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

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

- Written assignments - Peer assessment - Observation

Scientific Investigation

Introduction to Integrated Science - STEM pathway and career tracks at Senior School
Introduction to Integrated Science - Career opportunities related to science

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

- Identify STEM as the Senior School pathway related to Integrated Science
- Describe the four career tracks within STEM — Pure Sciences, Applied Sciences, Technical Studies and Engineering
- Show interest in planning for a science career

In groups, learners are guided to:
- Use a career pathway chart to trace the STEM path and write notes on each of the four tracks
- Use digital or print media to search for information on STEM pathways
- Share career profiles related to science and discuss desired future careers with classmates

Why is it important to understand career pathways when studying Integrated Science in Grade 7?

- Spotlight Integrated Science pg. 11
- Career pathway charts
- Digital resources
- Spotlight Integrated Science pg. 12
- Manila paper, scissors, glue

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Safety - Common laboratory hazards and their 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

- Observation - Oral questions - Written assignments

Scientific Investigation

Laboratory Safety - Meanings and examples of hazard symbols

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

- Match each hazard symbol to its correct meaning — corrosive, radioactive, flammable, carcinogenic and toxic
- Give an example of a chemical associated with each hazard symbol
- Appreciate the importance of hazard symbols on both laboratory and household products

In groups, learners are guided to:
- Complete sentences using a word box to describe flammable, toxic, carcinogenic, corrosive and radioactive hazards
- Study pictures of labelled chemicals — chloroform, methylated spirit, sodium hydroxide, bromine water — and identify their hazard symbols
- Share information on household hazard symbols with family as an extended activity

How are the hazard symbols on household chemicals similar to those found on laboratory chemicals?

- Spotlight Integrated Science pg. 18
- Household chemical containers
- Digital resources

- Written assignments - Oral questions - Peer assessment

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

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

- Practical assessment - Observation - Peer assessment

Scientific Investigation

Laboratory Safety - First Aid for ingestion of harmful substances

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

- State the correct First Aid procedure for ingestion of a harmful substance in the laboratory
- Distinguish between the approach for a responding and a non-responding victim
- Show responsibility by alerting an adult immediately when a poisoning incident occurs

In groups, learners are guided to:
- Read and discuss flash cards describing First Aid steps for a responding and non-responding ingestion victim
- Arrange First Aid procedure steps in the correct order for an ingestion incident
- Share ingestion First Aid knowledge with family members as a community service activity

What is the most important first step when a classmate accidentally swallows a harmful substance in the laboratory?

- Spotlight Integrated Science pg. 27
- Digital resources
- Reference books

- Oral questions - Written assignments - Observation

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

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

- Practical assessment - Observation - Oral questions

Scientific Investigation

Laboratory Apparatus and Instruments - Apparatus for measuring volume

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

- Identify apparatus for measuring volume — pipette, burette, measuring cylinder, volumetric flask, syringe, graduated beaker and Eureka can
- State the specific use of each volume-measuring apparatus
- Show care when handling glass apparatus to prevent breakages and cuts

In groups, learners are guided to:
- Visit the school laboratory and observe volume-measuring apparatus with guidance from teacher or lab technician
- Draw, name and write the use of each volume-measuring apparatus in exercise books
- Use digital media to identify any additional volume-measuring apparatus

How do scientists ensure accurate volume measurements when carrying out experiments?

- Spotlight Integrated Science pg. 42
- Burette, pipette, measuring cylinder, volumetric flask, graduated beaker
- Digital resources

- Observation - Oral questions - Written assignments

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

- Observation - Oral questions - Written assignments

Scientific Investigation

Laboratory Apparatus and Instruments - Heating apparatus and parts of a 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

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Apparatus and Instruments - Practising use and care of the Bunsen burner

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

- Set up a Bunsen burner correctly on a tripod stand with wire gauze and heat water safely
- Distinguish between the luminous and non-luminous flames of a Bunsen burner
- Demonstrate proper care and storage of a Bunsen burner after use

In groups, learners are guided to:
- Arrange a heating set-up using a Bunsen burner, tripod stand, wire gauze and a beaker of water and heat the water
- Observe the flame when the air hole is open and closed and discuss the difference
- Clean and dry the Bunsen burner, wire gauze and tripod stand and store correctly in a cool and dry place

What safety precautions must you follow when lighting and using a Bunsen burner in the laboratory?

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

- Practical assessment - Observation - Oral questions

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

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

- Practical assessment - Observation - Written assignments

Scientific Investigation

Laboratory Apparatus and Instruments - Derived quantities and consumer protection

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

- Identify derived quantities — area, volume, density and speed — and state their SI units
- Read and interpret quantity information on product packaging labels
- Appreciate the importance of consumer protection when purchasing and using products

- Complete a table of SI units for both basic and derived quantities using Activity 16
- Collect empty packaging labels from household products and record the product name, quantity, ingredients and expiry date in a table
- Calculate speed of learners in a running race using distance and time and record the result in m/s

Why is it important to check quantity and expiry information on a product's packaging label before buying it?

- Spotlight Integrated Science pg. 92
- Product packaging labels, metre rule, stopwatch
- Digital resources

- Written assignments - Oral questions - Practical assessment

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

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

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Mixtures - Simple distillation
Mixtures - Crystallisation
Mixtures - Sublimation

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

- Describe simple distillation as a method of separating a soluble solid from a liquid
- Set up simple distillation apparatus — round-bottomed flask, Liebig condenser, tripod stand, wire gauze, thermometer, beaker, conical flask and source of heat
- Show care when handling heat and glass apparatus during the practical

In groups, learners are guided to:
- Set up apparatus for simple distillation using the labelled diagram as a guide
- Dissolve common salt in distilled water and heat the mixture, observing condensation in the conical flask
- Record the temperature at which colourless liquid collects and identify the components obtained

How does simple distillation separate salt from its solution, and what does the process reveal about the boiling point of water?

- 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
- Digital resources
- 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
- 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 - Oral questions

Mixtures, Elements and Compounds

Mixtures - Solvent extraction

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

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Mixtures - Paper chromatography

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

- Describe paper chromatography as a method used to separate components of coloured substances such as ink, dyes and food colours
- Separate the components of black ink using ascending paper chromatography
- Show precision when preparing the chromatography strip and spotting the ink baseline

In groups, learners are guided to:
- Cut a rectangular strip of chromatography paper (2 cm × 14 cm) and draw a pencil baseline 1.5 cm from the edge
- Use a glass tube to spot black ink on the baseline, allow to dry, then place the strip in a boiling tube with water below the baseline
- Remove the strip when the solvent front rises near the top, dry and observe the coloured spots formed

What does the separation of black ink into coloured spots tell you about the composition of black ink?

- Spotlight Integrated Science pg. 107
- Black ink, thin glass tube, measuring cylinder, scalpel, glass rod, chromatography paper, beakers, boiling tube, ruler
- Digital resources

- 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
Living Things and the Environment

Mixtures - Uses of separating methods and end of sub-strand assessment
Human Reproductive System - Parts of the male reproductive system

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. 135
- Charts showing male reproductive system
- Exercise books

- Written test - Oral questions - Self-assessment

Living Things and the Environment

Human Reproductive System - Parts of the female reproductive system
Human Reproductive System - Functions of the male reproductive system

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

- Identify the parts of the female human reproductive system (vagina, cervix, uterus, oviduct, ovaries)
- State the location of each part
- Show respect and sensitivity when learning about the human body

In groups, learners are guided to:
- Use charts to observe and identify parts of the female reproductive system
- Draw and label the female reproductive system in exercise books
- Peer-review labelled diagrams

What parts make up the female human reproductive system?

- Spotlight Integrated Science pg. 136
- Charts showing female reproductive system
- Exercise books
- Spotlight Integrated Science pg. 137
- Charts
- Reference books

- Observation - Oral questions

Living Things and the Environment

Human Reproductive System - Functions of the female reproductive system
Human Reproductive System - Adolescence: meaning and onset

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

- State the function of each part of the female reproductive system
- Explain how the parts work together during reproduction
- Show interest in understanding body systems

In groups, learners are guided to:
- Use print or digital media to search for functions of parts of the female reproductive system
- Complete a table matching parts to their functions
- Discuss findings with classmates

What is the function of each part of the female reproductive system?

- Spotlight Integrated Science pg. 138
- Charts
- Reference books
- Spotlight Integrated Science pg. 141
- Internet access

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Physical changes in boys during adolescence
Human Reproductive System - Physical changes in girls during adolescence
Human Reproductive System - Physical challenges during adolescence

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

- Describe the physical changes that take place in boys during adolescence
- Explain the biological reasons for each change
- Show acceptance of physical changes as a normal part of development

In groups, learners are guided to:
- Use print or digital media to research physical changes in boys during adolescence
- Compile a list of physical changes specific to boys
- Share findings with the class

What physical changes take place in boys during adolescence?

- Spotlight Integrated Science pg. 142
- Reference books
- Charts
- Spotlight Integrated Science pg. 143
- Spotlight Integrated Science pg. 144
- Internet access

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Social and emotional challenges during adolescence

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

- Describe the social and emotional challenges faced during adolescence
- Explain the impact of peer pressure and mood swings
- Show empathy toward peers experiencing developmental challenges

In groups, learners are guided to:
- Discuss social and emotional challenges (peer pressure, low self-esteem, mood swings)
- Use print or digital media to search for strategies for managing emotional challenges
- Share findings with classmates sensitively

What social and emotional challenges do adolescents face?

- Spotlight Integrated Science pg. 145
- Reference books
- Internet access

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Managing developmental challenges

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

- Describe practical ways of managing developmental challenges during adolescence
- Explain the importance of seeking guidance from trusted adults
- Show confidence in discussing ways to manage challenges

In groups, learners are guided to:
- Discuss ways of managing developmental challenges (seeking help from trusted adults, exercising, good hygiene)
- Use print or digital media for additional strategies
- Share and peer-review management plans

How can adolescents manage the developmental challenges they face?

- Spotlight Integrated Science pg. 146
- Reference books
- Charts

- Oral questions - Observation

Living Things and the Environment

Human Reproductive System - Developing a plan to manage challenges

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

- Develop a personal plan to manage developmental challenges during adolescence
- Include both physical and emotional management strategies
- Show responsibility in taking care of one's own health and wellbeing

In groups, learners are guided to:
- Collaboratively create a plan to manage developmental challenges
- Include practical daily activities such as hygiene, exercise, and seeking support
- Present and peer-review plans with classmates

What would a practical personal plan for managing adolescence look like?

- Spotlight Integrated Science pg. 147
- Plan template
- Exercise books

- Checklist - Observation

Living Things and the Environment

Human Reproductive System - Social and reproductive implications of adolescence

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

- Recognise that physical changes during adolescence have social and reproductive implications
- Explain how adolescence prepares the body for reproduction
- Show self-discipline and responsibility in managing adolescent changes

In groups, learners are guided to:
- Discuss how physical changes during adolescence relate to social roles and reproductive maturity
- Use print or digital media to search for information on reproductive implications
- Discuss the importance of self-discipline during adolescence

What are the social and reproductive implications of physical changes during adolescence?

- Spotlight Integrated Science pg. 149
- Reference books
- Internet access

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Review and assessment

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

- Recall and explain key concepts on the human reproductive system and adolescence
- Complete an assessment task on sub-strand 3.1
- Show confidence in discussing topics in the human reproductive system

In groups, learners are guided to:
- Complete a review exercise covering all 3.1 topics
- Peer-mark and discuss corrections
- Teacher provides feedback on performance

What are the key concepts about the human reproductive system and adolescence?

- Spotlight Integrated Science pg. 150
- Assessment papers
- Exercise books

- Written test - Oral questions

Living Things and the Environment

Human Excretory System - Introduction to excretion

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

- Define excretion and state its importance to the body
- Identify the organs involved in the human excretory system (skin, lungs, kidneys)
- Show curiosity about how the body removes waste products

In groups, learners are guided to:
- Discuss the meaning of excretion and the waste products the body must remove
- Identify the organs of excretion and list the waste each removes
- Use charts to observe the excretory organs

What is excretion and why is it important to the body?

- Spotlight Integrated Science pg. 153
- Charts showing excretory organs
- Reference books

- Oral questions - Observation

Living Things and the Environment

Human Excretory System - Parts of the human skin I

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

- Identify the layers and parts of the human skin (epidermis, dermis, sweat glands, sweat duct, sweat pore)
- Draw and label a cross-section of the human skin
- Show appreciation for the protective role of the skin

In groups, learners are guided to:
- Use a chart or model to observe and identify parts of the human skin
- Draw and label a cross-section of the skin in exercise books
- Observe external parts of the skin using a hand lens

What are the main parts that make up the human skin?

- Spotlight Integrated Science pg. 154
- Charts showing skin cross-section
- Hand lens

- Observation - Oral questions

Living Things and the Environment

Human Excretory System - Functions of parts of the human skin II

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

- State the function of each part of the human skin
- Explain how sweat glands, ducts, and pores work together to excrete sweat
- Show care for the skin as an important organ

In groups, learners are guided to:
- Complete a table matching parts of the skin to their functions
- Discuss how the skin excretes waste products through sweat
- Use the course book to verify functions of skin parts

What is the function of each part of the human skin?

- Spotlight Integrated Science pg. 155
- Function table
- Reference books

- Written assignments - Oral questions

Living Things and the Environment

Human Excretory System - Waste products from the skin and lungs
Human Excretory System - Parts of the urinary system

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

- State the waste products excreted through the skin (excess water, salts, urea in sweat)
- Describe the waste product excreted through the lungs (carbon IV oxide)
- Show interest in understanding how the body manages waste

In groups, learners are guided to:
- Discuss waste products removed through the skin
- Carry out an experiment demonstrating that the lungs excrete carbon IV oxide (blowing into lime water)
- Record and discuss observations

What waste products are removed through the skin and lungs?

- Spotlight Integrated Science pg. 156
- Lime water, boiling tube, straw
- Charts
- Spotlight Integrated Science pg. 158
- Charts showing urinary system
- Exercise books

- Practical work - Observation

Living Things and the Environment

Human Excretory System - Functions of parts of the urinary system

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

- State the function of each part of the urinary system
- Explain how the kidneys filter blood to produce urine
- Appreciate the importance of the urinary system in maintaining health

In groups, learners are guided to:
- Complete a table matching parts of the urinary system to their functions
- Discuss how each part contributes to the production and removal of urine
- Use the course book to verify functions

What does each part of the urinary system do?

- Spotlight Integrated Science pg. 159
- Function table
- Reference books

- Written assignments - Oral questions

Living Things and the Environment

Human Excretory System - External features of the kidney

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

- Describe the external appearance of the kidney and the vessels serving it
- Identify the renal artery and renal vein and state their roles
- Show interest in the structure and function of the kidneys

In groups, learners are guided to:
- Use a chart to observe the external features of the kidney
- Identify the renal artery (blood in) and renal vein (blood out)
- Discuss the role of each vessel in kidney function

What does the kidney look like from outside and what blood vessels serve it?

- Spotlight Integrated Science pg. 160
- Kidney charts or models
- Reference books

- Oral questions - Observation

Living Things and the Environment

Human Excretory System - Modelling the urinary system

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

- Construct a model of the urinary system using locally available materials
- Label the parts of the modelled urinary system correctly
- Show creativity and collaboration when making the model

In groups, learners are guided to:
- Work in groups to construct a model of the urinary system using carton and available materials
- Label all parts of the model
- Display and peer-assess models in class

How can a model of the urinary system be constructed using local materials?

- Spotlight Integrated Science pg. 161
- Carton, scissors, glue, colours
- Pencil

- Practical work - Observation - Checklist

Living Things and the Environment

Human Excretory System - Causes of kidney disorders

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

- Identify common kidney disorders (kidney stones, kidney failure, urinary tract infections)
- Describe the causes of each kidney disorder
- Show concern for maintaining kidney health

In groups, learners are guided to:
- Use print or digital media to search for information on common kidney disorders and their causes
- List and discuss the causes of kidney stones, kidney failure, and UTIs
- Share findings with classmates

What are the common causes of kidney disorders in human beings?

- Spotlight Integrated Science pg. 163
- Reference books
- Internet access

- Oral questions - Written assignments

Living Things and the Environment

Human Excretory System - Prevention of kidney disorders

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

- Describe ways of preventing kidney disorders
- Explain the importance of drinking adequate water and healthy eating for kidney health
- Develop a responsible attitude toward personal kidney health

In groups, learners are guided to:
- Discuss lifestyle choices that protect the kidneys (adequate hydration, avoiding excess salt)
- Search print or digital media for more kidney health tips
- Compile a kidney health guide in groups

How can kidney disorders be prevented through healthy lifestyle choices?

- Spotlight Integrated Science pg. 164
- Reference books
- Internet access

- Oral questions - Written assignments

Living Things and the Environment

Human Excretory System - Daily log for skin and kidney health I

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

- Identify activities that promote both skin and kidney health
- Explain why regular exercise, hydration, and hygiene support excretory health
- Show self-discipline in adopting healthy daily habits

In groups, learners are guided to:
- Discuss activities that promote skin and kidney health (bathing, drinking water, exercising)
- List daily activities that support excretory organ health
- Begin designing a personal daily health log

What daily activities promote skin and kidney health?

- Spotlight Integrated Science pg. 166
- Reference books
- Health log template

- Observation - Oral questions

Living Things and the Environment

Human Excretory System - Daily log for skin and kidney health II

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

- Develop and maintain a personal daily log of activities that promote skin and kidney health
- Use the log to monitor healthy habits over time
- Show commitment to maintaining a healthy excretory system

In groups, learners are guided to:
- Collaborate with peers to develop a weekly health log tracking activities
- Complete the log over one week and reflect on habits
- Share logs with classmates for peer assessment

How can a daily log help track activities that promote excretory health?

- Spotlight Integrated Science pg. 167
- Health log template
- Exercise books

- Checklist - Anecdotal records

Living Things and the Environment

Human Excretory System - Healthy lifestyle for skin and kidney health
Human Excretory System - Review and assessment

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

- Explain why a healthy lifestyle is essential for maintaining skin and kidney health
- Describe the consequences of neglecting skin and kidney health
- Appreciate the importance of a healthy lifestyle in overall wellbeing

In groups, learners are guided to:
- Discuss the consequences of poor lifestyle choices on skin and kidneys
- Search print or digital media for information on promoting skin and kidney health
- Invite a resource person (health worker) to talk about healthy lifestyles

Why is a healthy lifestyle important for the skin and kidneys?

- Spotlight Integrated Science pg. 169
- Reference books
- Internet access
- Spotlight Integrated Science pg. 170
- Assessment papers
- Exercise books

- Oral questions - Written assignments