Mixtures, Elements and Compounds

Elements and compounds - Relationship between an atom, an element, a compound and a molecule
Elements and compounds - 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?

- Mentor Bk 8 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

Elements and compounds - Elements and molecules

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

- Define the term element
- Distinguish between elements and compounds
- Appreciate the difference between elements and compounds

- Discuss the meaning of elements using digital devices or print resources
- Compare elements and compounds
- Give examples of elements and compounds

What is the difference between an element and a compound?

- Mentor Bk 8 pg. 1
- Digital devices
- Relevant print resources

- Observation - Oral questions - Group discussions

Mixtures, Elements and Compounds

Elements and compounds - Molecules
Elements and compounds - Chemical symbols for common elements

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

- Define the term molecule
- Explain how molecules are formed
- Show interest in learning about molecules

- Discuss the meaning of molecules
- Identify examples of molecules
- Explain the difference between atoms and molecules

How do atoms form molecules?

- Mentor Bk 8 pg. 1
- Charts showing molecular structures
- Digital resources
- Mentor Bk 8 pg. 2
- Periodic table charts
- Reference books

- Observation - Written assignments - Oral questions

Mixtures, Elements and Compounds

Elements and compounds - Deriving symbols from element names
Elements and compounds - Symbols derived from Latin names
Elements and compounds - Word equations for formation of compounds

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

- Derive chemical symbols from element names
- Apply rules for writing symbols
- Show interest in learning chemical symbols

- Write word equations for simple reactions
- Identify reactants and products in equations
- Show interest in chemical reactions

- Analyze how symbols are derived from element names
- Practice deriving symbols from given elements
- Discuss cases where two elements share the same first letter
- Study examples of word equations
- Write word equations for given reactions
- Identify elements and compounds in equations

How are chemical symbols derived from element names?
How do elements combine to form compounds?

- Mentor Bk 8 pg. 2
- Element name charts
- Digital resources
- Mentor Bk 8 pg. 3
- Reference books
- Internet access
- Mentor Bk 8 pg. 5
- Charts with word equations
- Reference books

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

Mixtures, Elements and Compounds

Elements and compounds - More practice on word equations

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

- Write word equations for various reactions
- Explain the meaning of arrows in equations
- Appreciate the use of word equations

- Practice writing word equations
- Discuss the direction of reactions
- Share findings with classmates

What do the arrows in word equations represent?

- Mentor Bk 8 pg. 5
- Worksheets
- Digital resources

- Written tests - Group discussions - Peer assessment

Mixtures, Elements and Compounds

Elements and compounds - Application of common elements in society

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

- Identify applications of common elements
- Explain why certain elements are valuable
- Appreciate the importance of elements in daily life

- Study pictures showing uses of elements
- Discuss why elements like gold are valuable
- Identify elements used in construction and electronics

Why are some elements more valuable than others?

- Mentor Bk 8 pg. 6
- Pictures of items made from elements
- Real samples where available

- Observation - Oral questions - Project work

Mixtures, Elements and Compounds

Elements and compounds - Application of common elements in society

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

- Identify applications of common elements
- Explain why certain elements are valuable
- Appreciate the importance of elements in daily life

- Study pictures showing uses of elements
- Discuss why elements like gold are valuable
- Identify elements used in construction and electronics

Why are some elements more valuable than others?

- Mentor Bk 8 pg. 6
- Pictures of items made from elements
- Real samples where available

- Observation - Oral questions - Project work

Mixtures, Elements and Compounds

Elements and compounds - Elements in jewellery, trophies and medals
Elements and compounds - Elements in construction and electrical applications

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

- Identify elements used in making valuable items
- Explain properties that make elements suitable for jewellery
- Show appreciation for precious elements

- Identify elements used in construction
- Explain uses of copper and aluminium
- Appreciate the role of elements in industry

- Examine pictures of jewellery, trophies and medals
- Discuss properties of gold, silver and diamond
- Explain why these items are expensive
- Discuss uses of iron, aluminium and silicon
- Identify properties that make these elements suitable
- Examine electrical wires and construction materials

What makes precious elements valuable?
How are elements applied in construction and electricity?

- Mentor Bk 8 pg. 6
- Pictures of jewellery and trophies
- Internet access
- Mentor Bk 8 pg. 7
- Samples of wires and construction materials
- Reference books

- Oral questions - Group presentations - Written assignments
- Observation - Oral questions - Written tests

Mixtures, Elements and Compounds

Elements and compounds - Mineral elements in food

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

- Identify mineral elements in food
- Explain nutritional benefits of mineral elements
- Appreciate the importance of minerals in diet

- Discuss mineral elements in food
- Study pictures of nutritious foods
- Explain benefits of sodium, potassium, calcium, etc.

Why are mineral elements important in our diet?

- Mentor Bk 8 pg. 7
- Pictures of foods
- Nutrition charts

- Oral questions - Group discussions - Written assignments

Mixtures, Elements and Compounds

Elements and compounds - Information on packaging labels

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

- Read and interpret packaging labels
- Identify elements and compounds on labels
- Appreciate the importance of product information

- Examine packaging labels of common products
- Identify elements and compounds listed
- Discuss importance of labeling

Why do manufacturers provide information about elements and compounds on labels?

- Mentor Bk 8 pg. 8
- Product packages
- Digital resources

- Observation - Oral questions - Project work

Mixtures, Elements and Compounds

Elements and compounds - Information on packaging labels

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

- Read and interpret packaging labels
- Identify elements and compounds on labels
- Appreciate the importance of product information

- Examine packaging labels of common products
- Identify elements and compounds listed
- Discuss importance of labeling

Why do manufacturers provide information about elements and compounds on labels?

- Mentor Bk 8 pg. 8
- Product packages
- Digital resources

- Observation - Oral questions - Project work

Mixtures, Elements and Compounds

Elements and compounds - Extended activity on elements at home
Elements and compounds - End of sub-strand assessment

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

- Identify elements in household items
- Explain how elements affect value of products
- Show responsibility in completing assignments

- Define terms: element, compound, atom, molecule
- Write chemical symbols and word equations
- Explain applications of elements

- Identify items at home
- Name elements used in making them
- Explain how elements affect their value
- Complete end of sub-strand test
- Reflect on learning progress
- Identify areas for improvement

How do elements affect the value of household items?
Can you apply what you have learned about elements and compounds?

- Mentor Bk 8 pg. 8
- Homework assignment sheets
- Reference materials
- Mentor Bk 8 pg. 1-9
- Assessment papers
- Marking guides

- Project assessment - Oral presentations - Written reports
- Written examination - Practical assessment - Portfolio review

Mixtures, Elements and Compounds

Physical and chemical changes - Characteristics of matter in different states

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

- Describe characteristics of solids, liquids and gases
- Explain that matter is made up of tiny particles
- Show interest in studying matter

- Discuss constituents of matter
- Carry out activities to show matter is made of particles
- Cut paper into tiny pieces

Can matter be subdivided into very small amounts?

- Mentor Bk 8 pg. 10
- Paper
- Scissors
- Reference books

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Physical and chemical changes - Matter is made of tiny particles (liquids)

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

- Demonstrate that liquids are made of particles
- Explain the dilution process
- Appreciate the particulate nature of liquids

- Dilute coloured liquid with water
- Observe color intensity changes
- Record findings

How can we prove that liquids are made of tiny particles?

- Mentor Bk 8 pg. 11
- Colored liquid (juice or ink)
- Water
- Containers

- Practical assessment - Observation - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Matter is made of tiny particles (liquids)

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

- Demonstrate that liquids are made of particles
- Explain the dilution process
- Appreciate the particulate nature of liquids

- Dilute coloured liquid with water
- Observe color intensity changes
- Record findings

How can we prove that liquids are made of tiny particles?

- Mentor Bk 8 pg. 11
- Colored liquid (juice or ink)
- Water
- Containers

- Practical assessment - Observation - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Matter is made of tiny particles (gases)
Physical and chemical changes - Particles are in continuous random motion

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

- Demonstrate that gases are made of particles
- Observe dispersion of smoke
- Show interest in properties of gases

- Demonstrate particle motion in matter
- Observe Brownian motion
- Appreciate that particles are always moving

- Burn grass wrapped in paper to produce smoke
- Observe smoke dispersion
- Discuss findings
- Sprinkle chalk dust on water surface
- Observe particle movement with hand lens
- Discuss observations

What happens to smoke as it moves away from the source?
Do particles of matter move randomly?

- Mentor Bk 8 pg. 12
- Fresh grass
- Paper
- Lighter (teacher supervised)
- Mentor Bk 8 pg. 12
- Chalk dust
- Container with water
- Hand lens

- Observation - Oral questions - Safety compliance
- Practical assessment - Observation - Written records

Mixtures, Elements and Compounds

Physical and chemical changes - Particles have spaces between them

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

- Demonstrate that particles have spaces
- Explain dissolution process
- Show curiosity about particle arrangement

- Dissolve salt in water in a volumetric flask
- Observe volume changes
- Discuss why volume decreases

Why does the volume decrease when salt dissolves in water?

- Mentor Bk 8 pg. 13
- Salt or sugar
- Volumetric flask
- Water

- Practical assessment - Oral questions - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Summary of properties of different states

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

- Describe particle arrangement in solids, liquids and gases
- Explain the kinetic theory of matter
- Appreciate differences in states of matter

- Discuss properties of solids, liquids and gases
- Draw particle arrangement diagrams
- Compare the three states

How do particles differ in solids, liquids, and gases?

- Mentor Bk 8 pg. 14
- Charts showing particle arrangement
- Reference books

- Observation - Written tests - Diagram assessment

Mixtures, Elements and Compounds

Physical and chemical changes - Summary of properties of different states

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

- Describe particle arrangement in solids, liquids and gases
- Explain the kinetic theory of matter
- Appreciate differences in states of matter

- Discuss properties of solids, liquids and gases
- Draw particle arrangement diagrams
- Compare the three states

How do particles differ in solids, liquids, and gases?

- Mentor Bk 8 pg. 14
- Charts showing particle arrangement
- Reference books

- Observation - Written tests - Diagram assessment

Mixtures, Elements and Compounds

Physical and chemical changes - Diffusion in liquids
Physical and chemical changes - Diffusion in gases

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

- Define diffusion
- Demonstrate diffusion in liquids
- Explain factors affecting diffusion

- Explain diffusion in gases
- Compare diffusion in liquids and gases
- Appreciate that diffusion is faster in gases

- Put ink drops in cold and warm water
- Observe and compare diffusion rates
- Discuss temperature effect on diffusion
- Discuss examples of diffusion in gases
- Compare rates of diffusion in liquids and gases
- Give everyday examples

Why does ink spread faster in warm water?
How does diffusion in gases differ from diffusion in liquids?

- Mentor Bk 8 pg. 15
- Ink
- Beakers
- Cold and warm water
- Droppers
- Mentor Bk 8 pg. 16
- Reference books
- Digital resources

- Practical assessment - Observation - Written reports
- Oral questions - Group discussions - Written assignments

Mixtures, Elements and Compounds

Physical and chemical changes - Pure and impure substances

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

- Distinguish between pure and impure substances
- Give examples of each
- Show interest in purity of substances

- Define pure and impure substances
- Give examples
- Discuss how to test for purity

What is the difference between pure and impure substances?

- Mentor Bk 8 pg. 16
- Samples of pure and impure substances
- Reference books

- Observation - Oral questions - Written tests

Mixtures, Elements and Compounds

Physical and chemical changes - Determining melting point of candle wax

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

- Determine melting point experimentally
- Record temperature changes over time
- Show accuracy in measurements

- Heat candle wax in a beaker
- Record temperature every 30 seconds
- Note when melting occurs

At what temperature does candle wax melt?

- Mentor Bk 8 pg. 17
- Candle wax
- Beaker
- Thermometer
- Heat source
- Stopwatch

- Practical assessment - Data recording - Safety compliance

Mixtures, Elements and Compounds

Physical and chemical changes - Determining melting point of candle wax

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

- Determine melting point experimentally
- Record temperature changes over time
- Show accuracy in measurements

- Heat candle wax in a beaker
- Record temperature every 30 seconds
- Note when melting occurs

At what temperature does candle wax melt?

- Mentor Bk 8 pg. 17
- Candle wax
- Beaker
- Thermometer
- Heat source
- Stopwatch

- Practical assessment - Data recording - Safety compliance

Mixtures, Elements and Compounds

Physical and chemical changes - Interpreting heating curves
Physical and chemical changes - Effects of impurities on melting point

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

- Plot graph of temperature against time
- Interpret heating curves
- Identify melting and boiling points on graphs

- Compare melting points of pure and impure wax
- Explain effect of impurities on melting point
- Show accuracy in observations

- Plot graph from data collected
- Identify different sections of the curve
- Explain what happens at each section
- Heat pure and impure candle wax
- Record temperatures for both
- Compare melting points

What does a heating curve tell us about a substance?
How do impurities affect the melting point?

- Mentor Bk 8 pg. 18
- Graph paper
- Data from previous lesson
- Rulers
- Mentor Bk 8 pg. 19
- Pure candle wax
- Impure candle wax
- Thermometers
- Heat sources

- Graph assessment - Oral questions - Written explanations
- Practical assessment - Comparative analysis - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Effects of impurities on boiling point

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

- Determine boiling points of pure and impure water
- Explain effect of impurities on boiling point
- Appreciate importance of purity

- Heat pure ice and salty ice
- Record temperatures until boiling
- Compare boiling points

Why do pure and impure substances have different boiling points?

- Mentor Bk 8 pg. 20
- Pure ice
- Salty ice
- Thermometers
- Beakers
- Heat sources

- Practical assessment - Data analysis - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Physical changes

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

- Define physical change
- Give examples of physical changes
- Explain characteristics of physical changes

- Break and crush chalk
- Cut tissue paper and dissolve in water
- Discuss if changes are reversible

What are physical changes?

- Mentor Bk 8 pg. 21
- Chalk
- Tissue paper
- Water
- Containers

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Physical and chemical changes - Physical changes

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

- Define physical change
- Give examples of physical changes
- Explain characteristics of physical changes

- Break and crush chalk
- Cut tissue paper and dissolve in water
- Discuss if changes are reversible

What are physical changes?

- Mentor Bk 8 pg. 21
- Chalk
- Tissue paper
- Water
- Containers

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Physical and chemical changes - Heating wax (physical change)
Physical and chemical changes - Chemical changes introduction

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

- Demonstrate physical change by heating wax
- Explain reversibility of the change
- Follow safety precautions

- Define chemical change
- Distinguish between physical and chemical changes
- Show interest in chemical reactions

- Heat wax until it melts
- Cool and observe changes
- Discuss reversibility
- Burn paper and collect ash
- Cook an egg
- Discuss reversibility

What happens to wax when heated and cooled?
Can chemical changes be reversed?

- Mentor Bk 8 pg. 21
- Wax
- Test tube
- Test tube holder
- Heat source
- Mentor Bk 8 pg. 22
- Paper
- Matches
- Egg
- Heat source

- Practical assessment - Safety compliance - Oral questions
- Observation - Oral questions - Group discussions

Mixtures, Elements and Compounds

Physical and chemical changes - Chemical changes introduction

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

- Define chemical change
- Distinguish between physical and chemical changes
- Show interest in chemical reactions

- Burn paper and collect ash
- Cook an egg
- Discuss reversibility

Can chemical changes be reversed?

- Mentor Bk 8 pg. 22
- Paper
- Matches
- Egg
- Heat source

- Observation - Oral questions - Group discussions

Mixtures, Elements and Compounds

Physical and chemical changes - Temporary chemical changes

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

- Demonstrate temporary chemical change
- Heat Cobalt (II) chloride safely
- Observe color changes

- Heat Cobalt (II) chloride crystals
- Collect water vapor
- Observe color changes

What happens when Cobalt (II) chloride is heated?

- Mentor Bk 8 pg. 23
- Cobalt (II) chloride
- Boiling tube
- Thermometer
- Heat source

- Practical assessment - Safety compliance - Observation records

Mixtures, Elements and Compounds

Physical and chemical changes - Reversing temporary chemical changes

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

- Reverse temporary chemical change
- Observe heat production
- Explain the reversibility

- Add water to anhydrous Cobalt (II) chloride
- Observe color and temperature changes
- Discuss findings

Can temporary chemical changes be reversed?

- Mentor Bk 8 pg. 24
- Anhydrous Cobalt (II) chloride
- Water
- Thermometer
- Dropper

- Practical assessment - Observation - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Permanent chemical changes
Physical and chemical changes - Applications of physical changes

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

- Demonstrate permanent chemical change
- Heat Copper (II) nitrate safely
- Observe formation of new substances

- Identify applications of physical changes
- Explain importance in daily life
- Appreciate usefulness of physical changes

- Heat Copper (II) nitrate crystals
- Observe color changes and gas production
- Compare mass before and after
- Discuss melting ice, boiling water, dissolving
- Study pictures of applications
- Give everyday examples

What happens when Copper (II) nitrate is heated?
How are physical changes applied in daily life?

- Mentor Bk 8 pg. 25
- Copper (II) nitrate
- Boiling tube
- Heat source
- Weighing balance
- Mentor Bk 8 pg. 26
- Pictures showing applications
- Reference books
- Digital resources

- Practical assessment - Safety compliance - Mass comparison
- Oral questions - Group presentations - Written assignments

Mixtures, Elements and Compounds

Physical and chemical changes - Applications of physical changes

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

- Identify applications of physical changes
- Explain importance in daily life
- Appreciate usefulness of physical changes

- Discuss melting ice, boiling water, dissolving
- Study pictures of applications
- Give everyday examples

How are physical changes applied in daily life?

- Mentor Bk 8 pg. 26
- Pictures showing applications
- Reference books
- Digital resources

- Oral questions - Group presentations - Written assignments

Mixtures, Elements and Compounds

Physical and chemical changes - Applications of chemical changes

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

- Identify applications of chemical changes
- Explain uses in daily life
- Appreciate importance of chemical changes

- Discuss combustion, rusting, digestion
- Study chart of applications
- Research using digital devices

Why are chemical changes important in our lives?

- Mentor Bk 8 pg. 27
- Charts
- Digital devices
- Reference materials

- Oral questions - Research presentations - Written reports

Mixtures, Elements and Compounds

Classes of fire - Causes of fire in nature

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

- Identify causes of fire in nature
- Explain how fires start
- Show awareness of fire dangers

- Study pictures of fire incidents
- Discuss possible causes
- Share experiences from locality

What can cause fire in nature?

- Mentor Bk 8 pg. 38
- Pictures of fire scenes
- Reference books

- Observation - Oral questions - Group discussions

Mixtures, Elements and Compounds

Classes of fire - More on causes of fire
Classes of fire - Components of the fire triangle

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

- Identify more causes of fire
- Explain unsafe practices that cause fire
- Appreciate fire safety

- Identify the three components of fire triangle
- Explain role of each component
- Show understanding of combustion

- Study pictures of risky situations
- Discuss flammable materials
- Identify fire hazards
- Discuss fuel, heat and oxygen
- Draw fire triangle
- Explain how fire starts

How can we prevent fires from starting?
What three things are needed for fire to burn?

- Mentor Bk 8 pg. 39
- Pictures
- Digital resources
- Safety posters
- Mentor Bk 8 pg. 40
- Fire triangle diagrams
- Reference books

- Oral questions - Written assignments - Safety awareness
- Observation - Diagram assessment - Oral questions

Mixtures, Elements and Compounds

Classes of fire - Components of the fire triangle

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

- Identify the three components of fire triangle
- Explain role of each component
- Show understanding of combustion

- Discuss fuel, heat and oxygen
- Draw fire triangle
- Explain how fire starts

What three things are needed for fire to burn?

- Mentor Bk 8 pg. 40
- Fire triangle diagrams
- Reference books

- Observation - Diagram assessment - Oral questions

Mixtures, Elements and Compounds

Classes of fire - Role of components in fire triangle

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

- Explain role of fuel in combustion
- Explain role of heat and oxygen
- Appreciate how fire is sustained

- Discuss types of fuel
- Identify ignition sources
- Explain role of oxygen

How does each component of the fire triangle contribute to combustion?

- Mentor Bk 8 pg. 40
- Charts
- Sample fuels
- Reference materials

- Oral questions - Written tests - Group discussions

Mixtures, Elements and Compounds

Classes of fire - Classification of fires

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

- Identify different classes of fire
- Classify fires according to fuel type
- Show awareness of fire types

- Study flashcards on fire classes
- Discuss Class A, B, C, D, K fires
- Give examples of each class

How are fires classified?

- Mentor Bk 8 pg. 41
- Flashcards
- Charts
- Reference books

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Classes of fire - Class A and B fires

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

- Describe Class A fires
- Describe Class B fires
- Distinguish between the two classes

- Discuss fires from ordinary materials
- Discuss fires from combustible liquids
- Compare the two classes

What is the difference between Class A and Class B fires?

- Mentor Bk 8 pg. 42
- Pictures
- Sample materials
- Reference books

- Oral questions - Classification exercises - Written tests

Mixtures, Elements and Compounds

Classes of fire - Class C, D and K fires

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

- Describe Class C, D and K fires
- Give examples of each
- Show understanding of all fire classes

- Discuss electrical fires
- Discuss metal fires
- Discuss kitchen fires

What types of fires occur in kitchens and laboratories?

- Mentor Bk 8 pg. 42
- Charts
- Digital resources
- Reference materials

- Oral questions - Written assignments - Group discussions

Mixtures, Elements and Compounds

Classes of fire - Controlling fire using extinguishers

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

- Identify types of fire extinguishers
- Match extinguishers to fire classes
- Appreciate importance of correct extinguisher use

- Study pictures of extinguishers
- Research on types of extinguishers
- Discuss which extinguisher for each fire class

Why is it important to use the correct fire extinguisher?

- Mentor Bk 8 pg. 43
- Pictures of extinguishers
- Digital devices
- Reference books

- Observation - Research presentations - Written reports

Mixtures, Elements and Compounds

Classes of fire - Types of fire extinguishers

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

- Describe dry chemical extinguishers
- Describe CO2 extinguishers
- Explain their uses

- Study different extinguisher types
- Identify chemicals in each
- Discuss suitable fire classes for each

Which fire extinguisher is best for electrical fires?

- Mentor Bk 8 pg. 44
- Extinguisher pictures
- Charts
- Digital resources

- Oral questions - Matching exercises - Written tests

Mixtures, Elements and Compounds

Classes of fire - Water and foam extinguishers

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

- Describe water extinguishers
- Describe foam extinguishers
- Explain when not to use them

- Discuss water extinguisher uses
- Discuss foam extinguisher uses
- Explain dangers of misuse

Why should water extinguishers not be used on electrical fires?

- Mentor Bk 8 pg. 44
- Extinguisher information
- Safety guidelines
- Reference materials

- Oral questions - Safety awareness - Written assignments

Mixtures, Elements and Compounds

Classes of fire - Breaking the fire triangle

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

- Explain how to stop fire by removing components
- Describe removal of heat, fuel and oxygen
- Show understanding of fire control

- Discuss removing sources of heat
- Discuss removing fuel
- Discuss removing oxygen (smothering)

How can we use the fire triangle to control fires?

- Mentor Bk 8 pg. 45
- Fire triangle diagrams
- Reference books

- Oral questions - Group discussions - Written tests

Mixtures, Elements and Compounds

Classes of fire - Removal of heat and fuel

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

- Demonstrate removing heat to stop fire
- Demonstrate removing fuel to stop fire
- Apply fire control methods

- Practice spraying water on paper fire
- Practice removing unburnt materials
- Discuss effectiveness

How does removing heat or fuel stop a fire?

- Mentor Bk 8 pg. 46
- Water
- Paper
- Safe burning area
- Supervision

- Practical assessment - Safety compliance - Observation

Mixtures, Elements and Compounds

Classes of fire - Removal of oxygen (smothering)

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

- Explain smothering as a fire control method
- Demonstrate smothering a small fire
- Show understanding of oxygen's role

- Cover candle with inverted glass
- Observe fire going out
- Discuss why fire stops

Why does fire stop when oxygen is removed?

- Mentor Bk 8 pg. 46
- Candle
- Glass
- Matches
- Fire blanket

- Practical assessment - Observation - Oral questions

Mixtures, Elements and Compounds

Classes of fire - Fire safety at school

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

- Identify fire risks at school
- Suggest fire prevention measures
- Show responsibility for fire safety

- Identify combustible materials at school
- Identify ignition sources
- Discuss likely fire classes at school

What fire safety measures should be in our school?

- Mentor Bk 8 pg. 47
- School compound tour
- Safety guidelines

- Observation - Oral questions - Project work

Mixtures, Elements and Compounds

Classes of fire - Fire control measures at school

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

- Identify fire control equipment at school
- Explain fire drill procedures
- Appreciate importance of preparedness

- Locate fire extinguishers
- Identify emergency exits
- Discuss evacuation procedures

How can we prepare for fire emergencies at school?

- Mentor Bk 8 pg. 47
- School safety equipment
- Emergency plans

- Observation - Oral questions - Drill participation

Mixtures, Elements and Compounds

Classes of fire - Practicing fire control measures

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

- Practice fire drill procedures
- Use appropriate control methods
- Demonstrate fire safety awareness

- Participate in fire drill
- Practice using fire extinguishers (with supervision)
- Follow evacuation procedures

How well can you respond to a fire emergency?

- Mentor Bk 8 pg. 48
- Fire extinguishers
- Emergency exits
- Safety equipment

- Practical assessment - Safety compliance - Participation

Mixtures, Elements and Compounds

Classes of fire - Right to safety information on flammable substances

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

- Identify hazard symbols on containers
- Explain importance of safety information
- Appreciate consumer rights

- Study container labels
- Identify flammable substance symbols
- Discuss importance of labeling

Why is safety information important on product labels?

- Mentor Bk 8 pg. 48
- Sample containers with labels
- Hazard symbol charts

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Classes of fire - Project on fire safety posters

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

- Create fire safety posters
- Display fire control information
- Show creativity and responsibility

- Design posters on fire classes and control
- Include fire safety messages
- Display in strategic locations

How can we educate others about fire safety?

- Mentor Bk 8 pg. 38-48
- Chart paper
- Colors
- Reference materials

- Project assessment - Creativity - Information accuracy

Mixtures, Elements and Compounds

Classes of fire - End of sub-strand assessment

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

- Identify causes of fire
- Classify fires correctly
- Explain fire control methods

- Complete assessment test
- Answer questions on fire triangle
- Match extinguishers to fire classes

Can you apply fire safety knowledge effectively?

- Mentor Bk 8 pg. 38-48
- Assessment papers
- Marking guides

- Written examination - Practical assessment - Portfolio review