Mixtures, Elements and Compounds

Structure of the atom - Protons, electrons and neutrons

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 atoms

- Discuss the meaning of an atom and illustrate its structure
- Search the Internet or use reference books to get information about the atom
- Draw the structure of an atom

How is the structure of the atom important?

- KLB Integrated Science pg. 1
- Digital resources
- Internet access and reference books
- Internet access
- Reference books
- Charts showing atomic structure

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Structure of the atom - Atomic number and mass number

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

- Define the terms atomic number and mass number
- Illustrate atomic number and mass number using chemical symbols
- Calculate the mass number of elements

- Determine the mass number of elements
- Work out the number of neutrons in various elements
- Appreciate the relationship between atomic number and mass number

- Search the Internet or use reference books to find out about atomic number and mass number
- Discuss how to illustrate atomic number and mass number
- Calculate and record the mass numbers of elements
- Work collaboratively to determine mass numbers
- Complete a table showing atomic numbers, number of neutrons and mass numbers
- Discuss the relationship between atomic number and mass number

What is the relationship between atomic number and identity of an element?
How is the mass number of an element calculated?

- KLB Integrated Science pg. 2
- Internet access
- Reference books
- Periodic table
- KLB Integrated Science pg. 3
- Periodic table
- Internet access
- Reference books

- Written assignments - Observation - Oral questions
- Observation - Oral questions - Written questions

Mixtures, Elements and Compounds

Structure of the atom - Electron arrangement

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

- Explain the meaning of electron arrangement
- State the rules of electron arrangement
- Write electron arrangements of elements

- Search for information about electron arrangement
- Discuss energy levels and their electron capacities
- Practice writing electron arrangements

How are electrons arranged in an atom?

- KLB Integrated Science pg. 5
- Internet access
- Reference books
- Periodic table

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Structure of the atom - Energy level diagrams

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

- Illustrate electron arrangements using diagrams
- Draw dot or cross diagrams for elements
- Show interest in electron arrangement diagrams

- Search for information on how to illustrate electron arrangements
- Draw dot or cross diagrams for different elements
- Compare diagrams with peers

How can electron arrangements be illustrated using diagrams?

- KLB Integrated Science pg. 7
- Internet access
- Reference books
- Manila paper and felt pens

- Observation - Peer assessment - Drawing skills assessment

Mixtures, Elements and Compounds

Structure of the atom - Energy level diagrams

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

- Draw electron dot or cross diagrams for various elements
- Label the energy levels correctly
- Appreciate the importance of energy level diagrams

- Draw dot or cross diagrams for elements
- Compare diagrams with charts
- Display completed diagrams for assessment

What information can be derived from energy level diagrams?

- KLB Integrated Science pg. 7
- Charts
- Manila paper
- Colored pencils

- Observation - Portfolio assessment - Peer evaluation

Mixtures, Elements and Compounds

Structure of the atom - Metals and non-metals
Structure of the atom - Model the atomic structure

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

- Use electron arrangement to classify elements
- Identify metals and non-metals based on electron arrangement
- Appreciate the relationship between electron arrangement and element classification

- Identify locally available materials for modeling atoms
- Plan how to model the atomic structure
- Show interest in modeling atoms

- Search for information on metals and non-metals
- Classify the first 20 elements as metals or non-metals
- Complete a table showing classification of elements
- Brainstorm and visualize atomic models
- Identify materials needed for modeling
- Discuss and refine steps for construction

How can electron arrangement be used to classify elements?
How can we model the structure of selected elements?

- KLB Integrated Science pg. 8
- Internet access
- Reference books
- Periodic table
- KLB Integrated Science pg. 9
- Locally available materials
- Reference books
- Internet access

- Observation - Oral questions - Written assignments
- Observation - Oral questions - Peer assessment

Mixtures, Elements and Compounds

Structure of the atom - Model the atomic structure
Structure of the atom - Review and assessment

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

- Model the atomic structure of selected elements
- Label different parts of the atomic models
- Show creativity in modeling atomic structures

- Construct models of atomic structures
- Label different parts of the models
- Present models to class for assessment

What materials can be used to create effective atomic models?

- KLB Integrated Science pg. 9
- Locally available materials
- Glue, scissors, colored papers
- Markers and labels
- KLB Integrated Science pg. 10
- Previous notes
- Assessment questions
- Reference books

- Observation - Project assessment - Peer evaluation

Mixtures, Elements and Compounds

Metals and Alloys - Physical properties of metals

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

- Identify metals and non-metals in the environment
- List characteristics used to identify metals
- Show interest in identifying metals and non-metals

- Walk around the school compound to identify metallic and non-metallic substances
- Discuss reasons for identification
- Compare findings with other groups

How would you identify metallic and non-metallic substances in your environment?

- KLB Integrated Science pg. 12
- Various metallic and non-metallic objects
- Writing materials

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Metals and Alloys - Physical properties of metals

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

- Investigate the melting points of metals
- Describe the physical state of metals at room temperature
- Appreciate the relationship between melting point and room temperature

- Search for information on melting points of metals
- Complete a table of melting points and physical states
- Discuss the relationship between melting point and physical state

What is the general state of metals at room temperature?

- KLB Integrated Science pg. 12
- Internet access
- Reference books
- Charts showing melting points

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Metals and Alloys - Physical properties of metals

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

- Demonstrate electrical conductivity of metals
- Explain why metals conduct electricity
- Show interest in investigating properties of metals

- Demonstrate malleability of metals
- Explain how malleability is used in making metal products
- Appreciate the application of malleability

- Set up an electric circuit
- Test conductivity of various metals
- Record and discuss observations
- Place metal samples on iron block
- Strike with hammer and observe changes
- Discuss observations and applications

Why are metals good conductors of electricity?
How is the property of malleability useful in daily life?

- KLB Integrated Science pg. 13
- Dry cells, connecting wires
- Metallic samples
- Bulbs and crocodile clips
- KLB Integrated Science pg. 14
- Metal rods
- Candles, matches
- Heat source
- Clamp and stand
- KLB Integrated Science pg. 15
- Iron nails, copper wire
- Zinc rod, hammer
- Iron block

- Observation - Oral questions - Written reports
- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Metals and Alloys - Physical properties of metals
Metals and Alloys - Composition of alloys

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

- Discuss the ductility of metals
- Explain the process of drawing metals into wires
- Appreciate the application of ductility

- Search for information on copper wire production
- Discuss the meaning of drawing metal into wire
- Present findings to class

What makes metals ductile?

- KLB Integrated Science pg. 16
- Internet access
- Print media
- Wire samples
- KLB Integrated Science pg. 18
- Reference books
- Alloy samples

- Observation - Oral questions - Presentations

Mixtures, Elements and Compounds

Metals and Alloys - Composition of alloys

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

- Identify items made from different alloys
- Describe the appearance of common alloys
- Appreciate the uses of alloys

- Examine the appearance of various items
- Search for information on alloy composition
- Complete table showing appearance of items

Why are alloys used instead of pure metals?

- KLB Integrated Science pg. 19
- Padlocks, keys, door hinges
- Spoons, kitchen knives
- Water taps, rivets
- Internet access

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Metals and Alloys - Uses of metals and alloys

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

- Identify uses of common metals in daily life
- Relate the properties of metals to their uses
- Appreciate the importance of metals

- Search for information on uses of metals
- Compile findings in a table format
- Present findings to class

How are metals used in day-to-day life?

- KLB Integrated Science pg. 21
- Internet access
- Reference books
- Metal samples

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Metals and Alloys - Uses of metals and alloys
Metals and Alloys - Rusting

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

- Identify uses of common alloys in daily life
- Relate the properties of alloys to their uses
- Appreciate the importance of alloys

- Demonstrate the process of rusting
- Identify conditions necessary for rusting
- Show interest in investigating rusting

- Search for information on uses of alloys
- Compile findings in a table format
- Present findings to class
- Set up apparatus to investigate rusting
- Observe changes over days
- Record and discuss observations

How are alloys important in day-to-day life?
What conditions are necessary for rusting to occur?

- KLB Integrated Science pg. 21
- Internet access
- Reference books
- Alloy samples
- KLB Integrated Science pg. 23
- Rusted metal samples
- KLB Integrated Science pg. 23
- Test tubes, nails
- Water, oil, cotton wool
- Anhydrous calcium chloride

- Observation - Oral questions - Written assignments
- Observation - Oral questions - Written reports

Mixtures, Elements and Compounds

Metals and Alloys - Rusting

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

- Explain the effects of rusting
- Discuss the economic impact of rusting
- Appreciate the importance of preventing rusting

- Discuss the effects of rusting
- Examine rusted items
- Calculate the cost of replacing rusted items

What are the effects of rusting?

- KLB Integrated Science pg. 24
- Rusted metal samples
- Internet access
- Reference books

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Metals and Alloys - Rusting
Metals and Alloys - Review and assessment

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

- Discuss methods of preventing rusting
- Explain how each method works
- Show interest in rust prevention

- Discuss methods of preventing rusting
- Demonstrate some prevention methods
- Present findings to class

How can rusting be prevented?

- KLB Integrated Science pg. 25
- Internet access
- Reference books
- Materials for demonstrations
- KLB Integrated Science pg. 26
- Previous notes
- Assessment questions

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Water Hardness - Physical properties of water

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

- Describe the physical properties of water
- Test for the color of different water samples
- Show interest in investigating water properties

- Observe water samples of different colors
- Compare water samples with color chart
- Record observations

What are the physical properties of water?

- KLB Integrated Science pg. 27
- Boiling tubes
- Colored solutions
- Test tubes rack
- Color chart

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Water Hardness - Physical properties of water
Water Hardness - Hard and soft water

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

- Test for the odor of water
- Test for the taste of water
- Show interest in investigating water properties

- Compare lathering abilities of different water samples
- Test water samples with soap
- Classify water as hard or soft

- Smell water samples using correct technique
- Taste water samples (safe samples only)
- Record observations
- Test lathering ability of water samples
- Observe formation of lather
- Group water samples based on lathering

What makes water tasteless and odorless?
How is the lathering ability of water related to hardness?

- KLB Integrated Science pg. 27
- Water samples
- Beakers
- Test tubes
- Droppers
- KLB Integrated Science pg. 28
- Beaker, thermometer
- Heat source
- Tripod stand, clamp
- Distilled water
- KLB Integrated Science pg. 29
- Water samples
- Liquid soap
- Test tubes with corks
- Droppers

- Observation - Oral questions - Written assignments
- Observation - Oral questions - Written reports

Mixtures, Elements and Compounds

Water Hardness - Hard and soft water

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

- Define hard and soft water
- Explain the causes of water hardness
- Show interest in water hardness

- Search for information on hard and soft water
- Discuss causes of water hardness
- Present findings to class

What causes water to be hard?

- KLB Integrated Science pg. 29
- Internet access
- Reference books
- Water samples

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Water Hardness - Hard and soft water

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

- Distinguish between temporary and permanent hardness
- Identify the compounds that cause hardness
- Show interest in types of water hardness

- Discuss types of water hardness
- Identify compounds causing hardness
- Present findings to class

What is the difference between temporary and permanent hardness?

- KLB Integrated Science pg. 30
- Internet access
- Reference books
- Hard water samples
- Charts

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Water Hardness - Hard and soft water

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

- Outline disadvantages of hard water
- Explain problems caused by hard water
- Appreciate the importance of understanding water hardness

- Research disadvantages of hard water
- Discuss effects on soap usage and appliances
- Present findings to class

What problems are associated with hard water?

- KLB Integrated Science pg. 31
- Internet access
- Reference books
- Scaled kettle elements

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Water Hardness - Methods of softening hard water

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

- Describe methods of softening hard water
- Explain principles behind different methods
- Show interest in water treatment

- Soften hard water by boiling
- Test the effectiveness of boiling
- Show interest in water treatment

- Research methods of softening hard water
- Discuss various softening methods
- Present findings to class
- Boil samples of hard water
- Test water before and after boiling
- Compare results

What methods can be used to soften hard water?
How effective is boiling in softening hard water?

- KLB Integrated Science pg. 32
- Internet access
- Reference books
- Charts
- KLB Integrated Science pg. 32
- Calcium hydrogen carbonate solution
- Soap solution
- Heat source
- Test tubes
- KLB Integrated Science pg. 33
- Sodium carbonate
- Filter paper and funnel

- Observation - Oral questions - Written assignments
- Observation - Oral questions - Written reports

Mixtures, Elements and Compounds

Water Hardness - Methods of softening hard water

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

- Soften hard water by distillation
- Test the effectiveness of distillation
- Show interest in water treatment

- Set up distillation apparatus
- Distill hard water samples
- Test water before and after distillation

How effective is distillation in softening hard water?

- KLB Integrated Science pg. 34
- Round-bottomed flask
- Liebig condenser
- Heat source
- Hard water samples

- Observation - Oral questions - Written reports

Mixtures, Elements and Compounds

Water Hardness - Methods of softening hard water
Water Hardness - Review and assessment

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

- Compare different methods of softening water
- Evaluate the effectiveness of each method
- Show interest in water treatment

- Compare results from different softening methods
- Discuss advantages and disadvantages of each method
- Present findings to class

Which method of softening water is most effective?

- KLB Integrated Science pg. 35
- Previous experimental results
- Reference books
- Internet access
- KLB Integrated Science pg. 36
- Previous notes
- Assessment questions

- Observation - Oral questions - Written reports

Living Things and Their Environment

Nutrition in plants - Parts of a leaf

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

- Identify the external parts of a leaf
- Observe and draw the external structure of a leaf
- Show interest in studying parts of a leaf

- Pluck a variety of leaves from different plants and take them to the laboratory
- Study the leaves and describe their lamina based on size, surface area, leaf veins and thickness
- Draw a large well-labelled diagram of one of the leaves

What are the parts of a leaf?

- Textbooks (KLB Integrated Science pg. 64)
- Hand lens
- Variety of fresh leaves
- Labelled charts of a leaf

- Observation - Oral questions - Written tests

Living Things and Their Environment

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

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

- Identify the internal structures of a leaf
- Draw and label the internal structure of a leaf
- Show interest in the internal structure of the leaf

- Describe the functions of different parts of a leaf
- Explain the role of each part in photosynthesis
- Appreciate the structure-function relationship in leaves

- Observe prepared slides of transverse sections of a leaf under a light microscope
- Identify various structures in the sections observed
- Draw and label the internal structure of the leaf
- Discuss the functions of different parts of a leaf and their roles in photosynthesis
- Use charts and digital media to reinforce understanding of leaf functions
- Share findings with peers

How does the internal structure of a leaf relate to its function?
How are the different parts of a leaf adapted to their functions?

- Textbooks (KLB Integrated Science pg. 65)
- Prepared slides of leaf sections
- Light microscope
- Charts of leaf TS
- Textbooks (KLB Integrated Science pg. 66)
- Digital resources
- Charts showing leaf structures
- Textbooks (KLB Integrated Science pg. 67)
- Wall charts on leaf adaptations

- Drawing skills - Observation checklist - Written questions
- Oral questions - Written assessment - Group presentations

Living Things and Their Environment

Nutrition in plants - Structure and function of chloroplast

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

- Describe the structure of chloroplast
- Explain the functions of parts of the chloroplast
- Show interest in the chloroplast as site of photosynthesis

- Search for information on the structure of chloroplast using digital resources
- Draw and label a chloroplast showing its internal structure
- Discuss functions of chloroplast components

Why is the chloroplast important in photosynthesis?

- Textbooks (KLB Integrated Science pg. 68)
- Digital resources
- Charts of chloroplast structure

- Diagrams - Written assessment - Oral questions

Living Things and Their Environment

Nutrition in plants - Process of photosynthesis
Nutrition in plants - Light and dark reactions

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

- Explain the process of photosynthesis
- Identify raw materials and products of photosynthesis
- Appreciate the importance of photosynthesis

- Discuss pictorial summaries of photosynthesis
- Describe the light and dark stages of photosynthesis
- Discuss raw materials and their sources

What happens during the process of photosynthesis?

- Textbooks (KLB Integrated Science pg. 69)
- Digital resources
- Charts on photosynthesis
- Textbooks (KLB Integrated Science pg. 70)
- Charts on photosynthesis stages

- Written test - Oral questions - Diagrams

Living Things and Their Environment

Nutrition in plants - Products of photosynthesis

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

- Identify products of photosynthesis
- Explain how products are formed and stored
- Appreciate the value of photosynthetic products

- Discuss the products of photosynthesis using reference materials
- Explain how each organic food substance is produced and stored
- Make notes on findings

What are the products of photosynthesis and how are they important?

- Textbooks (KLB Integrated Science pg. 71)
- Charts on photosynthesis
- Reference books

- Written test - Oral assessment - Observation

Living Things and Their Environment

Nutrition in plants - Gas produced during photosynthesis
Nutrition in plants - Testing for starch in a leaf
Nutrition in plants - Conditions necessary for photosynthesis

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

- Investigate the gas produced during photosynthesis
- Identify oxygen as a by-product of photosynthesis
- Appreciate the experimental approach to studying photosynthesis

- Describe the test for starch in a leaf
- Perform the starch test on a leaf
- Show interest in experimental procedures

- Set up experiment with water plants to collect gas produced during photosynthesis
- Test the collected gas with a glowing splint
- Record and discuss observations
- Take a green leaf exposed to light for 5 hours
- Follow the procedure for testing starch in a leaf
- Observe and record results

What gas is released during photosynthesis?
How can we test for the presence of starch in a leaf?

- Textbooks (KLB Integrated Science pg. 72)
- Water plants (Elodea)
- Test tubes, beakers
- Sodium hydrogen carbonate
- Textbooks (KLB Integrated Science pg. 73)
- Fresh leaves
- Iodine solution
- Methylated spirit, hot water
- Textbooks (KLB Integrated Science pg. 74)
- Digital resources
- Reference books

- Practical skills - Written reports - Observation

Living Things and Their Environment

Nutrition in plants - Investigating light in photosynthesis

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

- Investigate the necessity of light in photosynthesis
- Explain why light is essential for photosynthesis
- Show experimental skills in investigating photosynthesis

- Cover one leaf of a potted plant with light-proof material
- Place plant in dark for 48 hours then in light for 2-3 hours
- Test covered and uncovered leaves for starch

Why is light necessary for photosynthesis?

- Textbooks (KLB Integrated Science pg. 75)
- Potted plant
- Light-proof material
- Iodine solution

- Practical skills - Written reports - Observation

Living Things and Their Environment

Nutrition in plants - Investigating carbon(IV) oxide in photosynthesis

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

- Investigate the necessity of carbon(IV) oxide in photosynthesis
- Explain the role of carbon(IV) oxide in photosynthesis
- Demonstrate scientific skills in experimental design

- Set up apparatus with leaf in a flask containing sodium hydroxide
- Test the leaf for starch after exposure to light
- Compare with control leaf outside the flask

Why is carbon(IV) oxide necessary for photosynthesis?

- Textbooks (KLB Integrated Science pg. 76)
- Potted plant
- Conical flask, cork
- Sodium hydroxide pellets

- Practical skills - Written reports - Observation

Living Things and Their Environment

Nutrition in plants - Investigating chlorophyll in photosynthesis
Nutrition in plants - Investigating water in photosynthesis

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

- Investigate the necessity of chlorophyll in photosynthesis
- Explain the role of chlorophyll in photosynthesis
- Show interest in experimental approach

- Use a plant with variegated leaves
- Expose to light after destarching
- Test the leaf for starch
- Observe distribution of starch in green and non-green parts

Why is chlorophyll necessary for photosynthesis?

- Textbooks (KLB Integrated Science pg. 77)
- Plant with variegated leaves
- Iodine solution
- Methylated spirit
- Textbooks (KLB Integrated Science pg. 78)
- Photographs of plants under different water conditions
- Digital resources

- Practical skills - Written reports - Observation

Living Things and Their Environment

Nutrition in plants - Importance of photosynthesis
Nutrition in animals - Modes of nutrition
Nutrition in animals - Dentition in animals

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

- Explain the importance of photosynthesis in nature
- Describe how photosynthetic products support life
- Appreciate the value of photosynthesis in ecosystems

- Discuss different modes of nutrition in animals
- Differentiate between heterotrophic modes of nutrition
- Show interest in animal nutrition

- Discuss the importance of photosynthesis under various headings
- Explain the significance of products of photosynthesis
- Discuss environmental importance of photosynthesis
- Search for information on modes of nutrition
- Discuss parasitic, saprophytic, symbiotic and holozoic nutrition
- Share findings with the class

Why is photosynthesis important in nature?
How do animals obtain their food?

- Textbooks (KLB Integrated Science pg. 79)
- Digital resources
- Reference books
- Textbooks (KLB Integrated Science pg. 80)
- Digital resources
- Charts on animal nutrition
- Textbooks (KLB Integrated Science pg. 81)
- Models of animal teeth
- Charts of teeth

- Written assessment - Oral questions - Group presentations
- Written test - Oral questions - Observation

Living Things and Their Environment

Nutrition in animals - Types and structure of teeth

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

- Identify different types of teeth
- Describe the structure of teeth
- Appreciate the relationship between structure and function in teeth

- Examine models or specimens of different teeth types
- Draw and label external and internal structure of teeth
- Discuss functions of different teeth parts

How are teeth adapted to their functions?

- Textbooks (KLB Integrated Science pg. 82)
- Models of teeth
- Digital resources
- Charts of teeth

- Drawings - Written assessment - Observation

Living Things and Their Environment

Nutrition in animals - Functions of different teeth

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

- Describe functions of different types of teeth
- Relate teeth structure to their functions
- Show interest in adaptations of teeth

- Discuss functions of teeth using specimens or models
- Identify adaptations of teeth to their functions
- Share findings with peers

How do the different types of teeth function during feeding?

- Textbooks (KLB Integrated Science pg. 83)
- Models of teeth
- Digital resources
- Charts

- Written assessment - Oral questions - Observation

Living Things and Their Environment

Nutrition in animals - Classification based on dentition
Nutrition in animals - Herbivores, carnivores, omnivores

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

- Classify animals based on their dentition
- Determine dental formula of different animals
- Show interest in dentition patterns

- Study specimens or models of jaws of different animals
- Count teeth in upper and lower jaws
- Determine dental formula of different animals

How are animals classified based on their dentition?

- Textbooks (KLB Integrated Science pg. 84)
- Specimens or models of animal jaws
- Digital resources
- Textbooks (KLB Integrated Science pg. 85)
- Models or specimens of animal jaws
- Charts

- Written assessment - Oral questions - Practical skills

Living Things and Their Environment

Nutrition in animals - Digestive system in humans
Nutrition in animals - Process of digestion
Nutrition in animals - Absorption and assimilation

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

- Identify parts of the human digestive system
- Draw and label the digestive system
- Appreciate the organization of the digestive system

- Explain the process of digestion along the alimentary canal
- Describe the role of digestive juices and enzymes
- Show interest in the digestive process

- Study charts on human digestive system
- Identify parts of the digestive system
- Draw and label the system
- Search for information on digestion in the alimentary canal
- Discuss digestion in the mouth, stomach, duodenum and ileum
- Watch animations on the digestive process

What are the main parts of the human digestive system?
How does the process of digestion occur?

- Textbooks (KLB Integrated Science pg. 86)
- Charts of digestive system
- Models
- Digital resources
- Textbooks (KLB Integrated Science pg. 87)
- Digital resources
- Charts of digestive process
- Textbooks (KLB Integrated Science pg. 88)
- Charts of villi structure

- Drawings - Written assessment - Oral questions
- Written assessment - Oral questions - Observation

Living Things and Their Environment

Reproduction in plants - Functions of parts of a flower

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

- Identify parts of a flower
- Describe functions of flower parts
- Show interest in flower structure

- Collect and examine suitable flowers
- Identify calyx, corolla, pistil, stamen
- Discuss functions of each part

What are the different parts of a flower and their functions?

- Textbooks (KLB Integrated Science pg. 86)
- Fresh flowers
- Hand lens
- Charts of flower structure

- Practical skills - Drawings - Written assessment

Living Things and Their Environment

Reproduction in plants - Pollination

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

- Define pollination
- Differentiate between self and cross-pollination
- Appreciate the importance of pollination

- Discuss the meaning of pollination
- Distinguish between self and cross-pollination
- Illustrate different types of pollination

What is pollination and why is it important?

- Textbooks (KLB Integrated Science pg. 87)
- Digital resources
- Charts on pollination

- Written assessment - Oral questions - Observation

Living Things and Their Environment

Reproduction in plants - Adaptations to insect pollination
Reproduction in plants - Adaptations to wind pollination

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

- Identify features of insect-pollinated flowers
- Explain adaptations of flowers to insect pollination
- Show interest in flower adaptations

- Examine an insect-pollinated flower
- Record color, scent, size of flower
- Discuss adaptations to insect pollination

How are flowers adapted to insect pollination?

- Textbooks (KLB Integrated Science pg. 88)
- Insect-pollinated flowers
- Hand lens
- Charts
- Textbooks (KLB Integrated Science pg. 94)
- Wind-pollinated flowers (grass/maize)

- Practical skills - Written assessment - Oral questions

Living Things and Their Environment

Reproduction in plants - Field observation of pollination
Reproduction in plants - Fertilization in flowering plants

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

- Observe pollinating agents in action
- Identify different types of pollinating agents
- Show interest in natural pollination processes

- Describe structures containing male and female gametes
- Explain the process of fertilization in flowering plants
- Appreciate sexual reproduction in plants

- Survey different areas to identify flower types
- Observe organisms visiting flowers
- Record observations on pollinating agents
- Search for information on fertilization in plants
- Study diagrams of pollen grains and embryo sacs
- Discuss pollen tube growth and fertilization

What organisms act as pollinating agents?
How does fertilization occur in flowering plants?

- Textbooks (KLB Integrated Science pg. 95)
- Flowers in school compound
- Hand lens
- Camera/smartphone
- Textbooks (KLB Integrated Science pg. 96)
- Digital resources
- Charts on plant fertilization

- Field observation skills - Written reports - Practical assessment
- Written assessment - Oral questions - Drawings

Living Things and Their Environment

Reproduction in plants - Double fertilization
Reproduction in plants - Fruit formation

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

- Explain the process of double fertilization
- Describe formation of zygote and endosperm
- Appreciate the uniqueness of flowering plant reproduction

- Search for animations on double fertilization
- Discuss the fusion of nuclei in the embryo sac
- Make a model of double fertilization

What happens during double fertilization?

- Textbooks (KLB Integrated Science pg. 97)
- Digital resources
- Charts on double fertilization
- Textbooks (KLB Integrated Science pg. 98)
- Various fruits
- Charts

- Model making - Written assessment - Oral questions

Living Things and Their Environment

Reproduction in plants - Types of fruits

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

- Classify fruits based on structure
- Differentiate between succulent and dry fruits
- Show interest in fruit diversity

- Collect various fruits and seeds
- Group fruits into dry and succulent types
- Observe internal features of different fruits

How are fruits classified?

- Textbooks (KLB Integrated Science pg. 99)
- Various fruits
- Knife/scalpel
- Specimen dishes

- Practical skills - Written assessment - Classification charts