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
Elements and compounds - Elements and molecules

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

- Identify the subatomic particles in an atom
- Explain the location and electrical charges of subatomic particles
- Show interest in the study of 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
- Discuss the composition of an atom
- Locate the components within the atom
- Discuss the electrical charges of protons, electrons and neutrons

How is the structure of the atom important?
How small are atoms and are they divisible?

- Mentor Bk 8 pg. 1
- Digital resources
- Internet access and reference books
- Mentor Bk 8 pg. 1
- Internet access
- Reference books
- Charts showing atomic structure
- Digital devices
- Relevant print resources

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

Mixtures, Elements and Compounds

Elements and compounds - Molecules
Elements and compounds - Chemical symbols for common elements
Elements and compounds - Deriving symbols from element names

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
- Element name charts

- Observation - Written assignments - Oral questions

Mixtures, Elements and Compounds

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:

- Identify elements with symbols from Latin names
- Write symbols for elements with Latin origins
- Appreciate the historical naming of elements

- Study table of elements with Latin names
- Practice writing symbols from Latin origins
- Discuss why some elements use Latin-derived symbols

Why do some elements use Latin names for their symbols?

- Mentor Bk 8 pg. 3
- Reference books
- Internet access
- Mentor Bk 8 pg. 5
- Charts with word equations

- Written tests - Observation - Group work assessment

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

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

- Study pictures showing uses of elements
- Discuss why elements like gold are valuable
- Identify elements used in construction and electronics
- Discuss uses of iron, aluminium and silicon
- Identify properties that make these elements suitable
- Examine electrical wires and construction materials

Why are some elements more valuable than others?
How are elements applied in construction and electricity?

- Mentor Bk 8 pg. 6
- Pictures of items made from elements
- Real samples where available
- Pictures of jewellery and trophies
- Internet access
- Mentor Bk 8 pg. 7
- Samples of wires and construction materials
- Reference books

- Observation - Oral questions - Project work
- 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 - 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

- Identify items at home
- Name elements used in making them
- Explain how elements affect their value

How do elements affect the value of household items?

- 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

Mixtures, Elements and Compounds

Physical and chemical changes - Characteristics of matter in different states
Physical and chemical changes - Matter is made of tiny particles (liquids)

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

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

- Discuss constituents of matter
- Carry out activities to show matter is made of particles
- Cut paper into tiny pieces
- Dilute coloured liquid with water
- Observe color intensity changes
- Record findings

Can matter be subdivided into very small amounts?
How can we prove that liquids are made of tiny particles?

- Mentor Bk 8 pg. 10
- Paper
- Scissors
- Reference books
- Mentor Bk 8 pg. 11
- Colored liquid (juice or ink)
- Water
- Containers

- Observation - Oral questions - Practical assessment
- 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

- Burn grass wrapped in paper to produce smoke
- Observe smoke dispersion
- Discuss findings

What happens to smoke as it moves away from the source?

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

- Observation - Oral questions - Safety compliance

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 - Diffusion in liquids
Physical and chemical changes - Diffusion in gases
Physical and chemical changes - Pure and impure substances

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
- Samples of pure and impure substances

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

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

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

- Plot graph from data collected
- Identify different sections of the curve
- Explain what happens at each section

What does a heating curve tell us about a substance?

- Mentor Bk 8 pg. 18
- Graph paper
- Data from previous lesson
- Rulers

- Graph assessment - Oral questions - Written explanations

Mixtures, Elements and Compounds

Physical and chemical changes - Effects of impurities on melting point
Physical and chemical changes - Effects of impurities on boiling point

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

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

- Heat pure and impure candle wax
- Record temperatures for both
- Compare melting points

How do impurities affect the melting point?

- Mentor Bk 8 pg. 19
- Pure candle wax
- Impure candle wax
- Thermometers
- Heat sources
- Mentor Bk 8 pg. 20
- Pure ice
- Salty ice
- Beakers

- Practical assessment - Comparative analysis - Written reports

Mixtures, Elements and Compounds

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

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

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

- Break and crush chalk
- Cut tissue paper and dissolve in water
- Discuss if changes are reversible
- Heat wax until it melts
- Cool and observe changes
- Discuss reversibility

What are physical changes?
What happens to wax when heated and cooled?

- Mentor Bk 8 pg. 21
- Chalk
- Tissue paper
- Water
- Containers
- Mentor Bk 8 pg. 21
- Wax
- Test tube
- Test tube holder
- Heat source

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

Mixtures, Elements and Compounds

Physical and chemical changes - Chemical changes introduction
Physical and chemical changes - Temporary chemical changes

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

- Observation - Oral questions - Group discussions

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

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

- Heat Copper (II) nitrate crystals
- Observe color changes and gas production
- Compare mass before and after

What happens when Copper (II) nitrate is heated?

- Mentor Bk 8 pg. 25
- Copper (II) nitrate
- Boiling tube
- Heat source

- Practical assessment - Safety compliance - Mass comparison

Mixtures, Elements and Compounds

Physical and chemical changes - Applications of physical changes
Physical and chemical changes - Applications of chemical changes
Classes of fire - Causes of fire in nature

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

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

- Discuss melting ice, boiling water, dissolving
- Study pictures of applications
- Give everyday examples
- Discuss combustion, rusting, digestion
- Study chart of applications
- Research using digital devices

How are physical changes applied in daily life?
Why are chemical changes important in our lives?

- Mentor Bk 8 pg. 26
- Pictures showing applications
- Reference books
- Digital resources
- Mentor Bk 8 pg. 27
- Charts
- Digital devices
- Reference materials
- Mentor Bk 8 pg. 38
- Pictures of fire scenes
- Reference books

- Oral questions - Group presentations - Written assignments
- Oral questions - Research presentations - Written reports

Mixtures, Elements and Compounds

Classes of fire - More on causes of fire

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

- Study pictures of risky situations
- Discuss flammable materials
- Identify fire hazards

How can we prevent fires from starting?

- Mentor Bk 8 pg. 39
- Pictures
- Digital resources
- Safety posters

- Oral questions - Written assignments - Safety awareness

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
Classes of fire - Classification of fires

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

- Oral questions - Written tests - Group discussions

Mixtures, Elements and Compounds

Classes of fire - Class A and B fires
Classes of fire - Class C, D and K 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

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

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

What is the difference between Class A and Class B fires?
What types of fires occur in kitchens and laboratories?

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

- Oral questions - Classification exercises - Written tests
- 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
Classes of fire - Water and foam 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
- Extinguisher information
- Safety guidelines
- Reference materials

- Oral questions - Matching exercises - Written tests

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
Classes of fire - Removal of oxygen (smothering)
Classes of fire - Fire safety at school

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

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

- Practice spraying water on paper fire
- Practice removing unburnt materials
- Discuss effectiveness
- Cover candle with inverted glass
- Observe fire going out
- Discuss why fire stops

How does removing heat or fuel stop a fire?
Why does fire stop when oxygen is removed?

- Mentor Bk 8 pg. 46
- Water
- Paper
- Safe burning area
- Supervision
- Mentor Bk 8 pg. 46
- Candle
- Glass
- Matches
- Fire blanket
- Mentor Bk 8 pg. 47
- School compound tour
- Safety guidelines

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

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
Living Things and their Environment

Classes of fire - Project on fire safety posters
Classes of fire - End of sub-strand assessment
The Cell - Cell structure as seen under a light microscope
The Cell - Safety when handling a microscope

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

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

- Define the term cell
- Identify structures of plant and animal cells
- Show interest in studying cells

- Design posters on fire classes and control
- Include fire safety messages
- Display in strategic locations
- Discuss the meaning of cells
- Download diagrams of plant and animal cells from the Internet
- Identify parts of plant and animal cells
- List similarities and differences between plant and animal cells

How can we educate others about fire safety?
What makes up plant and animal cells?

- Mentor Bk 8 pg. 38-48
- Chart paper
- Colors
- Reference materials
- Assessment papers
- Marking guides
- Mentor Integrated Science pg. 49
- Digital devices
- Internet access
- Charts showing cell structures
- Diagrams of plant cells
- Drawing materials
- Mentor Integrated Science pg. 50

- Project assessment - Creativity - Information accuracy
- Observation - Oral questions - Written assignments

Living Things and their Environment

The Cell - Preparation of temporary slides of plant cells
The Cell - Observing plant cells under a light microscope

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

- Prepare temporary slides of plant cells
- Mount specimens correctly
- Demonstrate safety when handling microscope materials

- Collect plant materials
- Prepare thin sections
- Mount specimens on slides
- Add water and cover slip

How do we prepare specimens for observation?

- Mentor Integrated Science pg. 52
- Drawing materials

- Practical assessment - Observation - Oral questions

Living Things and their Environment

The Cell - Functions of parts of a plant cell
The Cell - Functions of nucleus, vacuole and chloroplast
The Cell - Observing animal cells under a light microscope

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

- Describe functions of cell wall and cell membrane
- Explain the role of cytoplasm
- Appreciate the importance of cell structures

- Search for information on functions of plant cell parts
- Discuss functions of cell wall, cell membrane and cytoplasm
- Present findings to classmates

Why does each cell part have a specific function?

- Mentor Integrated Science pg. 52
- Digital devices
- Reference books
- Internet access
- Mentor Integrated Science pg. 53
- Charts
- Mentor Integrated Science pg. 54
- Drawing materials

- Oral presentations - Written assignments - Observation

Living Things and their Environment

The Cell - Differentiating between plant and animal cells

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

- Identify similarities between plant and animal cells
- List differences between the two cell types
- Appreciate diversity in cell structures

- Study diagrams of plant and animal cells
- Discuss similarities (cell membrane, nucleus, cytoplasm)
- Identify differences (cell wall, vacuole, chloroplast)
- Record findings

What are the main differences between plant and animal cells?

- Mentor Integrated Science pg. 55
- Diagrams
- Charts
- Textbooks

- Written assignments - Oral questions - Observation

Living Things and their Environment

The Cell - Characteristics of plant and animal cells
The Cell - Extended activity: Making cell models
The Cell - Role of cells in living organisms

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

- Describe characteristics of plant cells
- Describe characteristics of animal cells
- Show interest in cellular biology

- Explain why cells are basic units of life
- Describe importance of cells in organisms
- Appreciate the role of cells

- Discuss shape and structure of plant cells
- Examine irregular shape of animal cells
- Compare nucleus location in both cells
- Discuss presence of chloroplasts
- Discuss why cells are defined as basic units of life
- Explain importance of cells to living organisms
- Discuss cell specialization
- Share findings with classmates

Why do plant and animal cells have different characteristics?
Why is the cell defined as the basic unit of life?

- Mentor Integrated Science pg. 55
- Charts
- Diagrams
- Digital resources
- Mentor Integrated Science pg. 56
- Cartons
- Plasticine
- Clay
- Manila papers
- Glue
- Mentor Integrated Science pg. 57
- Digital devices
- Reference books
- Charts

- Oral presentations - Written tests - Observation
- Oral presentations - Written assignments - Observation

Living Things and their Environment

The Cell - Magnification of cells: Understanding magnification

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

- Define magnification
- Explain the concept of magnification
- Show interest in microscopy

- Search for meaning of magnification
- Discuss why microscopes have eye-piece and objective lenses
- Explain how magnification helps us see cells

What is magnification and why is it important?

- Mentor Integrated Science pg. 57
- Digital devices
- Reference materials

- Oral questions - Written assignments - Observation

Living Things and their Environment

The Cell - Calculating magnification
The Cell - Microscope lenses and their magnifications

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

- Calculate total magnification of a microscope
- Apply the magnification formula
- Appreciate mathematical applications in science

- Learn magnification formula
- Calculate total magnification using eye-piece and objective lens
- Solve example problems
- Practice calculations

How do we calculate magnification?

- Mentor Integrated Science pg. 58
- Calculator
- Worksheets
- Charts
- Reference books

- Written tests - Calculations - Oral questions

Living Things and their Environment

The Cell - Assessment: Drawing and magnification
The Cell - Assessment and feedback

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

- Draw a plant cell with labels
- Calculate magnification problems
- Explain microscope care

- Draw and label a plant cell
- Adjust microscope for clear viewing
- Calculate magnification from given values
- Explain purposes of thin specimens and staining

How well do you understand cells and microscopy?

- Mentor Integrated Science pg. 59
- Drawing materials
- Calculator
- Assessment sheets
- Mentor Integrated Science pg. 49-59
- Assessment papers
- Marking guides

- Written tests - Drawings - Calculations