Mixtures, Elements and Compounds

Structure of the atom - The atom
Structure of the atom - Subatomic particles

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

- Observation - Oral questions - Written assignment

Mixtures, Elements and Compounds

Structure of the atom - Atomic number and mass number
Structure of the atom - Calculating mass number

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

- Explain atomic number
- Explain mass number
- Show interest in atomic numbers and mass numbers

- Discuss the meaning of atomic number and mass number
- Write atomic representations of elements
- Use charts to understand atomic numbers

What do atomic number and mass number represent?

- Oxford Integrated Science pg. 4
- Periodic table
- Charts
- Oxford Integrated Science pg. 5
- Calculators

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Electron arrangement

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

- Explain electron arrangement in atoms
- Draw energy level diagrams
- Show interest in electron arrangement

- Discuss how electrons are arranged in energy levels
- Draw energy level diagrams
- Use digital media to observe animations on electron arrangement

How are electrons arranged in an atom?

- Oxford Integrated Science pg. 8
- Charts
- Digital resources

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Electron arrangement diagrams
Structure of the atom - Valence electrons

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

- Draw electron arrangements of different elements
- Discuss the electron configuration of atoms
- Use digital media to observe animations on electron arrangement

How do we draw the electron arrangement of elements?

- Oxford Integrated Science pg. 9
- Periodic table
- Digital resources
- Oxford Integrated Science pg. 10
- Charts

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Structure of the atom - Classifying elements
Structure of the atom - Properties of metals and non-metals

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

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

- 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 can one distinguish metals and non-metals based on electron arrangement?

- Oxford Integrated Science pg. 11
- Periodic table
- Charts
- Oxford Integrated Science pg. 12

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Modelling atomic structure
Structure of the atom - Creating models

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

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

- Identify locally available materials for modeling atoms
- Plan how to make models of atoms
- Collect materials needed for modeling

Which locally available materials can one use to model elements?

- Oxford Integrated Science pg. 13
- Local materials for modeling
- Charts
- Softboard
- Glue

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Structure of the atom - Presenting models

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

- Present models of atoms
- Explain components of atom models
- Show interest in atomic structure

- Present atomic models to class
- Explain the components represented in the models
- Discuss the structure of atoms using models

How can we model atomic structures effectively?

- Oxford Integrated Science pg. 14
- Completed atomic models
- Charts

- Observation - Oral presentation - 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

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

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Colour of metals

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

- Observe the colour of common metals
- Compare the appearance of different metals
- Appreciate the appearance of metals

- Observe the colours of various metals
- Polish metals using sandpaper or steel wool
- Discuss the colour of freshly cut sodium

What is the colour of common metals?

- Oxford Integrated Science pg. 19
- Metal samples
- 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

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

- Look up meanings of 'ductile' and 'malleable'
- Demonstrate the stretching of copper wire
- Hammer aluminum and observe changes

How do the properties of ductility and malleability make metals useful?

- Oxford Integrated Science pg. 19
- Metal samples
- Hammer
- Dictionary
- Oxford Integrated Science pg. 20
- Metallic spatula
- Candle wax
- Source of heat

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Metals and alloys - Electrical conductivity
Metals and alloys - State of metals

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

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

- Set up a circuit with dry cells, connecting wires, and a bulb
- Complete the circuit using various materials
- Observe and discuss results

How do metals conduct electricity compared to non-metals?

- 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

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

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Uses of metals
Metals and alloys - Uses of alloys

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

- Identify uses of metals in day-to-day life
- Explain why specific metals are used for certain purposes
- Appreciate the importance of metals

- Discuss uses of sodium and magnesium
- Create tables showing uses of metals in daily life
- Research uses of metals using digital resources

What are the uses of different metals in daily life?

- Oxford Integrated Science pg. 23
- Digital resources
- 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

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

- Observe rusted objects
- Discuss the effects of rusting on appearance, strength, and conductivity
- Research effects of rusting using digital resources

How does rusting affect metal objects and their uses?

- Oxford Integrated Science pg. 26
- Rusted objects
- Digital resources
- Textbooks

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

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

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

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

- Read about methods of preventing rusting
- Discuss methods like painting, oiling, galvanizing
- Research methods using digital resources

How can we prevent metals from rusting?

- Oxford Integrated Science pg. 27
- Digital resources
- Textbooks
- Charts
- Oxford Integrated Science pg. 28
- Previous notes

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Assessment
Water hardness - Physical properties of water

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

- Answer questions on metals and alloys
- Apply knowledge on properties and uses of metals and alloys
- Show confidence in knowledge about metals and alloys

- Attempt questions on metals and alloys
- Discuss solutions to questions
- Review key concepts

How does understanding metals and alloys help us in technology development?

- Oxford Integrated Science pg. 29
- Assessment questions
- Previous notes
- Oxford Integrated Science pg. 30
- Distilled water
- Glass beakers
- Water from different sources

- Written test - Observation - Oral questions

Mixtures, Elements and Compounds

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

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

- Investigate whether water has a taste
- Compare taste of water from different sources
- Show interest in properties of water

- Taste water from different safe sources
- Compare the taste of water from different sources
- Discuss why water may have different tastes

Does water have a taste?

- 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 - Practical assessment

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
- 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

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Testing water hardness
Water hardness - Differences between hard and soft water

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

- Test water hardness using soap
- Compare lathering ability of different water samples
- Show interest in water hardness

- Set up apparatus to test water hardness
- Add soap solution to different water samples
- Record and compare results

How can one distinguish between hard and soft water?

- Oxford Integrated Science pg. 34
- Water samples
- Soap solution
- Conical flasks
- Burette
- Previous experimental results
- Charts
- Digital resources

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Advantages of water
Water hardness - Disadvantages of hard water

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

- Outline advantages of soft water
- Outline advantages of hard water
- Show interest in applications of water

- Research advantages of soft and hard water
- Discuss findings in groups
- Present findings to class

What are the benefits of using soft water?

- Oxford Integrated Science pg. 35
- Digital resources
- Textbooks
- Charts
- Oxford Integrated Science pg. 36
- Kettle with scale

- Observation - Oral questions - Group presentations

Mixtures, Elements and Compounds

Water hardness - Methods of softening

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

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

- Read about methods of softening hard water
- Discuss boiling, distillation, and use of chemicals
- Research methods using digital resources

How can we soften hard water?

- Oxford Integrated Science pg. 37
- Digital resources
- Textbooks
- Charts

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Softening by boiling
Water hardness - Softening by distillation

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

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

- Boil hard water samples
- Test lathering ability before and after boiling
- Compare and discuss results

How effective is boiling in softening hard water?

- Oxford Integrated Science pg. 38
- Hard water samples
- Source of heat
- Soap solution
- Test tubes
- Oxford Integrated Science pg. 39
- Distillation apparatus

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Softening using washing soda
Water hardness - Applications

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

- Soften hard water using washing soda
- Test effectiveness of chemical treatment
- Apply water softening skills

- Add washing soda to hard water
- Filter the mixture
- Test lathering ability of filtrate
- Compare and discuss results

How effective are chemicals in softening hard water?

- Oxford Integrated Science pg. 40
- Hard water samples
- Washing soda
- Filter funnel and paper
- Soap solution
- Oxford Integrated Science pg. 41
- Digital resources
- Textbooks
- Charts

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Summary

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

- Summarize physical properties of water
- Summarize differences between hard and soft water
- Show confidence in knowledge about water hardness

- Review physical properties of water
- Discuss differences between hard and soft water
- Create summary notes

Why is understanding water hardness important?

- Oxford Integrated Science pg. 43
- Previous notes
- Charts
- Textbooks

- Observation - Oral questions - Written test

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

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

- Observation - Oral questions - Drawings

Living Things and their Environment

Nutrition in plants - Adaptations of the leaf to photosynthesis
Nutrition in plants - Structure of chloroplast

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

- Identify adaptations of the leaf to photosynthesis
- Explain how the leaf is adapted for photosynthesis
- Appreciate the adaptations of the leaf

- Identify external and internal parts of a leaf
- Discuss how each part is adapted to photosynthesis
- Write summary notes

How is the leaf adapted to photosynthesis?

- Oxford Integrated Science pg. 45
- Digital resources
- Charts showing leaf adaptations
- Oxford Integrated Science pg. 46
- Charts showing chloroplast structure

- Oral questions - Written assignments - Assessment rubrics

Living Things and their Environment

Nutrition in plants - Process of photosynthesis

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

- Describe the process of photosynthesis
- Explain the light and dark stages of photosynthesis
- Show interest in the process of photosynthesis

- Read and discuss content on photosynthesis
- Discuss what happens during light and dark stages
- Discuss the end products of photosynthesis

What happens during photosynthesis?

- Oxford Integrated Science pg. 47
- Digital resources
- Charts showing photosynthesis

- Oral questions - Written exercises - Discussion

Living Things and their Environment

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:

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

- 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

How do we test for the presence of starch in a leaf?

- 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 - 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)

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

- Oral questions - Written exercises - Discussion

Living Things and their Environment

Nutrition in plants - Importance of photosynthesis in nature
Nutrition in plants - Assessment

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

- Explain the importance of photosynthesis in nature
- Discuss how photosynthesis impacts the environment
- Appreciate the significance of photosynthesis

- Discuss how photosynthesis provides oxygen
- Explain how photosynthesis provides food
- Discuss role in reducing carbon (IV) oxide

What is the importance of photosynthesis in nature?

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

- Oral questions - Written exercises - Group presentations

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

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

- Observe skull of cow/goat or human model
- Study charts showing different types of teeth
- Draw and label different types of teeth

What are the different types of teeth and their functions?

- 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

- Observation - Drawings - Oral questions - Written exercises

Living Things and their Environment

Nutrition in animals - Digestion in the mouth and stomach

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

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

- Search for information on digestion
- Discuss mechanical and chemical digestion in mouth
- Explain digestion in the stomach

How is food digested in the mouth and stomach?

- Oxford Integrated Science pg. 64
- Digital resources
- Charts showing digestion

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

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:

- Describe digestion in the duodenum and ileum
- Explain the role of the liver and pancreas in digestion
- Show interest in the digestive process

- Discuss the role of bile and pancreatic juice
- Explain digestion in duodenum and ileum
- List the end products of digestion

How is food digested in the small intestine?

- Oxford Integrated Science pg. 65
- Digital resources
- Charts showing digestion in small intestine
- Oxford Integrated Science pg. 66
- Charts showing absorption

- 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

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

- Written test - Peer assessment - Oral questions

Living Things and their Environment

Reproduction in plants - Parts of a flower
Reproduction in plants - Functions of flower parts

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

- Observe and identify parts of a flower
- Draw and label parts of a flower
- Appreciate the structure of a flower

- Observe different parts of a flower
- Use chart to identify flower parts
- Cut flower longitudinally to observe ovules
- Draw and label flower parts

What are the different parts of a flower?

- Oxford Integrated Science pg. 71
- Flower specimens
- Hand lens
- Chart showing flower parts
- Oxford Integrated Science pg. 72
- Charts showing flower parts

- Observation - Drawings - Oral questions

Living Things and their Environment

Reproduction in plants - Types of pollination
Reproduction in plants - Adaptations to insect pollination

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

- Differentiate between self and cross-pollination
- Discuss characteristics of each type
- Appreciate the diversity in pollination

- Study charts showing types of pollination
- Discuss differences between self and cross-pollination
- Identify examples of each type

What are the different types of pollination?

- Oxford Integrated Science pg. 73
- Charts showing pollination
- Digital resources
- Oxford Integrated Science pg. 74
- Insect-pollinated flowers
- Hand lens
- Charts

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Adaptations to wind pollination
Reproduction in plants - Effects of agrochemicals on pollination

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

- Identify adaptations of flowers to wind pollination
- Explain how these adaptations aid pollination
- Compare wind and insect pollination adaptations

- Collect wind-pollinated flowers
- Observe and identify adaptations
- Draw and label wind-pollinated flowers
- Compare with insect-pollinated flowers

How are flowers adapted to wind pollination?

- Oxford Integrated Science pg. 75
- Wind-pollinated flowers (grass)
- Charts showing wind pollination
- Hand lens
- Oxford Integrated Science pg. 76
- Science textbooks
- Magazines
- Digital resources

- Observation - Drawings - Oral questions - Written report

Living Things and their Environment

Reproduction in plants - Fertilization in flowering plants

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

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

- Read and discuss fertilization process
- Explain pollen tube growth and gamete fusion
- Describe steps from pollination to fertilization

How does fertilization occur in flowering plants?

- Oxford Integrated Science pg. 77
- Charts showing fertilization
- Digital resources

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Seed and fruit formation
Reproduction in plants - Fruit and seed dispersal

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

- Describe fruit formation in flowering plants
- Explain changes in flower parts after fertilization
- Show interest in seed and fruit development

- Use textbooks to research seed/fruit formation
- Study charts showing post-fertilization changes
- Discuss development of ovules into seeds and ovary into fruit

How are seeds and fruits formed?

- Oxford Integrated Science pg. 78
- Charts showing fruit development
- Fruit specimens
- Digital resources
- Oxford Integrated Science pg. 80
- Various fruits and seeds
- Charts showing dispersal methods

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Importance of fruit and seed dispersal
Reproduction in plants - Role of flowers in nature

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

- Discuss the importance of fruit and seed dispersal
- Explain benefits to plant survival
- Show interest in plant reproduction strategies

- Observe plants in locality
- Compare plants with seedlings near and far
- Discuss benefits of dispersal
- Relate dispersal to survival

Why is fruit and seed dispersal important?

- Oxford Integrated Science pg. 82
- Plants in school compound
- Pictures of seedling distribution
- Oxford Integrated Science pg. 83
- Digital resources
- Flower specimens

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Assessment

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

- Attempt questions on reproduction in plants
- Apply knowledge to explain plant reproduction
- Show confidence in their understanding

- Answer assessment questions on plant reproduction
- Discuss solutions to questions
- Review key concepts

How does understanding plant reproduction help explain biodiversity?

- Oxford Integrated Science pg. 84
- Assessment questions
- Previous notes

- Written test - Peer assessment - Oral questions

Living Things and their Environment

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

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

- Observation - Oral questions - Written exercises

Living Things and their Environment

The interdependence of life - Effects of biotic factors
The interdependence of life - Abiotic components

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

- Explain effects of biotic factors on organisms
- Discuss parasitism, competition, predation and symbiosis
- Show interest in ecological relationships

- Read and discuss effects of biotic factors
- Explain how different relationships affect organisms
- Present findings to class

How do biotic factors affect living organisms?

- Oxford Integrated Science pg. 94
- Science textbooks
- Digital resources
- Oxford Integrated Science pg. 96
- Photographs of plants in different environments

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

The interdependence of life - Energy flow (Food chains)
The interdependence of life - Energy flow (Food webs)

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

- Construct simple food chains
- Identify trophic levels in a food chain
- Show interest in energy flow in ecosystems

- Take a nature walk to identify organisms
- Arrange organisms based on feeding relationships
- Show energy flow using arrows
- Identify trophic levels

How does energy flow through an ecosystem?

- Oxford Integrated Science pg. 99
- School neighborhood
- Charts showing food chains
- Oxford Integrated Science pg. 100
- Charts showing food webs
- Digital resources

- Observation - Drawings - Written exercises - Oral questions

Living Things and their Environment

The interdependence of life - Role of decomposers

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

- Discuss the role of decomposers in an ecosystem
- Explain how decomposers clean up the ecosystem
- Show interest in decomposition

- Study pictures of decomposition
- Identify organisms growing on a tree stump
- Discuss the role of decomposers
- Explain importance of decomposition

What is the role of decomposers in an ecosystem?

- Oxford Integrated Science pg. 102
- Pictures of decomposition
- Digital resources

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

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

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

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

The interdependence of life - Effects of human activities on environment
The interdependence of life - Importance of interdependence

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

- Describe effects of human activities on environment
- Explain impact of deforestation, hunting, and pollution
- Show concern for environmental conservation

- Brainstorm effects of human activities
- Research information on environmental impact
- Present findings to class
- Discuss solutions to environmental problems

How do human activities impact biodiversity?

- Oxford Integrated Science pg. 104
- Digital resources
- Science textbooks
- Journals
- Oxford Integrated Science pg. 105

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

The interdependence of life - Assessment

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

- Attempt questions on interdependence of life
- Apply knowledge to explain environmental interactions
- Show confidence in their understanding

- Answer assessment questions on interdependence
- Discuss solutions to questions
- Review key concepts

How does understanding interdependence help explain ecosystem stability?

- Oxford Integrated Science pg. 107
- Assessment questions
- Previous notes

- Written test - Peer assessment - Oral questions