Mixtures, Elements and Compounds

Structure of the atom - The atom

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

- Define the term 'atom'
- Describe the structure of an atom
- Show interest in learning about the atom

- Discuss the meaning of the term 'atom' using dictionaries or digital resources
- Use digital media to observe animations on the structure of an atom
- Draw and discuss the structure of an atom

Why learn about the structure of the atom?

- Oxford Integrated Science pg. 2
- Chart showing the structure of an atom
- Dictionary
- Digital devices

- Observation - Oral questions - Written assignment

Mixtures, Elements and Compounds

Structure of the atom - Subatomic particles
Structure of the atom - Atomic number and mass number

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

- Identify the subatomic particles in an atom
- Describe the location of protons, neutrons, and electrons in an atom
- Appreciate the composition of an atom

- Study diagrams of the atom
- Identify different particles found in an atom
- Discuss the properties of protons, neutrons, and electrons

What is an atom?

- Oxford Integrated Science pg. 3
- Charts showing atomic structure
- Digital resources
- Oxford Integrated Science pg. 4
- Periodic table
- Charts

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Calculating mass number
Structure of the atom - Electron arrangement

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

- Determine the mass number of elements
- Calculate the number of neutrons in atoms
- Show interest in atomic calculations

- Work out the mass number of elements with peers
- Complete table showing atomic numbers and mass numbers
- Discuss isotopes

How do we calculate the number of neutrons in an atom?

- Oxford Integrated Science pg. 5
- Periodic table
- Calculators
- Oxford Integrated Science pg. 8
- Charts
- Digital resources

- Written test - Observation - Oral questions

Mixtures, Elements and Compounds

Structure of the atom - Electron arrangement diagrams
Structure of the atom - Valence electrons
Structure of the atom - Classifying elements
Structure of the atom - Properties of metals and non-metals
Structure of the atom - Modelling atomic structure

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

- Draw electron arrangements for different elements
- Explain energy levels in atoms
- Appreciate the pattern in electron arrangements

- Classify elements as metals or non-metals based on electron arrangement
- Explain how electron arrangement determines metallic properties
- Show interest in classification of elements

- Draw electron arrangements of different elements
- Discuss the electron configuration of atoms
- Use digital media to observe animations on electron arrangement
- Study electron arrangements of different elements
- Group elements as metals or non-metals based on electron arrangement
- Discuss the relationship between electron arrangement and metallic properties

How do we draw the electron arrangement of elements?
How can one distinguish metals and non-metals based on electron arrangement?

- Oxford Integrated Science pg. 9
- Periodic table
- Digital resources
- Oxford Integrated Science pg. 10
- Charts
- Oxford Integrated Science pg. 11
- Periodic table
- Charts
- Oxford Integrated Science pg. 12
- Oxford Integrated Science pg. 13
- Local materials for modeling

- Observation - Oral questions - Practical assessment
- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Creating models
Structure of the atom - Presenting models

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

- Create atomic models using local materials
- Label parts of the atomic model
- Appreciate atomic structure

- Model atomic structures using locally available materials
- Label the components of the atomic models
- Display models in class

How can we model atomic structures of elements?

- Oxford Integrated Science pg. 13
- Local materials for modeling
- Softboard
- Glue
- Oxford Integrated Science pg. 14
- Completed atomic models
- Charts

- Observation - Project work - Peer assessment

Mixtures, Elements and Compounds

Structure of the atom - Review
Structure of the atom - Assessment

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

- Summarize key concepts about atomic structure
- Relate atomic structure to properties of elements
- Show interest in atomic structure

- Review key concepts about atoms
- Discuss the relationship between atomic structure and properties of elements
- Create summary notes

How does atomic structure determine the properties of elements?

- Oxford Integrated Science pg. 15
- Previous notes
- Charts
- Oxford Integrated Science pg. 16
- Assessment questions

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Identifying metals and non-metals
Metals and alloys - Physical properties of metals
Metals and alloys - Colour of metals

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

- Identify metals and non-metals in the environment
- Classify materials as metals or non-metals
- Show interest in classification of materials

- Observe various materials in the environment
- Classify materials as metals or non-metals
- Discuss the general properties of metals and non-metals

Why learn about metals and alloys?

- Oxford Integrated Science pg. 17
- Various metal and non-metal samples
- Charts
- Oxford Integrated Science pg. 18
- Metal samples
- Digital resources
- Oxford Integrated Science pg. 19
- Sandpaper/steel wool
- White tile

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Ductility and malleability
Metals and alloys - Thermal conductivity
Metals and alloys - Electrical conductivity
Metals and alloys - State of metals

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

- Define ductility and malleability
- Demonstrate ductility and malleability of metals
- Appreciate these properties of metals

- Investigate electrical conductivity of metals
- Compare conductivity in different materials
- Show interest in properties of metals

- Look up meanings of 'ductile' and 'malleable'
- Demonstrate the stretching of copper wire
- Hammer aluminum and observe changes
- Set up a circuit with dry cells, connecting wires, and a bulb
- Complete the circuit using various materials
- Observe and discuss results

How do the properties of ductility and malleability make metals useful?
How do metals conduct electricity compared to non-metals?

- Oxford Integrated Science pg. 19
- Metal samples
- Hammer
- Dictionary
- Oxford Integrated Science pg. 20
- Metallic spatula
- Candle wax
- Source of heat
- Oxford Integrated Science pg. 20
- Dry cells
- Connecting wires
- Bulb and holder
- Various materials
- Oxford Integrated Science pg. 21
- Thermometer containing mercury
- Charts
- Digital resources

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Metals and alloys - Alloy definition
Metals and alloys - Composition of brass and steel

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

- Define an alloy
- Identify common alloys in the environment
- Show interest in alloys

- Discuss the meaning of alloy
- Observe items made of alloys
- Read information about alloy compositions

What is an alloy?

- Oxford Integrated Science pg. 22
- Items made of alloys
- Textbooks
- Digital resources
- Items made of brass and steel

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Composition of bronze and stainless steel
Metals and alloys - Uses of metals
Metals and alloys - Uses of alloys

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

- Describe the composition of bronze
- Describe the composition of stainless steel and duralumin
- Appreciate composition of alloys

- Discuss the composition of bronze (copper and tin)
- Discuss the composition of stainless steel and duralumin
- Research alloy compositions using digital resources

What are stainless steel and duralumin made of?

- Oxford Integrated Science pg. 23
- Items made of bronze and stainless steel
- Digital resources
- Textbooks
- Items made of metals
- Charts
- Oxford Integrated Science pg. 24
- Items made of alloys

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Value of metals and alloys
Metals and alloys - Rusting

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

- Describe the value of metals and alloys
- Explain factors that determine the value of metals
- Show interest in the value of metals and alloys

- Read about the value of gold, copper, and steel
- Discuss factors that determine the value of metals and alloys
- Research the value of metals and alloys

What is the value of various metals and alloys?

- Oxford Integrated Science pg. 24
- Digital resources
- Textbooks
- Newspaper articles
- Oxford Integrated Science pg. 25
- Iron nails
- Test tubes
- Test tube corks
- Olive oil
- Anhydrous calcium chloride

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Effects of rusting
Metals and alloys - Prevention of rusting
Metals and alloys - Summary
Metals and alloys - Assessment

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

- Describe effects of rusting
- Explain the impact of rusting on objects
- Show interest in the effects of rusting

- Summarize properties of metals
- Summarize composition and uses of alloys
- Show confidence in knowledge about metals and alloys

- Observe rusted objects
- Discuss the effects of rusting on appearance, strength, and conductivity
- Research effects of rusting using digital resources
- Review properties of metals
- Discuss composition and uses of alloys
- Create summary notes

How does rusting affect metal objects and their uses?
Why is knowledge about metals and alloys important in everyday life?

- Oxford Integrated Science pg. 26
- Rusted objects
- Digital resources
- Textbooks
- Oxford Integrated Science pg. 27
- Charts
- Oxford Integrated Science pg. 28
- Previous notes
- Charts
- Textbooks
- Oxford Integrated Science pg. 29
- Assessment questions

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Physical properties of water
Water hardness - Taste of water
Water hardness - Boiling point of water

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

- Describe physical properties of water
- Investigate the colour and odour of water
- Show interest in properties of water

- Observe distilled water
- Investigate whether distilled water has colour and odour
- Discuss physical properties of water

Why learn about water hardness?

- Oxford Integrated Science pg. 30
- Distilled water
- Glass beakers
- Water from different sources
- Oxford Integrated Science pg. 31
- Water from different safe sources
- Clean cups
- Charts
- Oxford Integrated Science pg. 32
- Water samples
- Thermometer
- Boiling tube
- Source of heat

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Hard and soft water
Water hardness - Testing water hardness

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

- Define hard and soft water
- Distinguish between hard and soft water
- Show interest in water hardness

- Add soap to distilled water and tap water
- Observe lathering and formation of scum
- Discuss the difference between hard and soft water

Why is hard water preferred for drinking?

- Oxford Integrated Science pg. 33
- Distilled water
- Tap water
- Soap solution
- Beakers
- Oxford Integrated Science pg. 34
- Water samples
- Conical flasks
- Burette

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Differences between hard and soft water
Water hardness - Advantages of water

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

- Describe the differences between hard and soft water
- Explain the ions responsible for water hardness
- Appreciate differences between hard and soft water

- Review results from previous experiment
- Discuss ions responsible for water hardness
- Summarize differences between hard and soft water

What causes water to be hard?

- Oxford Integrated Science pg. 34
- Previous experimental results
- Charts
- Digital resources
- Oxford Integrated Science pg. 35
- Textbooks

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Disadvantages of hard water
Water hardness - Methods of softening
Water hardness - Softening by boiling
Water hardness - Softening by distillation
Water hardness - Softening using washing soda

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

- Outline disadvantages of hard water
- Explain effects of hard water on appliances
- Show interest in water hardness

- Soften hard water by distillation
- Test effectiveness of distillation in water softening
- Apply water softening skills

- Research disadvantages of hard water
- Observe kettle with scale formation
- Discuss effects of hard water on soap usage
- Set up simple distillation apparatus
- Distill hard water
- Test lathering ability of distillate
- Compare and discuss results

How does hard water affect household appliances?
How effective is distillation in softening hard water?

- Oxford Integrated Science pg. 36
- Kettle with scale
- Digital resources
- Textbooks
- Oxford Integrated Science pg. 37
- Charts
- Oxford Integrated Science pg. 38
- Hard water samples
- Source of heat
- Soap solution
- Test tubes
- Oxford Integrated Science pg. 39
- Hard water samples
- Distillation apparatus
- Soap solution
- Test tubes
- Oxford Integrated Science pg. 40
- Washing soda
- Filter funnel and paper

- Observation - Oral questions - Written test
- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Applications
Water hardness - Summary

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

- Describe applications of soft water in daily life
- Describe applications of hard water in daily life
- Appreciate the importance of water hardness knowledge

- Research applications of soft and hard water
- Discuss appropriate uses for each type of water
- Create posters showing applications

How do we apply knowledge of water hardness in daily life?

- Oxford Integrated Science pg. 41
- Digital resources
- Textbooks
- Charts
- Oxford Integrated Science pg. 43
- Previous notes

- Observation - Oral questions - Group presentations

Mixtures, Elements and Compounds

Water hardness - Applications of knowledge
Water hardness - Assessment

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

- Apply knowledge on water hardness to solve problems
- Choose appropriate water for specific applications
- Show confidence in water hardness knowledge

- Present scenarios requiring water hardness knowledge
- Discuss solutions to real-life problems
- Create awareness materials on water hardness

How can we help others understand water hardness?

- Oxford Integrated Science pg. 43
- Previous notes
- Charts
- Real-life scenarios
- Oxford Integrated Science pg. 44
- Assessment questions

- Observation - Oral questions - Group presentations

Living Things and their Environment

Nutrition in plants - Parts of a leaf
Nutrition in plants - Internal structure of a leaf
Nutrition in plants - Adaptations of the leaf to photosynthesis

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

- Identify the external parts of a leaf
- Draw and label the external parts of a leaf
- Show interest in the external parts of a leaf

- Collect leaves from different plants
- Observe the arrangement of leaves on plants
- Draw and label the external parts of a leaf

What are the external parts of a leaf?

- Oxford Integrated Science pg. 44
- Leaf specimens
- Charts showing leaf parts
- Light microscope
- Permanent slide of leaf section
- Charts
- Oxford Integrated Science pg. 45
- Digital resources
- Charts showing leaf adaptations

- Observation - Oral questions - Drawings

Living Things and their Environment

Nutrition in plants - Structure of chloroplast
Nutrition in plants - Process of photosynthesis
Nutrition in plants - Testing for starch in a leaf
Nutrition in plants - Conditions necessary for photosynthesis (light)

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

- Identify the parts of a chloroplast
- Draw and label the chloroplast
- Explain the functions of the parts of a chloroplast

- Test for the presence of starch in a leaf
- Explain the steps in testing for starch
- Appreciate the importance of testing for starch

- Study charts showing chloroplast structure
- Identify parts of the chloroplast
- Discuss functions of each part
- Collect a leaf exposed to sunlight
- Boil leaf in water and then in methylated spirit
- Test the leaf with iodine solution
- Observe and record results

What is the structure of a chloroplast?
How do we test for the presence of starch in a leaf?

- Oxford Integrated Science pg. 46
- Charts showing chloroplast structure
- Digital resources
- Oxford Integrated Science pg. 47
- Charts showing photosynthesis
- Oxford Integrated Science pg. 48
- Leaf specimens
- Methylated spirit
- Iodine solution
- Boiling tubes
- Heat source
- Oxford Integrated Science pg. 49
- Potted plant
- Aluminum foil
- Paper clips
- Materials for starch test

- Observation - Drawings - Oral questions
- Observation - Practical skills - Oral questions - Written report

Living Things and their Environment

Nutrition in plants - Conditions necessary for photosynthesis (carbon IV oxide)
Nutrition in plants - Conditions necessary for photosynthesis (chlorophyll)

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

- Show that carbon (IV) oxide is necessary for photosynthesis
- Set up an experiment to show carbon (IV) oxide is necessary
- Appreciate the importance of carbon (IV) oxide in photosynthesis

- Set up two potted plants: one enclosed with sodium hydroxide, one without
- Expose both to sunlight
- Test leaves for starch
- Compare results

Why is carbon (IV) oxide necessary for photosynthesis?

- Oxford Integrated Science pg. 50
- Potted plants
- Sodium hydroxide
- Polythene bags
- Rubber bands
- Materials for starch test
- Oxford Integrated Science pg. 51
- Variegated leaves

- Observation - Practical skills - Written report - Assessment rubrics

Living Things and their Environment

Nutrition in plants - Conditions necessary for photosynthesis (water)
Nutrition in plants - Importance of photosynthesis in nature
Nutrition in plants - Assessment

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

- Discuss the importance of water in photosynthesis
- Explain how lack of water affects photosynthesis
- Show interest in scientific discussions

- Discuss the role of water in photosynthesis
- Explain effects of water deficiency on plants
- Research role of water during photosynthesis

How does water affect photosynthesis?

- Oxford Integrated Science pg. 52
- Digital resources
- Textbooks
- Oxford Integrated Science pg. 53
- Charts on importance of photosynthesis
- Oxford Integrated Science pg. 54
- Assessment questions
- Previous notes

- Oral questions - Written exercises - Discussion

Living Things and their Environment

Nutrition in animals - Modes of nutrition
Nutrition in animals - Dentition in animals

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

- Outline different modes of nutrition in animals
- Differentiate between parasitic and saprophytic modes
- Show interest in modes of nutrition

- Search for information on modes of nutrition
- Discuss differences between modes of nutrition
- Identify examples of animals with different modes

How do different animals feed?

- Oxford Integrated Science pg. 58
- Reference textbooks
- Digital media
- Oxford Integrated Science pg. 59
- Models of different dentition
- Charts showing animal dentition
- Digital resources

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

Nutrition in animals - Types of teeth
Nutrition in animals - Human digestive system
Nutrition in animals - Digestion in the mouth and stomach
Nutrition in animals - Digestion in small intestine
Nutrition in animals - Absorption and assimilation

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

- Identify different types of teeth in mammals
- Describe the structure and function of each type
- Draw different types of teeth

- Describe digestion in the mouth and stomach
- Explain the role of enzymes in digestion
- Appreciate the process of digestion

- Observe skull of cow/goat or human model
- Study charts showing different types of teeth
- Draw and label different types of teeth
- Search for information on digestion
- Discuss mechanical and chemical digestion in mouth
- Explain digestion in the stomach

What are the different types of teeth and their functions?
How is food digested in the mouth and stomach?

- Oxford Integrated Science pg. 61
- Model of human skull
- Charts showing types of teeth
- Oxford Integrated Science pg. 63
- Chart showing the human alimentary canal
- Model of human digestive system
- Oxford Integrated Science pg. 64
- Digital resources
- Charts showing digestion
- Oxford Integrated Science pg. 65
- Charts showing digestion in small intestine
- Oxford Integrated Science pg. 66
- Charts showing absorption

- Observation - Drawings - Oral questions - Written exercises
- Oral questions - Written exercises - Group presentations

Living Things and their Environment

Nutrition in animals - Egestion
Nutrition in animals - Importance of various modes of nutrition

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

- Explain the process of egestion
- Describe the fate of indigestible food substances
- Appreciate the role of egestion in nutrition

- Discuss the fate of undigested and indigestible food
- Explain how waste is processed in the colon
- Describe the importance of proper waste elimination

What happens to indigestible food substances?

- Oxford Integrated Science pg. 67
- Science textbooks
- Digital resources
- Oxford Integrated Science pg. 68

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Nutrition in animals - Assessment
Reproduction in plants - Parts of a flower

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

- Attempt questions on nutrition in animals
- Apply knowledge to explain animal nutrition
- Show confidence in their understanding

- Answer assessment questions on animal nutrition
- Discuss solutions to questions
- Review key concepts

How does understanding animal nutrition help explain food processing?

- Oxford Integrated Science pg. 68
- Assessment questions
- Previous notes
- Oxford Integrated Science pg. 71
- Flower specimens
- Hand lens
- Chart showing flower parts

- Written test - Peer assessment - Oral questions

Living Things and their Environment

Reproduction in plants - Functions of flower parts
Reproduction in plants - Types of pollination

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

- Explain functions of different flower parts
- Match flower parts with their functions
- Show interest in structure-function relationship

- Match each part with its correct function
- Discuss functions of flower parts
- Group parts based on their roles

What is the function of each flower part?

- Oxford Integrated Science pg. 72
- Charts showing flower parts
- Flower specimens
- Oxford Integrated Science pg. 73
- Charts showing pollination
- Digital resources

- Oral questions - Written exercises - Matching activities

Living Things and their Environment

Reproduction in plants - Adaptations to insect pollination
Reproduction in plants - Adaptations to wind pollination
Reproduction in plants - Effects of agrochemicals on pollination
Reproduction in plants - Fertilization in flowering plants
Reproduction in plants - Seed and fruit formation

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

- Identify adaptations of flowers to insect pollination
- Explain how these adaptations aid pollination
- Show interest in plant-insect interactions

- Describe fertilization in flowering plants
- Explain the process of pollen tube growth
- Appreciate the complexity of fertilization

- Collect insect-pollinated flowers
- Observe and identify adaptations
- Dissect flowers to examine adaptations
- Draw and label insect-pollinated flowers
- Read and discuss fertilization process
- Explain pollen tube growth and gamete fusion
- Describe steps from pollination to fertilization

How are flowers adapted to insect pollination?
How does fertilization occur in flowering plants?

- Oxford Integrated Science pg. 74
- Insect-pollinated flowers
- Hand lens
- Charts
- Oxford Integrated Science pg. 75
- Wind-pollinated flowers (grass)
- Charts showing wind pollination
- Oxford Integrated Science pg. 76
- Science textbooks
- Magazines
- Digital resources
- Oxford Integrated Science pg. 77
- Charts showing fertilization
- Digital resources
- Oxford Integrated Science pg. 78
- Charts showing fruit development
- Fruit specimens

- Observation - Drawings - Oral questions - Written report
- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Fruit and seed dispersal
Reproduction in plants - Importance of fruit and seed dispersal

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

- Categorize fruits and seeds based on dispersal methods
- Identify adaptive features for dispersal
- Appreciate adaptations for survival

- Collect different fruits and seeds
- Identify adaptive features for dispersal
- Group fruits and seeds by dispersal method
- Study photographs of dispersal adaptations

How are fruits and seeds adapted for dispersal?

- Oxford Integrated Science pg. 80
- Various fruits and seeds
- Charts showing dispersal methods
- Oxford Integrated Science pg. 82
- Plants in school compound
- Pictures of seedling distribution

- Observation - Classification activities - Oral questions - Written report

Living Things and their Environment

Reproduction in plants - Role of flowers in nature
Reproduction in plants - Assessment

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

- Discuss the role of flowers in nature
- Explain ecological importance of flowers
- Appreciate the significance of flowers

- Read and discuss roles of flowers in nature
- Discuss flower roles in reproduction and ecology
- List benefits of flowers to humans and animals

What is the role of flowers in nature?

- Oxford Integrated Science pg. 83
- Digital resources
- Flower specimens
- Oxford Integrated Science pg. 84
- Assessment questions
- Previous notes

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

The interdependence of life - Biotic components
The interdependence of life - Interrelationships between biotic components
The interdependence of life - Effects of biotic factors

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

- Identify biotic components of the environment
- Observe interactions between living things
- Show interest in biotic interactions

- Observe living things in school compound
- Identify interactions between organisms
- List the names of different living things observed

What are the biotic components of the environment?

- Oxford Integrated Science pg. 91
- School compound
- Digital resources
- Oxford Integrated Science pg. 92
- English dictionary
- Photographs of interactions
- Oxford Integrated Science pg. 94
- Science textbooks

- Observation - Oral questions - Written exercises

Living Things and their Environment

The interdependence of life - Abiotic components
The interdependence of life - Energy flow (Food chains)
The interdependence of life - Energy flow (Food webs)
The interdependence of life - Role of decomposers

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

- Identify abiotic components of the environment
- Discuss effects of abiotic factors on living things
- Appreciate the role of abiotic factors

- Construct simple food webs
- Link food chains to form a food web
- Appreciate the complexity of energy flow

- Discuss effects of temperature, light, pH and minerals
- Study photographs of plants in different environments
- Compare plant growth under different conditions
- Read story about feeding relationships
- Identify organisms at different trophic levels
- Construct multiple food chains
- Link food chains to form a web

How do non-living factors affect living organisms?
How are food chains interconnected in an ecosystem?

- Oxford Integrated Science pg. 96
- Digital resources
- Photographs of plants in different environments
- Oxford Integrated Science pg. 99
- School neighborhood
- Charts showing food chains
- Oxford Integrated Science pg. 100
- Charts showing food webs
- Digital resources
- Oxford Integrated Science pg. 102
- Pictures of decomposition

- Oral questions - Written exercises - Group discussions
- Drawings - Written exercises - Oral questions

Living Things and their Environment

The interdependence of life - Recycling nutrients
The interdependence of life - Effects of human activities
The interdependence of life - Effects of human activities on environment

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

- Discuss importance of decomposers in recycling nutrients
- Explain how nutrients are recycled
- Appreciate the role of recycling in ecosystems

- Study nutrient recycling cycles
- Identify producers, consumers and decomposers
- Explain how nutrients return to the soil
- Discuss role of decomposers in element cycles

How do decomposers help in recycling nutrients?

- Oxford Integrated Science pg. 102
- Chart showing nutrient recycling
- Science textbooks
- Oxford Integrated Science pg. 103
- Charts showing human activities
- Photographs
- Digital resources
- Oxford Integrated Science pg. 104
- Journals

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

The interdependence of life - Importance of interdependence
The interdependence of life - Assessment

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

- Discuss importance of interdependence
- Explain benefits of living and non-living interactions
- Appreciate the significance of interdependence

- Read conversation about interdependence
- Identify importance of living and non-living interactions
- Discuss benefits of interdependence
- Present findings to class

Why is the interdependence between living and non-living components important?

- Oxford Integrated Science pg. 105
- Digital resources
- Science textbooks
- Oxford Integrated Science pg. 107
- Assessment questions
- Previous notes

- Oral questions - Written exercises - Group presentations

Force and Energy

Curved mirrors - Types of curved mirrors
Curved mirrors - Terms associated with curved mirrors

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

- Identify different types of curved mirrors
- Differentiate between concave, convex and parabolic mirrors
- Show interest in curved mirrors

- Cut out an orange section as instructed
- Make reflecting surfaces using aluminum foil
- Compare reflecting surfaces with concave and convex mirrors
- Discuss types of curved mirrors

How are curved mirrors used in day-to-day life?

- Oxford Integrated Science pg. 111
- Orange, aluminum foil, knife
- Concave and convex mirrors
- Oxford Integrated Science pg. 113
- Charts with illustrations

- Observation - Oral questions - Practical skills assessment

Force and Energy

Curved mirrors - Principal focus and focal length
Curved mirrors - Focal length of a concave mirror
Images formed by concave and convex mirrors - Using a screen
Images formed by concave and convex mirrors - Special rays
Images formed by concave and convex mirrors - Ray diagrams (concave)

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

- Explain the meaning of principal focus and focal length
- Identify focal plane
- Appreciate the relationship between radius and focal length

- Locate images formed by concave mirrors using a screen
- Determine image positions for different object positions
- Demonstrate real and virtual images

- Study diagrams showing principal focus
- Discuss how parallel rays are reflected
- Investigate how concave and convex mirrors reflect light differently
- Determine focal length of concave mirror
- Place burning candle at different positions
- Adjust screen position to see clear image
- Record positions and characteristics of images

What is the relationship between the focal length and radius of curvature?
What kinds of images are formed by concave mirrors at different positions?

- Oxford Integrated Science pg. 114
- Concave and convex mirrors
- Charts on curved mirrors
- Oxford Integrated Science pg. 115
- Concave mirror
- Mirror holder
- Screen
- Meter rule
- Oxford Integrated Science pg. 116
- Concave mirror
- Mirror holder
- Burning candle
- Screen
- Oxford Integrated Science pg. 118
- Geometrical set
- Chart paper
- Ruler
- Oxford Integrated Science pg. 120
- Graph paper

- Oral questions - Written exercises - Group discussions
- Observation - Practical skills - Written records - Group work

Force and Energy

Images formed by concave and convex mirrors - Ray diagrams (convex)
Images formed by concave and convex mirrors - Graphical method

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

- Locate images using ray diagrams for convex mirrors
- Compare image locations for concave and convex mirrors
- Apply ray diagram principles

- Draw principal axis and represent convex mirror
- Mark object position and focus
- Draw rays using special rays method
- Locate image position through ray intersection

How do images formed by convex mirrors differ from those formed by concave mirrors?

- Oxford Integrated Science pg. 121
- Geometrical set
- Chart paper
- Graph paper
- Oxford Integrated Science pg. 124
- Ruler
- Calculator

- Drawings - Accuracy of ray diagrams - Written explanations

Force and Energy

Images formed by concave and convex mirrors - Characteristics of images
Images formed by concave and convex mirrors - Applications of concave mirrors

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

- Describe characteristics of images formed by curved mirrors
- Use terms: erect, inverted, real, virtual, magnified, diminished
- Compare images from different mirror types

- Review ray diagrams from previous lessons
- Identify image characteristics for different object positions
- Complete table of image characteristics
- Discuss findings

What are the characteristics of images formed by curved mirrors at different object positions?

- Oxford Integrated Science pg. 124
- Previous ray diagrams
- Reference charts
- Table templates
- Oxford Integrated Science pg. 126
- Pictures of mirrors in use
- Digital resources
- Sample applications

- Oral questions - Written exercises - Completed tables

Force and Energy

Images formed by concave and convex mirrors - Applications of convex mirrors
Curved mirrors - Applications of parabolic mirrors

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

- Explain uses of convex mirrors in daily life
- Relate mirror properties to specific applications
- Appreciate the practical value of convex mirrors

- Discuss uses of convex mirrors in vehicles and security
- Explain why wide field of view is important
- Study images of convex mirrors in use
- Complete table of curved mirror applications

Why are convex mirrors preferred for driving and security?

- Oxford Integrated Science pg. 127
- Pictures of mirrors in use
- Digital resources
- Sample applications
- Oxford Integrated Science pg. 128
- Pictures of parabolic reflectors

- Oral presentations - Written explanations - Group discussions

Force and Energy

Curved mirrors - Project work
Curved mirrors - Assessment
Waves - Meaning of waves
Waves - Generation of waves in water
Waves - Generation of waves in rope and springs

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

- Identify curved mirrors in everyday life
- Categorize mirrors by type and application
- Show confidence in practical applications

- Demonstrate the generation of water waves
- Explain how energy is transferred
- Show interest in wave production

- Find examples of curved mirrors in daily life
- Determine if they are concave, convex or parabolic
- Explain why each mirror is best for its purpose
- Complete a table of curved mirror uses
- Strike water surface in a basin
- Observe ripples formed
- Identify source of energy
- Discuss energy transfer

What curved mirrors can you identify in your environment?
How are waves generated in water?

- Oxford Integrated Science pg. 129
- Environment observations
- Digital resources
- Table template
- Assessment questions
- Graph paper
- Geometrical set
- Oxford Integrated Science pg. 130
- Dictionary
- Science textbooks
- Oxford Integrated Science pg. 131
- Large basin with water
- Stick
- Visual aids
- Oxford Integrated Science pg. 132
- Rope (3m)
- Slinky spring
- Speaker
- Paper strip

- Project work - Presentations - Completed tables
- Observation - Practical skills - Oral explanations

Force and Energy

Waves - Classification of waves
Waves - Parts of a wave

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

- Classify waves as transverse or longitudinal
- Differentiate between the two wave types
- Give examples of each wave type

- Read and discuss information on wave types
- Identify differences between transverse and longitudinal waves
- List examples of each wave type
- Draw diagrams to illustrate each type

How are waves classified?

- Oxford Integrated Science pg. 133
- Text resources
- Charts showing wave types
- Digital resources
- Oxford Integrated Science pg. 134
- Rope (3m)
- Slinky spring
- Meter rule

- Oral explanations - Written classifications - Diagrams

Force and Energy

Waves - Wave terms
Waves - Wave equations
Waves - Straight line motion

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

- Define wave terms: amplitude, wavelength, frequency, period
- Identify these properties on wave diagrams
- Show interest in wave physics

- Study diagrams showing wave parts
- Identify amplitude, wavelength on diagrams
- Discuss meaning of frequency and period
- Identify points in phase on a wave

How are the parts of a wave measured and described?

- Oxford Integrated Science pg. 136
- Charts showing wave diagrams
- Tables of wave terms
- Digital resources
- Wave equation reference
- Calculator
- Problem sets
- Oxford Integrated Science pg. 138
- Cardboards
- Wooden blocks
- Candle
- Matches

- Oral explanations - Written definitions - Diagrams - Quizzes

Force and Energy

Waves - Bending of waves
Waves - Movement around objects

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

- Explain how waves bend when passing through different media
- Define refraction
- Relate to everyday phenomena

- Observe how light bends through glass or water
- Discuss refraction at boundaries
- Relate to how light travels through lenses
- Draw diagrams showing refraction

How do waves behave when they pass from one medium to another?

- Oxford Integrated Science pg. 139
- Glass block
- Water container
- Light source
- Diagrams
- Two pencils
- Rubber bands
- White paper

- Observation - Diagrams - Explanations - Written exercises

Force and Energy

Waves - Remote sensing meaning
Waves - Remote sensing process
Waves - Applications in communication
Waves - Applications in medicine
Waves - Other applications
Waves - Assessment

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

- Explain the meaning of remote sensing
- Relate to human sense organs
- Identify remote sensing devices

- Describe applications of waves in communication
- Explain how different devices use waves
- Show interest in wave technology

- Find meanings of 'remote' and 'sensing'
- Discuss combined meaning
- Compare with eyes and ears functioning
- Identify remote sensing devices
- Study images of communication devices
- Discuss how radio, TV, phones use waves
- Explain Wi-Fi and drone control
- Research additional applications

What is remote sensing?
How are waves used in communication?

- Oxford Integrated Science pg. 140
- Dictionary
- Images of remote sensing
- Digital resources
- Oxford Integrated Science pg. 141
- Diagrams of remote sensing
- Manila papers
- Felt pens
- Oxford Integrated Science pg. 143
- Images of communication devices
- Digital resources
- Chart paper
- Oxford Integrated Science pg. 144
- Images of medical equipment
- Oxford Integrated Science pg. 145
- Images of applications
- Oxford Integrated Science pg. 146
- Assessment questions
- Calculator
- Previous notes

- Oral explanations - Written definitions - Group discussions
- Oral presentations - Written explanations - Group projects