, base or indicator
- Show curiosity about the scientific basis of everyday substances

In groups, learners are guided to:
- Study pictures of vinegar, toothpaste, fertiliser, car battery, antacid tablets and discuss which contain acids, bases or indicators
- Use digital or print media to search for applications of acids, bases and indicators and write findings in exercise books
- Share findings with classmates for peer assessment

How do acids and bases play a role in substances and activities you encounter every day?

- Spotlight Integrated Science pg. 126
- Digital resources
- Reference books
- Pictures of acids, bases and indicator products

- Oral questions - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Discussing applications of acids and bases

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

- Describe specific applications of acids and bases in real life — wood ash for removing bad smell, antacid tablets for acidity, lime for neutralising soil
- Apply knowledge of acids and bases to explain the scenarios shown in pictures and discussion cards
- Appreciate the practical value of acids and bases in solving everyday problems

In groups, learners are guided to:
- Study pictures of Patrick using wood ash and Nimo taking antacid tablets and explain the role of acids or bases in each scenario
- Discuss other applications of acids and bases at home, in agriculture and in medicine
- Write short notes on applications of acids and bases in at least four real-life contexts and share for peer review

How does knowing whether a substance is an acid or a base help you make better decisions in daily life?

- Spotlight Integrated Science pg. 127
- Digital resources
- Reference books

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Investigating use of indicators in real life

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

- Describe how indicators are used to test the acidity and basicity of soil samples
- Carry out a practical activity using a plant extract to test different soil samples and record results
- Show appreciation for the role of indicators in maintaining soil health for crop production

In groups, learners are guided to:
- Weigh four soil samples A, B, C and D using an electronic balance and transfer each into a separate conical flask with distilled water
- Set up filtration apparatus and filter each soil sample mixture, then dip red and blue litmus papers into each filtrate
- Record which soil samples are acidic, basic or neutral and discuss the implications for farming

How do farmers use indicators to determine whether soil needs treatment before planting crops?

- Spotlight Integrated Science pg. 128
- Four soil samples, electronic balance, conical flasks, droppers, filter funnel, filter paper, measuring cylinder, beaker, red and blue litmus papers
- Digital resources

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Indicator practical results and conclusions
Acids, Bases and Indicators - Summarising uses of acids, bases and indicators

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

- Interpret results from the soil indicator practical and draw conclusions about soil acidity
- Explain that soil can become acidic over time and describe how lime is used to neutralise acidic soil
- Show concern for sustainable farming practices by linking soil acidity to crop health

- Discuss practical activity results — which soil samples turned litmus paper red or blue — and draw a conclusion table
- Read the points to note summarising what learners observed about filtrate colour and soil acidity
- Answer discussion questions on how indicators can be used in real life to prevent soil acidification and crop loss

What should a farmer do after discovering that the soil on their farm is too acidic, and why?

- Spotlight Integrated Science pg. 129
- Learner exercise books
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 130

- Oral questions - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Uses of acids, bases and indicators flash cards
Acids, Bases and Indicators - End of sub-strand assessment

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

- Apply knowledge of uses of acids, bases and indicators to create informative flash cards
- Recall at least three uses each of acids, bases and indicators from the summary points to note
- Show creativity and communication skills when designing and presenting flash cards

In groups, learners are guided to:
- Read flash cards from Ken, Brenda and Ritah describing uses of indicators in farming, acids in car batteries and bases in antacids
- Create personal flash cards appreciating at least one use each of acids, bases and indicators in daily life
- Display flash cards at the Integrated Science corner and present to classmates

Why do you think it is important for a Grade 7 learner to know the uses of acids, bases and indicators in real life?

- Spotlight Integrated Science pg. 131
- Flash card materials — cardboard, markers
- Digital resources
- Spotlight Integrated Science pg. 132
- Learner exercise books

- Peer assessment - Oral questions - Observation