Scientific Investigation

Introduction to Integrated Science - Meaning and components of Integrated Science

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

- Define the term Integrated Science using an English dictionary
- Identify the components of Integrated Science: biology, physics, and chemistry
- Show interest in learning about Integrated Science as a combined field of study

In groups, learners are guided to:
- In groups, find the meanings of "integrated" and "science" from a dictionary; discuss and merge into one statement
- Identify the components of Integrated Science from Figure 1.1 and by searching the internet
- Find out what each component — biology, physics, and chemistry — involves

What is Integrated Science and what are its components?

- Grade 7 Integrated Science Learner's Book - English dictionary, digital device with internet access
- Figure 1.1

- Oral questions - Observation

Scientific Investigation

Introduction to Integrated Science - Meaning and components of Integrated Science
Introduction to Integrated Science - Integrated Science and career opportunities

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

- Distinguish between the components of Integrated Science with examples from daily life
- Explain phenomena that draw on more than one science branch
- Appreciate that Integrated Science combines disciplines to explain natural phenomena

In groups, learners are guided to:
- Discuss examples from biology (living organisms), chemistry (substances and reactions), and physics (forces and energy) in daily life
- Discuss phenomena that require more than one component: cooking water involves both physics (heat) and chemistry (water behaviour)
- Present findings to the class

How do the components of Integrated Science work together to explain everyday phenomena?

- Grade 7 Integrated Science Learner's Book - Charts showing branches of science
- Reference books
- Grade 7 Integrated Science Learner's Book - Internet access, digital device
- Career charts

- Oral questions - Written assignments

Scientific Investigation

Introduction to Integrated Science - Integrated Science and career opportunities
Introduction to Integrated Science - Importance of Integrated Science in daily life

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

- Match specific career pathways to the science components they use most
- Explain how science skills such as prediction, observation, and communication are used in careers
- Value the role of science education in career development

In groups, learners are guided to:
- Discuss how a doctor uses biology and chemistry; an engineer uses physics; a farmer uses biology and chemistry
- Discuss how science skills — predicting, observing, communicating — are applied in everyday careers
- Invite a resource person to talk about their science-related career

What specific skills and knowledge from Integrated Science are used in various careers?

- Grade 7 Integrated Science Learner's Book - Resource person
- Internet access
- Grade 7 Integrated Science Learner's Book - Table on importance (course book)
- Reference books

- Oral questions - Observation

Scientific Investigation

Introduction to Integrated Science - Importance of Integrated Science in daily life
Laboratory Safety - Common laboratory hazards and their symbols

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

- Summarise the meaning, components, careers, and importance of Integrated Science
- Attempt Self-assessment 1 questions correctly
- Reflect on learning about Integrated Science as a foundation for careers and daily life

In groups, learners are guided to:
- Review all topics in the sub-strand: definition, components, careers, and importance
- Complete Self-assessment 1 questions from the course book
- Discuss answers as a class; correct any misconceptions

How well do you understand the foundations of Integrated Science?

- Grade 7 Integrated Science Learner's Book - Exercise books
- Grade 7 Integrated Science Learner's Book - Charts with hazard symbols
- Science Kit

- Written test - Oral questions

Scientific Investigation

Laboratory Safety - Common laboratory hazards and their symbols
Laboratory Safety - Causes of common accidents in the laboratory

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

- Describe the hazard associated with each common laboratory symbol
- Explain why hazard symbols must be clearly displayed on all laboratory substances
- Create a hazard symbols poster for display in the laboratory

In groups, learners are guided to:
- Study hazard symbols on substance containers in the laboratory
- Discuss the danger level for each symbol and what should be done if exposed
- In groups, create a poster showing hazard symbols, their meanings, and precautions

How do hazard symbols protect laboratory users?

- Grade 7 Integrated Science Learner's Book - Hazard symbol charts, SEPU Kit
- Manila paper and markers
- Grade 7 Integrated Science Learner's Book
- Accidents table (course book)
- Reference books

- Observation schedule - Checklist

Scientific Investigation

Laboratory Safety - Causes of common accidents in the laboratory

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

- Identify specific accident risks linked to different laboratory activities
- Write at least six precautions to observe in the laboratory for personal and others' safety
- Develop a responsible attitude towards laboratory work

In groups, learners are guided to:
- Role-play safe and unsafe laboratory behaviour
- Write six precautions to observe in the laboratory at all times
- Discuss: why should solid waste not be disposed of in water sinks? Why should laboratory windows be open?

How do you prevent accidents in the laboratory?

- Grade 7 Integrated Science Learner's Book
- Safety scenario cards
- Reference books

- Observation schedule - Written assignments

Scientific Investigation

Laboratory Safety - First aid safety measures for common laboratory accidents

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

- Identify the contents of a first aid kit and state the function of each item
- Identify first aid measures for burns, cuts, chemical spills, and electric shock
- Show concern for the safety and wellbeing of fellow learners

In groups, learners are guided to:
- Carry out Activity 4: identify the contents of a first aid kit and discuss the function of each item
- Discuss first aid for: burns (cool with running water), cuts (apply pressure), chemical spills (flush with plenty of water)
- Interact with a resource person on laboratory first aid procedures

What first aid should be given after common laboratory accidents?

- Grade 7 Integrated Science Learner's Book
- First Aid Kit
- Resource person

- Practical work - Observation

Scientific Investigation

Laboratory Safety - First aid safety measures for common laboratory accidents

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

- Describe the first aid for a burn, distinguishing between thermal and chemical burns
- Demonstrate correct first aid procedures in pairs using a First Aid Kit
- Value the importance of prompt first aid in reducing the severity of injuries

- Demonstrate first aid for a learner who accidentally burnt her hand: cool under running water for at least 10 minutes
- Practise basic first aid responses for cuts and burns in pairs
- Prepare and display a first aid procedure chart in the laboratory

How does prompt and correct first aid reduce the impact of laboratory injuries?

- Grade 7 Integrated Science Learner's Book
- First Aid Kit, charts
- Exercise books

- Practical work - Checklist

Scientific Investigation

Laboratory Safety - Importance of practising safety measures in the laboratory

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

- Explain why safety measures must always be practised in the laboratory
- Read and discuss safety measures from a provided chart
- Develop a habit of following safety rules during every practical activity

In groups, learners are guided to:
- Read the safety measures on the chart provided or on page 17 of the course book
- Discuss: why is it important to observe safety measures while in the laboratory?
- Write the safety measures in exercise books for reference

Why is it important to always practise safety measures in the laboratory?

- Grade 7 Integrated Science Learner's Book
- Safety measures chart
- Internet access

- Oral questions - Written assignments

Scientific Investigation

Laboratory Safety - Importance of practising safety measures in the laboratory

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

- Design a poster on laboratory safety measures
- Summarise all laboratory safety topics: hazards, accident causes, first aid, and importance of safety
- Appreciate safety as a personal and collective responsibility

In groups, learners are guided to:
- In groups, design a poster on laboratory safety; present to the class
- As a class, choose the best poster to display in the school laboratory
- Discuss: why is it important to observe safety measures in the laboratory?

How do you communicate laboratory safety to others?

- Grade 7 Integrated Science Learner's Book
- Manila paper, markers
- Exercise books

- Observation - Assessment rubric

Scientific Investigation

Laboratory Safety - Common laboratory hazards and their symbols

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

- Complete Self-assessment 2 questions accurately covering all laboratory safety topics
- Identify hazard symbols, describe accident causes, demonstrate first aid, and explain safety importance
- Reflect on laboratory safety as essential for all science work

In groups, learners are guided to:
- Complete Self-assessment 2 questions 1–7 from the course book
- Discuss answers as a class; correct misconceptions
- Summarise: identify hazards, analyse accident causes, demonstrate first aid procedures

How well do you understand all aspects of laboratory safety?

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

- Written test - Oral questions

Scientific Investigation

Laboratory Safety - First aid safety measures for common laboratory accidents

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

- Apply laboratory safety knowledge to new accident scenarios
- Advise a fellow learner on the correct safety procedure for a given situation
- Show confidence in using laboratory safety knowledge in real contexts

- Present new accident scenarios and ask learners to identify hazards, state causes, and describe first aid
- Peer-assess each other's responses using a safety checklist
- Carry out a formal review of all Sub-strand 1.2 content

How do you apply laboratory safety knowledge to real laboratory situations?

- Grade 7 Integrated Science Learner's Book
- Safety scenario cards, checklist
- Exercise books

- Oral questions - Peer assessment

Scientific Investigation

Basic Science Skills - Identifying basic skills in science

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

- Identify the basic science process skills used in a given procedure
- Distinguish between observing, measuring, classifying, recording, and communicating
- Show interest in applying science process skills in investigations

- Read the procedure used by learners in an experiment (filling a bottle with coloured water); identify the skills used: measuring, observing, recording
- Discuss the five basic science process skills with examples from daily life
- Identify the science skills from the procedure: measuring height of water, observing change

What are the basic process skills used in scientific investigations?

- Grade 7 Integrated Science Learner's Book
- Plastic bottle, biro tube, cork, ruler, coloured water
- Exercise books

- Oral questions - Observation

Scientific Investigation

Basic Science Skills - Identifying basic skills in science

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

- Describe the measuring, prediction, and inferring skills and give examples of each
- Apply prediction and inferring skills to a given scientific scenario
- Appreciate the role of all process skills in a complete scientific investigation

In groups, learners are guided to:
- Discuss the measuring skill: using the ruler to measure water height; units are important
- Discuss prediction (stating what will happen before an experiment) and inferring (drawing a conclusion from evidence)
- Apply all skills to a new scenario; share findings with the class

How do measuring, predicting, and inferring skills contribute to scientific investigations?

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

- Oral questions - Written assignments

Scientific Investigation

Basic Science Skills - The International System of Units (SI)

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

- Define the International System of Units (SI) and explain why it was developed
- Distinguish between base quantities and derived quantities
- Show precision when using SI units in recording scientific measurements

In groups, learners are guided to:
- Search the meaning of International System of Units on the internet
- Discuss: measurements in science must be standardised; scientists developed SI for this reason
- Distinguish base quantities (length, mass, time, temperature) from derived quantities (area, volume, density)

What is the International System of Units and why is it important in science?

- Grade 7 Integrated Science Learner's Book
- Internet access, digital device
- Charts showing SI units

- Written assignments - Oral questions

Scientific Investigation

Basic Science Skills - The International System of Units (SI)

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

- State the SI unit of length (metre) and measure the length of curved and straight surfaces
- Use a thread and ruler to measure the length of a curved surface
- Value accuracy in measurement and the use of correct instruments

In groups, learners are guided to:
- Discuss: what is the SI unit of length? Length is the distance between two points; SI unit = metre (m)
- Carry out activity: measure the length of a curved surface using a thread and a ruler
- Discuss other multiples of the metre: km, Hm, Dm, dm, cm, mm

What is the SI unit of length and how do you measure a curved surface?

- Grade 7 Integrated Science Learner's Book
- Thread, ruler, curved objects
- Exercise books

- Practical work - Oral questions

Scientific Investigation

Basic Science Skills - The International System of Units (SI)

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

- State the SI unit of mass (kilogram) and measure mass using an electronic balance
- Record mass measurements in correct SI units
- Show precision when reading the electronic balance

In groups, learners are guided to:
- Discuss: what is the SI unit of mass? Mass = amount of matter in an object; SI unit = kilogram (kg)
- Carry out activity: use an electronic weighing balance to measure the mass of a pen, geometry set, and block of wood; record in Table 1.9
- Discuss: 1 kg = 1000 g; convert given masses between grams and kilograms

What is the SI unit of mass and how is mass measured accurately?

- Grade 7 Integrated Science Learner's Book
- Electronic weighing balance, pen, geometry set, small block of wood
- Exercise books

- Practical work - Observation schedule

Scientific Investigation

Basic Science Skills - The International System of Units (SI)

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

- Identify the SI units for derived quantities: area (m²), volume (m³/cm³), and density (kg/m³)
- Complete a table of basic and derived quantities with their SI units
- Apply unit conversions between common multiples

In groups, learners are guided to:
- Discuss derived quantities: area = length × width (m²); volume = length × width × height (m³); density = mass/volume (kg/m³)
- Complete Table: copy table and fill in SI units for area, volume, temperature (K), mass (kg), electric current (A), and density
- Convert: 200 cm to m, 1200 g to kg, 0°C to K, 5 minutes to seconds

How are derived quantities calculated and what are their SI units?

- Grade 7 Integrated Science Learner's Book
- Tables in course book
- Exercise books

- Written test - Oral questions

Scientific Investigation

Basic Science Skills - Application of basic skills in science

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

- Classify quantities as basic or derived using a given list
- Identify the science skill demonstrated in each of four real-life examples
- Show confidence in applying science skills to new contexts

In groups, learners are guided to:
- Carry out activity: classify quantities into basic and derived groups
- Identify the science skill in each example: (a) tailor taking measurements = measuring; (b) mason mixing mortar = classifying; (c) environmentalist separating waste = classifying; (d) doctor observing a baby = inferring
- Discuss questions 8 and 9 on methods of presenting scientific information

How are basic science skills applied in real-life and scientific contexts?

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

- Written assignments - Oral questions

Scientific Investigation

Basic Science Skills - Application of basic skills in science

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

- Differentiate between prediction and conclusion, and between manipulation and communication skills
- Complete Self-assessment 3 questions accurately
- Reflect on the connection between process skills, SI units, and practical investigations

In groups, learners are guided to:
- Discuss: differentiate prediction (what you expect will happen) from conclusion (what the results show)
- Discuss: differentiate manipulation (handling apparatus) from communication (presenting findings)
- Complete Self-assessment 3 questions 1–10 and review answers as a class

How well do you understand basic science skills and SI units?

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

- Written test - Oral questions

Scientific Investigation

Basic Science Skills - The International System of Units (SI)

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

- Calculate the density of a block of wood using mass and volume measurements
- Apply SI units correctly throughout a practical investigation
- Appreciate the importance of accuracy in scientific measurement

In groups, learners are guided to:
- Carry out activity: weigh a block of wood using an electronic balance; measure its dimensions with a ruler; calculate volume (l × w × h) and density (mass/volume)
- Record all measurements with correct SI units in exercise books
- Discuss: why must the same units be used consistently in a calculation?

How are mass, volume, and density measured and calculated using SI units?

- Grade 7 Integrated Science Learner's Book
- Block of wood, electronic weighing balance, ruler
- Exercise books

- Practical work - Written assignments

Scientific Investigation

Basic Science Skills - Identifying basic skills in science

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

- Write an article on SI units for basic and derived quantities
- Present scientific information using appropriate methods: tables, bar graphs, and pie charts
- Show creativity in communicating science information

In groups, learners are guided to:
- Form groups; write an article on SI units for basic and derived quantities; if a computer is available, type and edit it
- Discuss which method to use for presenting: number of people who tested positive (bar graph), decrease in HIV cases (line graph), percentage vaccinated (pie chart)
- Share articles and presentations with classmates

How do you communicate scientific information clearly and accurately?

- Grade 7 Integrated Science Learner's Book
- Exercise books, computers if available
- Reference books

- Written assignments - Assessment rubric

Scientific Investigation

Laboratory apparatus and instruments - Heating apparatus and their uses

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

- Identify heating apparatus used in the laboratory: Bunsen burner, spirit lamp, portable burner, wire gauze, boiling tube, and tripod stand
- State the use of each identified heating apparatus
- Show interest in learning to use laboratory apparatus correctly

In groups, learners are guided to:
- Identify heating apparatus from pictures and real apparatus provided
- Match each item to its use: Bunsen burner (heat source), wire gauze (supports containers and distributes heat), tripod stand (supports beakers during heating), test tube holder (holds test tubes during heating)
- Record apparatus names and uses in a table

What apparatus is used for heating in the laboratory and what is each one used for?

- Grade 7 Integrated Science Learner's Book
- Bunsen burner, spirit lamp, wire gauze, tripod stand, test tube holder, boiling tube
- SEPU Kit

- Observation - Oral questions

Scientific Investigation

Laboratory apparatus and instruments - Parts and use of a Bunsen burner

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

- Identify the parts of a Bunsen burner and state the function of each part
- Correctly set up and use a Bunsen burner to heat water
- Handle heating apparatus with care and follow safety rules

In groups, learners are guided to:
- Study Figure 1.14 (parts of a Bunsen burner); identify: base, air hole, chimney, rubber tubing, jet, gas inlet
- Carry out Activity: heat water using a Bunsen burner; arrange apparatus as in Figure 1.15; observe and record temperature at intervals
- Discuss safety: why is the base wide and heavy? When should the air hole be open or closed?

What are the parts of a Bunsen burner and how is it used safely?

- Grade 7 Integrated Science Learner's Book
- Bunsen burner, gas lighter, 30 ml water in beaker, wire gauze, tripod stand, stopwatch
- Figures 1.14, 1.15

- Practical work - Observation schedule

Scientific Investigation

Laboratory apparatus and instruments - Glassware used in the laboratory
Laboratory apparatus and instruments - Measuring apparatus and magnification instruments

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

- Identify common glassware used in the laboratory: test tubes, beakers, conical flasks, boiling tubes, and round-bottomed flasks
- State the use of each identified glassware item
- Explain why most laboratory apparatus are made of glass

In groups, learners are guided to:
- Carry out Activity 8: identify glassware from pictures and real items; discuss why glass is used (transparent, heat-resistant, chemically inert)
- Match each glass item to its use from the course book table
- Discuss: in which case does the bottom of the beaker get dirty?

What glassware is used in the laboratory and why is glass the preferred material?

- Grade 7 Integrated Science Learner's Book
- Test tubes, beakers, conical flasks, boiling tubes, round-bottomed flasks
- Activity 8 apparatus
- Burette, pipette, syringe, measuring cylinder, hand lens
- Charts

- Observation - Oral questions

Scientific Investigation

Laboratory apparatus and instruments - Parts and functions of a microscope

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

- Identify the parts of a microscope labelled A to E
- State the function of each part of the microscope
- Show care when observing and handling a microscope

In groups, learners are guided to:
- Carry out Activity 10: carefully observe the microscope provided; identify labelled parts from Figure 1.18
- Match each part of the microscope to its function using a labelled chart
- Discuss: how is the microscope used in hospital laboratories to observe bacteria?

What are the parts of a microscope and what does each part do?

- Grade 7 Integrated Science Learner's Book
- Light microscope, chart with labelled microscope (Figure 1.18)
- Prepared slides

- Observation - Oral questions

Scientific Investigation

Laboratory apparatus and instruments - Other laboratory apparatus

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

- Identify support and other apparatus: mortar and pestle, test tube rack, filter funnel, separating funnel, evaporating dish, forceps, tongs, retort stand and clamp, spatula, and scalpel blade
- State the use of each identified apparatus
- Appreciate the variety of apparatus available for different laboratory tasks

In groups, learners are guided to:
- Identify support and other apparatus from pictures and real items provided
- Match each item to its use: retort stand and clamp (holds and supports burettes), mortar and pestle (grinding solids), evaporating dish (evaporating liquids)
- Discuss: which apparatus would you use to measure mass, temperature, and time?

What support and other apparatus are used in the laboratory?

- Grade 7 Integrated Science Learner's Book
- Mortar and pestle, test tube rack, evaporating dish, retort stand and clamp, forceps, tongs, spatula
- Charts

- Oral questions - Written assignments

Scientific Investigation

Laboratory apparatus and instruments - How to handle and care for apparatus

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

- Describe correct procedures for handling and caring for laboratory apparatus
- Explain why glass apparatus must be handled with care and how to clean them safely
- Develop a habit of cleaning and storing apparatus correctly after use

In groups, learners are guided to:
- Read and discuss the conversation between Alice, John, and Mr. Tony on handling and caring for glass apparatus
- Discuss: how do we protect glass apparatus from breaking? Walk carefully; do not let them strike each other; handle with care when cleaning
- Discuss: if glass apparatus breaks, what is the right thing to do?

Why is it important to handle and care for laboratory apparatus correctly?

- Grade 7 Integrated Science Learner's Book
- Basic apparatus
- Conversation in course book

- Oral questions - Observation

Scientific Investigation

Laboratory apparatus and instruments - Consumer protection + Self-assessment 4

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

- Explain the importance of consumer protection when handling laboratory apparatus and chemicals
- Identify consumer protection symbols and relate them to Table 1.1 on page 11
- Attempt Self-assessment 4 questions accurately

In groups, learners are guided to:
- Discuss consumer protection: manufacturers and users both have a role in safety when handling chemicals and apparatus
- Identify consumer protection symbols; refer to Table 1.1 (pg 11); discuss the role of these symbols in consumer protection
- Complete Self-assessment 4 questions 1–10; review and correct answers as a class

How do consumer protection measures keep laboratory users safe?

- Grade 7 Integrated Science Learner's Book
- Consumer protection symbols chart
- Exercise books

- Written test - Oral questions

Mixtures, Elements and Compounds

Mixtures - Classification of mixtures

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

- Define the term mixture and give examples from daily life
- Categorise given mixtures as homogeneous or heterogeneous using Activity 1
- Show interest in identifying mixtures in the environment

In groups, learners are guided to:
- Discuss the meaning of a mixture: maize and beans, tea, salty water, muddy water
- Carry out Activity 1: classify provided mixtures as homogeneous or heterogeneous; complete Table 2.1
- Share and compare classification results with other groups

What is a mixture and how are mixtures classified?

- Grade 7 Integrated Science Learner's Book
- Maize and beans, salty water, muddy water, English dictionary

- Observation - Oral questions

Mixtures, Elements and Compounds

Mixtures - Classification of mixtures

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

- Classify mixtures according to the state of matter of their components
- Give examples of solid-solid, solid-liquid, liquid-liquid, and gas-gas mixtures
- Appreciate that mixtures of all types are found in everyday life

In groups, learners are guided to:
- Discuss classification based on states of matter using Table 2.2
- Identify examples: maize and beans (solid-solid), salty water (solid-liquid), kerosene and water (liquid-liquid), air (gas-gas)
- Record Table 2.2 in exercise books

How are mixtures classified based on the states of matter of their components?

- Grade 7 Integrated Science Learner's Book
- Charts
- Exercise books

- Oral questions - Written assignments

Mixtures, Elements and Compounds

Mixtures - How to distinguish between pure and impure substances using melting point

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

- Explain how melting point is used to distinguish between pure and impure substances
- Determine whether ice is pure or impure using Activity 2
- Show precision in recording temperature readings

In groups, learners are guided to:
- Carry out Activity 2: heat ice in a boiling tube; record temperature at 0.5-minute intervals
- Determine the melting point of ice; discuss: does it melt at a constant temperature?
- Discuss: pure substances melt at a constant temperature; ice is therefore a pure substance

How can melting point be used to distinguish pure from impure substances?

- Grade 7 Integrated Science Learner's Book
- Ice, thermometer, boiling tube, stopwatch, source of heat, retort stand

- Practical work - Observation schedule

Mixtures, Elements and Compounds

Mixtures - How to distinguish between pure and impure substances using boiling point

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

- Determine the boiling points of distilled water and salty water using Activity 3
- Explain how impurities raise the boiling point of a substance
- Appreciate the use of the boiling point test for identifying purity

In groups, learners are guided to:
- Carry out Activity 3: heat distilled water and salty water separately; record temperature at 30-second intervals
- Compare the boiling points using the results table and Figure 2.3
- Discuss: pure water boils at 100 °C; impure water boils over a range of temperatures

How does the boiling point test distinguish between pure and impure substances?

- Grade 7 Integrated Science Learner's Book
- Distilled water, salty water, two boiling tubes, thermometer, stopwatch, source of heat

- Practical work - Observation

Mixtures, Elements and Compounds

Mixtures - Simple distillation

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

- Describe simple distillation as a method of separating a solute from a solvent
- Set up the distillation apparatus correctly and separate salt and water
- Show care and safety when handling heated apparatus

In groups, learners are guided to:
- Set up apparatus as in Figure 2.4; separate salt and water by simple distillation
- Identify the distillate (water) and the residue (salt)
- Discuss: what types of mixtures can be separated by simple distillation?

What types of mixtures can be separated by simple distillation?

- Grade 7 Integrated Science Learner's Book
- Table salt, water, boiling tubes, delivery tube, ice-cold water, glass beads, source of heat

- Practical work - Observation schedule

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 of separating miscible liquid-liquid mixtures
- Separate ethanol and water using fractional distillation
- Appreciate the role of the fractionating column in achieving clean separation

In groups, learners are guided to:
- Set up the fractionating column apparatus; heat ethanol-water mixture; maintain temperature at about 80 °C
- Test the distillate with a burning splint to confirm it is ethanol
- Discuss how glass beads in the column increase surface area for re-condensation

How does fractional distillation separate a mixture of ethanol and water?

- Grade 7 Integrated Science Learner's Book
- Fractionating column, thermometer, round-bottomed flask, Liebig condenser, ethanol, water, source of heat

- Practical work - Oral questions

Mixtures, Elements and Compounds

Mixtures - Filtration

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

- Describe filtration as a method of separating heterogeneous solid-liquid mixtures
- Set up filtration apparatus correctly and separate sand from water
- Distinguish correctly between the residue and the filtrate

In groups, learners are guided to:
- Mix sand and water; fold filter paper into a cone (Figure 2.7); set up filtration apparatus (Figure 2.8)
- Pour the mixture through the filter paper; collect the filtrate
- Discuss applications: water treatment and straining milk

What is filtration and what type of mixture does it separate?

- Grade 7 Integrated Science Learner's Book
- Filter paper, filter funnel, conical flask, sand, water, beaker, glass rod

- Practical work - Observation

Mixtures, Elements and Compounds

Mixtures - Decantation

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

- Describe decantation as a method of separating heterogeneous mixtures
- Separate sand and water by decantation as in Figure 2.9
- Explain why decantation is simpler but less efficient than filtration

In groups, learners are guided to:
- Mix sand and water; allow to settle; carefully pour off the upper liquid into another beaker
- Compare the clarity of liquids obtained by decantation and filtration
- Discuss: when is decantation preferred and why is it less precise?

When is decantation used and why is it less efficient than filtration?

- Grade 7 Integrated Science Learner's Book
- Sand, water, two beakers, glass rod

- Observation - Oral questions

Mixtures, Elements and Compounds

Mixtures - Use of a magnet

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

- Describe the use of a magnet to separate mixtures containing magnetic materials
- Separate iron filings from maize flour using a magnet
- Identify real-life applications of magnetic separation

In groups, learners are guided to:
- Mix iron filings with maize flour; move a magnet over the mixture; observe which component is attracted
- Discuss applications: glass recycling, iron recycling, flour mills, and sugar mills
- Record observations and applications in exercise books

How is a magnet used to separate a mixture of iron filings and maize flour?

- Grade 7 Integrated Science Learner's Book
- Iron filings, maize flour, magnet, piece of paper

- Practical work - Observation

Mixtures, Elements and Compounds

Mixtures - Sublimation

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

- Describe sublimation as a method of separating a mixture when one component sublimes
- Carry out sublimation to separate iodine from sodium chloride
- Show caution when handling iodine vapour

In groups, learners are guided to:
- Carry out activity outdoors: place mixture in crucible; cover with ice-cold round-bottomed flask; heat gently
- Observe iodine vapour depositing on the cold surface; sodium chloride remains in crucible
- Research other substances that undergo sublimation

What is sublimation and how is it used to separate iodine from sodium chloride?

- Grade 7 Integrated Science Learner's Book
- Iodine crystals, sodium chloride, crucible, round-bottomed flask, ice-cold water, source of heat

- Practical work - Observation schedule

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 of separating coloured mixtures
- Carry out Activity 11 to separate components of green leaf extract
- Define chromatogram and solvent front

In groups, learners are guided to:
- Carry out Activity 11: crush green leaves with propanone; apply extract to filter paper; add propanone drops to develop chromatogram (Figure 2.11)
- Observe colour rings forming; identify the solvent front (Figure 2.12)
- Discuss why components travel different distances

How does paper chromatography separate the coloured components of a mixture?

- Grade 7 Integrated Science Learner's Book
- Green leaves, mortar and pestle, filter paper, two beakers, propanone, droppers

- Practical work - 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 oils from nuts or seeds
- Carry out Activity 12 to extract oil from nuts using propanone
- Explain why water cannot be used as the solvent for oils

In groups, learners are guided to:
- Carry out Activity 12: crush nuts; add propanone; decant extract; evaporate solvent in sun
- Test residue on filter paper: translucent spot confirms oil
- Discuss applications: dry cleaning, extracting dyes, and extracting drugs from plants

How is solvent extraction used to obtain oil from nuts and seeds?

- Grade 7 Integrated Science Learner's Book
- Macadamia or groundnuts, propanone, mortar and pestle, evaporating dish, filter paper

- Practical work - Observation

Mixtures, Elements and Compounds

Mixtures - Use of a separating funnel

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

- Describe the use of a separating funnel to separate two immiscible liquids
- Separate kerosene and water; correctly identify the top layer, interphase, and bottom layer
- Show precision when operating the tap of a separating funnel

In groups, learners are guided to:
- Mix 20 ml kerosene and 20 ml water; pour into separating funnel; allow to settle (Figure 2.13)
- Run off the bottom layer (water); keep interphase separately; run off the top layer (kerosene)
- Discuss why the stopper must be removed before opening the tap

How does a separating funnel separate two immiscible liquids?

- Grade 7 Integrated Science Learner's Book
- Separating funnel, kerosene, water, three beakers, retort stand and clamp

- Practical work - Observation

Mixtures, Elements and Compounds

Mixtures - Crystallisation

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

- Describe crystallisation as a method of separating a dissolved solid from its solution
- Carry out the activity to obtain copper(II) sulphate crystals from a saturated solution
- Explain what a saturated solution is

In groups, learners are guided to:
- Prepare a saturated copper(II) sulphate solution; heat over water bath (Figure 2.15); cover with punctured filter paper overnight
- Observe crystals formed the following day (Figure 2.16); record their appearance
- Discuss: what is a saturated solution? Why must the solution be cooled slowly for good crystals?

How does crystallisation separate a dissolved solid from its solution?

- Grade 7 Integrated Science Learner's Book
- Copper(II) sulphate, water, evaporating dish, beakers, filter paper, source of heat

- Practical work - Observation schedule

Mixtures, Elements and Compounds

Mixtures - Applications of methods of separating mixtures

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

- State the real-life and industrial applications of methods of separating mixtures
- Explain how fractional distillation refines crude oil and separates components of air
- Appreciate the industrial importance of separation techniques

In groups, learners are guided to:
- Discuss crude oil refining: fractionating column separates fractions (Figure 2.17)
- Discuss separation of air components by fractional distillation (Figure 2.18)
- Research applications of chromatography in sports, food, and pharmaceutical industries

How are methods of separating mixtures applied in everyday and industrial contexts?

- Grade 7 Integrated Science Learner's Book
- Charts: Figures 2.17 and 2.18
- Internet access

- Oral questions - Written assignments

Mixtures, Elements and Compounds

Mixtures - Applications of methods of separating mixtures

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

- Explain the application of solvent extraction in the food and cosmetic industries
- Link each separation method to at least one real-world application
- Show confidence in debating the relevance of separation methods to daily life

In groups, learners are guided to:
- Discuss solvent extraction: extracting oils from nuts, dyes from plants, and drugs from plants
- Debate the motion: "All methods of separating mixtures are applicable in our lives"
- Solve Self-assessment 5 questions 3–10 on separation methods and their applications

How does knowledge of separation methods connect to real industries?

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

- Oral questions - Observation

Mixtures, Elements and Compounds

Mixtures - Applications of methods of separating mixtures

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

- Summarise all topics in the Mixtures sub-strand
- Complete Self-assessment 5 questions correctly
- Reflect on learning about classification, purity tests, separation methods, and their applications

In groups, learners are guided to:
- Review all Mixtures topics: classification, melting and boiling point tests, all nine separation methods, and applications
- Complete Self-assessment 5 questions from the course book
- Discuss answers as a class and correct misconceptions

How well do you understand mixtures, purity tests, and methods of separating mixtures?

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

- Written test - Oral questions

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Plant extracts as acid-base indicators

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

- Prepare an acid-base indicator from coloured flower petals using ethanol or propanone
- Explain why the indicator must be used fresh
- Show responsibility in using flowers sparingly to protect plants

In groups, learners are guided to:
- Carry out Activity 1: collect petals; cut and crush using mortar and pestle (Figure 2.19); add ethanol or propanone; decant the extract
- Discuss: why is ethanol or propanone used instead of water? Why must the indicator be fresh?
- Dispose of plant waste correctly

How can coloured flower petals be used to prepare an acid-base indicator?

- Grade 7 Integrated Science Learner's Book
- Coloured flower petals, mortar and pestle, knife, ethanol or propanone, beaker

- Practical work - Observation schedule

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Plant extracts as acid-base indicators
Acids, Bases and Indicators - Classifying household solutions using commercial indicators

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

- Use freshly prepared plant extract to classify household solutions as acidic or basic
- Complete Table 2.3 correctly
- Appreciate that plant extract indicators must be used fresh

In groups, learners are guided to:
- Label nine test tubes; add 2 ml of each solution; add 5 drops of plant extract to each (Figure 2.20)
- Observe colour changes; complete Table 2.3
- Discuss the disadvantage: extract changes colour over time

How is a plant extract indicator used to classify household solutions?

- Grade 7 Integrated Science Learner's Book
- Freshly prepared plant extract, dropper, nine test tubes, rack, household solutions
- Litmus, phenolphthalein, methyl orange, six test tubes, three droppers

- Observation - Oral questions

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:

- Describe the physical properties of acids and bases
- Construct a comparison table of acids and bases based on taste, feel, and litmus response
- Show caution when handling acids and bases in the laboratory

In groups, learners are guided to:
- Discuss physical properties of acids: sour taste, corrosive, turn blue litmus red, react with metals
- Discuss physical properties of bases: bitter taste, soapy feel, turn red litmus blue; bases soluble in water = alkalis
- Construct a comparison table of the physical properties of acids and bases

What physical properties distinguish acids from bases?

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

- Oral questions - Written assignments

Mixtures, Elements and Compounds

Acids, Bases and Indicators - The pH scale

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

- Explain the pH scale and interpret pH values from 0 to 14
- Classify substances as strongly acidic, weakly acidic, neutral, weakly basic, or strongly basic
- Show curiosity when studying the pH values of familiar substances

In groups, learners are guided to:
- Carry out Activity 4: study pH strips and universal indicator chart (Figures 2.21a–c); draw the pH scale (Figure 2.22) in exercise books
- Discuss pH ranges: below 4 = strong acid; 4–7 = weak acid; 7 = neutral; 7–10 = weak base; 11–14 = strong base
- Test pure water with universal indicator; discuss why pH = 7

What does the pH scale tell us about the strength of acids and bases?

- Grade 7 Integrated Science Learner's Book
- pH strips, universal indicator solution, pH chart
- Exercise books

- Observation - Oral questions

Mixtures, Elements and Compounds

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

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

- Use the universal indicator to classify acidic solutions as strong or weak (Table 2.6)
- Use the universal indicator to classify basic solutions as strong or weak (Table 2.7)
- Show precision in matching indicator colour to the pH chart

In groups, learners are guided to:
- Test dilute HCl, lemon juice, vinegar, and sour milk with universal indicator; complete Table 2.6
- Test sodium hydroxide, anti-acid tablets, toothpaste, baking powder, and wood ash; complete Table 2.7
- Discuss: why is dilute HCl more hazardous than lemon juice?

How can the universal indicator classify solutions as strong or weak acids and bases?

- Grade 7 Integrated Science Learner's Book
- Universal indicator, pH chart, test tubes, household solutions
- Exercise books

- Practical work - Observation

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Applications of acids, bases and indicators in real life

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

- Identify the uses of acids in real life with specific examples
- Identify the uses of bases in real life with specific examples
- Appreciate how acids and bases contribute to daily life and industry

- Read and discuss the Grade 7 learner's notes on uses of acids: sulphuric and nitric acid in fertilisers, carbonic acid in sodas, citric acid in flavouring, hydrochloric acid in digestion
- Study anti-acid sachets and soap packets; discuss uses of bases: soap making, anti-acid tablets, lime for reducing soil acidity
- Research additional uses of acids and bases

How are acids and bases used in everyday life and in industry?

- Grade 7 Integrated Science Learner's Book
- Anti-acid sachets, soap packets, Internet access
- Reference books

- Oral questions - Written assignments

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Applications of indicators in real life

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

- Identify four uses of acid-base indicators in real life
- Describe how the universal indicator tests soil pH for food security
- Complete Self-assessment 6 questions accurately

In groups, learners are guided to:
- Read Mr. Mkulima Bora's soil pH testing procedure; carry out a soil pH test using the universal indicator
- Discuss four uses of indicators: testing soil pH, classifying solutions, identifying corrosive substances, finding reaction endpoints
- Complete Self-assessment 6 questions; discuss answers as a class

How are acids, bases, and indicators important in real life and in farming?

- Grade 7 Integrated Science Learner's Book
- Universal indicator, soil samples, pH chart, test tubes
- Exercise books

- Written test - Oral questions

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Applications of acids, bases and indicators in real life

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

- Summarise the full Acids, Bases and Indicators sub-strand
- Compose a short poem educating others on the uses of acids, bases, and indicators
- Show creativity in communicating science concepts through language

In groups, learners are guided to:
- Review all Acids, Bases and Indicators topics: plant extract indicators, commercial indicators, pH scale, applications of acids, bases, and indicators
- Compose a simple poem on the uses of acids, bases, and indicators; recite in class
- Discuss and select the best poem for recitation at the school assembly

How can you creatively communicate the importance of acids, bases, and indicators?

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

- Written assignments - Observation

Mixtures, Elements and Compounds

Elements and Compounds - Meaning of elements and compounds

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

- Define an element as a pure substance made of only one type of atom that cannot be broken down by chemical means
- Define a compound as a pure substance made of two or more types of atoms chemically combined
- Distinguish elements and compounds from mixtures using examples

In groups, learners are guided to:
- Discuss the meaning of an element: iron (Fe), oxygen (O₂), carbon (C), gold (Au) — each made of one type of atom
- Discuss the meaning of a compound: water (H₂O), salt (NaCl), carbon dioxide (CO₂) — two or more types of atoms chemically combined
- Compare: can elements and compounds be separated by physical methods?

What is the difference between an element, a compound, and a mixture?

- Grade 7 Integrated Science Learner's Book
- Periodic table chart
- Reference books

- Oral questions - Written assignments

Mixtures, Elements and Compounds

Elements and Compounds - Meaning of elements and compounds

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

- Identify common elements and classify them as metals or non-metals
- Give the symbol for at least eight common elements
- Appreciate that elements are the building blocks of all matter

In groups, learners are guided to:
- Use a periodic table to identify common elements: iron (Fe), copper (Cu), carbon (C), oxygen (O), hydrogen (H), gold (Au), silver (Ag), aluminium (Al)
- Classify each as a metal or non-metal and discuss their properties
- Discuss: where do we encounter these elements in daily life?

What are common elements and how are they classified as metals or non-metals?

- Grade 7 Integrated Science Learner's Book
- Periodic table chart, samples of metals and non-metals
- Reference books

- Oral questions - Observation

Mixtures, Elements and Compounds

Elements and Compounds - Differences between mixtures and compounds

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

- Distinguish between mixtures and compounds based on composition, properties, and separation methods
- Give examples of mixtures and compounds found in daily life
- Appreciate that understanding the difference between mixtures and compounds is important in science

In groups, learners are guided to:
- Discuss key differences: mixtures are combined physically and can be separated by physical methods; compounds are combined chemically and cannot be separated by physical methods
- Give examples: iron and sulphur mixture vs. iron sulphide compound
- Create a comparison table of mixtures and compounds

How do mixtures and compounds differ in composition and properties?

- Grade 7 Integrated Science Learner's Book
- Iron filings, sulphur powder, magnet
- Reference books

- Oral questions - Written assignments

Mixtures, Elements and Compounds

Elements and Compounds - Uses of elements and compounds in daily life

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

- Identify the uses of common elements in daily life
- Give examples: iron in construction, copper in electrical wiring, carbon in fuel, oxygen in respiration
- Appreciate that elements are essential to life and industry

In groups, learners are guided to:
- Research and discuss uses of common elements: iron (construction), copper (electrical wiring), carbon (fuel and pencils), oxygen (respiration and medical use), gold and silver (jewellery)
- Match each element to its use using a table
- Present findings to the class

How are common elements used in daily life and in industry?

- Grade 7 Integrated Science Learner's Book
- Internet access
- Charts and reference books

- Oral questions - Written assignments

Mixtures, Elements and Compounds

Elements and Compounds - Uses of compounds in daily life
Elements and Compounds - Elements and Compounds review

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

- Identify the uses of common compounds in daily life
- Give examples: water (H₂O) in drinking and cooking, sodium chloride (NaCl) as table salt, calcium carbonate (CaCO₃) in buildings
- Value the importance of compounds in supporting human life

In groups, learners are guided to:
- Research and discuss uses of common compounds: water (drinking, cooking), table salt (food preservation), calcium carbonate (cement and buildings), sodium bicarbonate (baking powder)
- Compare the properties of a compound with its constituent elements: e.g. water vs. hydrogen and oxygen
- Discuss: why do compounds have different properties from their constituent elements?

How are common compounds used in daily life?

- Grade 7 Integrated Science Learner's Book
- Samples of table salt, baking soda, water
- Reference books
- Exercise books
- Assessment paper

- Oral questions - Observation