Mixtures, Elements and Compounds

Mixtures - Uses of separating methods and end of sub-strand assessment

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

- Summarise the uses of all methods of separating homogeneous mixtures using a complete reference table
- Apply knowledge of separation methods to answer assessment questions on real-life scenarios
- Show confidence in selecting the correct separation method for a given situation

- Read a magazine extract from Jumana Junior School describing how different learners use separation methods at home and in sport
- Complete the summary table of applications of methods of separating homogeneous mixtures
- Respond to Assessment Activity 2.1 questions and discuss answers with classmates

Which method of separation is most useful in everyday life, and how would you explain its use to someone who has never studied science?

- Spotlight Integrated Science pg. 115
- Learner exercise books
- Digital resources

- Written test - Oral questions - Self-assessment

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Introduction to acids and bases
Acids, Bases and Indicators - Classifying solutions using litmus paper
Acids, Bases and Indicators - Classifying household solutions as acidic or basic

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

- Identify common examples of acids — lemon juice, fermented milk, ginger extract — and bases — baking powder solution
- Explain why tasting is not a safe method of identifying acids and bases in the laboratory
- Show awareness of the importance of using safe methods when classifying substances as acids or bases

- Use litmus papers to classify household solutions — orange juice, vinegar, soap solution, wood ash solution, toothpaste, antacid, distilled water, bleach, common salt and sugar solution — as acidic, basic or neutral
- Explain that neutral solutions cause no colour change in either litmus paper
- Show care when handling household chemicals in the laboratory

In groups, learners are guided to:
- Study pictures of a lemon, ginger, fermented milk and baking powder and discuss which are acidic and which are basic based on taste
- Discuss why tasting is not safe in the laboratory and identify alternative safe methods of classification
- Write short notes on the meaning of acids and bases and share for peer review
- Measure 3 cm³ of orange juice and dip red and blue litmus papers, record colour changes in Table 2.10
- Repeat using all other household solutions and record observations for each
- Discuss results and classify each solution as acidic, basic or neutral based on colour changes

Why is it unsafe to taste substances in the laboratory in order to identify them as acids or bases?
What household substances are acidic or basic, and why is it important to know this?

- Spotlight Integrated Science pg. 118
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 119
- Lemon juice, measuring cylinder, ginger extract, fermented milk, baking powder solution, labels, test tube rack, test tubes, blue litmus papers, red litmus papers
- Spotlight Integrated Science pg. 120
- Orange juice, vinegar, soap solution, wood ash solution, toothpaste solution, antacid solution, fermented milk, distilled water, bleach, common salt solution, sugar solution, test tubes, droppers, test tube rack, measuring cylinder, red and blue litmus papers
- Digital resources

- Oral questions - Written assignments - Observation
- Practical assessment - Observation - Oral questions

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Preparing and using a plant extract indicator

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

- Prepare an acid-base indicator from hibiscus flower petals using propanone and filtration
- Use the prepared plant extract to classify household solutions as acidic, basic or neutral
- Show environmental awareness by plucking only the flower petals needed and safely disposing of plant remains

In groups, learners are guided to:
- Cut hibiscus flower petals into small pieces, grind in a mortar with propanone, filter the coloured extract into a beaker
- Add two drops of the plant extract to test tubes containing lemon juice, soap solution, wood ash solution, orange juice, vinegar and other household solutions and record the colour changes in Table 2.11
- Compare colour changes with litmus paper results and discuss which solutions are acidic, basic or neutral

How does a plant extract work as an acid-base indicator, and how does it compare to litmus paper?

- Spotlight Integrated Science pg. 121
- Hibiscus flowers, scalpel, mortar, pestle, propanone, filter funnel, beakers, test tubes, droppers, test tube rack, measuring cylinder, household solutions
- Digital resources

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Physical properties of acids and bases
Acids, Bases and Indicators - Investigating physical properties using litmus and corrosiveness

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

- Identify the physical properties of acids — sour taste, turns red litmus paper blue, corrosive, conducts electricity
- Identify the physical properties of bases — bitter taste, turns red litmus paper blue, slippery feel, conducts electricity
- Show safety awareness by following correct procedures when investigating properties of acids and bases

In groups, learners are guided to:
- Use digital or print media to search for physical properties of acids and bases and write findings in exercise books
- Taste fermented milk and lemon juice using a clean spoon to observe the sour taste of acids
- Pour a little soap solution on the palm, rub and discuss the slippery feel of bases

What are the key differences between the physical properties of acids and those of bases?

- Spotlight Integrated Science pg. 123
- Fermented milk, lemon juice, ginger extract, clean spoons, digital resources
- Reference books
- Spotlight Integrated Science pg. 124
- Red and blue litmus papers, droppers, dilute sulphuric acid, dilute sodium hydroxide, test tubes, test tube rack, measuring cylinder, protective clothing
- Digital resources

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Electrical conductivity of acids and bases

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

- Investigate whether dilute sulphuric acid and dilute sodium hydroxide conduct electricity
- Explain that solutions of acids and bases conduct electricity because they contain ions
- Show care when setting up an electrical circuit involving liquid conductors

In groups, learners are guided to:
- Set up a conductivity circuit using a dry cell, switch, bulb, connecting wire, graphite rods, rubber cork and glass beaker
- Pour dilute sulphuric acid into the beaker, close the switch and observe whether the bulb lights
- Repeat using dilute sodium hydroxide solution and distilled water, then drain and rinse the beaker after each test

Why do solutions of acids and bases conduct electricity while distilled water does not?

- Spotlight Integrated Science pg. 125
- Measuring cylinder, glass beaker, rubber cork, connecting wire, dry cell, switch, graphite rods, dilute sulphuric acid, dilute sodium hydroxide, distilled water
- Digital resources

- Practical assessment - Observation - Oral questions

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Introduction to applications of acids, bases and indicators
Acids, Bases and Indicators - Discussing applications of acids and bases
Acids, Bases and Indicators - Investigating use of indicators in real life

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

- Identify common examples of acids, bases and indicators used in daily life — vinegar, toothpaste, fertiliser, car battery, antacid tablets and soil indicators
- Link each substance to a specific acid, base or indicator
- Show curiosity about the scientific basis of everyday substances

- Describe specific applications of acids and bases in real life — wood ash for removing bad smell, antacid tablets for acidity, lime for neutralising soil
- Apply knowledge of acids and bases to explain the scenarios shown in pictures and discussion cards
- Appreciate the practical value of acids and bases in solving everyday problems

In groups, learners are guided to:
- Study pictures of vinegar, toothpaste, fertiliser, car battery, antacid tablets and discuss which contain acids, bases or indicators
- Use digital or print media to search for applications of acids, bases and indicators and write findings in exercise books
- Share findings with classmates for peer assessment
- Study pictures of Patrick using wood ash and Nimo taking antacid tablets and explain the role of acids or bases in each scenario
- Discuss other applications of acids and bases at home, in agriculture and in medicine
- Write short notes on applications of acids and bases in at least four real-life contexts and share for peer review

How do acids and bases play a role in substances and activities you encounter every day?
How does knowing whether a substance is an acid or a base help you make better decisions in daily life?

- Spotlight Integrated Science pg. 126
- Digital resources
- Reference books
- Pictures of acids, bases and indicator products
- Spotlight Integrated Science pg. 127
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 128
- Four soil samples, electronic balance, conical flasks, droppers, filter funnel, filter paper, measuring cylinder, beaker, red and blue litmus papers

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

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Indicator practical results and conclusions

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

- Interpret results from the soil indicator practical and draw conclusions about soil acidity
- Explain that soil can become acidic over time and describe how lime is used to neutralise acidic soil
- Show concern for sustainable farming practices by linking soil acidity to crop health

- Discuss practical activity results — which soil samples turned litmus paper red or blue — and draw a conclusion table
- Read the points to note summarising what learners observed about filtrate colour and soil acidity
- Answer discussion questions on how indicators can be used in real life to prevent soil acidification and crop loss

What should a farmer do after discovering that the soil on their farm is too acidic, and why?

- Spotlight Integrated Science pg. 129
- Learner exercise books
- Digital resources
- Reference books

- Oral questions - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Summarising uses of acids, bases and indicators

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

- State the specific uses of acids — sulphuric acid in fertilisers, citric acid in food preservation, carbonic acid in fizzy drinks
- State the uses of bases — magnesium hydroxide as antacid, calcium hydroxide to neutralise acidic soils, sodium hydroxide in soap
- Show appreciation for the chemistry behind products used in daily life

- Read a class conversation between teacher Wahome and learners at Langi Junior School discussing uses of acids, bases and indicators
- Write the uses of acids, bases and indicators as explained in the conversation
- Discuss other uses of acids, bases and indicators not mentioned in the conversation and add to notes

How does knowing the specific uses of acids and bases help you understand the products you use every day?

- Spotlight Integrated Science pg. 130
- Digital resources
- Reference books

- Oral questions - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Uses of acids, bases and indicators flash cards
Acids, Bases and Indicators - End of sub-strand assessment

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

- Apply knowledge of uses of acids, bases and indicators to create informative flash cards
- Recall at least three uses each of acids, bases and indicators from the summary points to note
- Show creativity and communication skills when designing and presenting flash cards

In groups, learners are guided to:
- Read flash cards from Ken, Brenda and Ritah describing uses of indicators in farming, acids in car batteries and bases in antacids
- Create personal flash cards appreciating at least one use each of acids, bases and indicators in daily life
- Display flash cards at the Integrated Science corner and present to classmates

Why do you think it is important for a Grade 7 learner to know the uses of acids, bases and indicators in real life?

- Spotlight Integrated Science pg. 131
- Flash card materials — cardboard, markers
- Digital resources
- Spotlight Integrated Science pg. 132
- Learner exercise books

- Peer assessment - Oral questions - Observation

Living Things and the Environment

Human Reproductive System - Parts of the male reproductive system
Human Reproductive System - Parts of the female reproductive system
Human Reproductive System - Functions of the male reproductive system
Human Reproductive System - Functions of the female reproductive system
Human Reproductive System - Adolescence: meaning and onset

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

- Identify the parts of the male human reproductive system (penis, testis, urethra, sperm duct, glands, scrotum)
- State the location of each part
- Show respect when learning about the human body

- State the function of each part of the female reproductive system
- Explain how the parts work together during reproduction
- Show interest in understanding body systems

In groups, learners are guided to:
- Use charts to observe and identify parts of the male reproductive system
- Draw and label the male reproductive system in exercise books
- Peer-review labelled diagrams
- Use print or digital media to search for functions of parts of the female reproductive system
- Complete a table matching parts to their functions
- Discuss findings with classmates

What parts make up the male human reproductive system?
What is the function of each part of the female reproductive system?

- Spotlight Integrated Science pg. 135
- Charts showing male reproductive system
- Exercise books
- Spotlight Integrated Science pg. 136
- Charts showing female reproductive system
- Spotlight Integrated Science pg. 137
- Charts
- Reference books
- Spotlight Integrated Science pg. 138
- Charts
- Reference books
- Spotlight Integrated Science pg. 141
- Internet access

- Observation - Oral questions
- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Physical changes in boys during adolescence
Human Reproductive System - Physical changes in girls during adolescence
Human Reproductive System - Physical challenges during adolescence

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

- Describe the physical changes that take place in boys during adolescence
- Explain the biological reasons for each change
- Show acceptance of physical changes as a normal part of development

In groups, learners are guided to:
- Use print or digital media to research physical changes in boys during adolescence
- Compile a list of physical changes specific to boys
- Share findings with the class

What physical changes take place in boys during adolescence?

- Spotlight Integrated Science pg. 142
- Reference books
- Charts
- Spotlight Integrated Science pg. 143
- Spotlight Integrated Science pg. 144
- Internet access

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Social and emotional challenges during adolescence
Human Reproductive System - Managing developmental challenges

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

- Describe the social and emotional challenges faced during adolescence
- Explain the impact of peer pressure and mood swings
- Show empathy toward peers experiencing developmental challenges

In groups, learners are guided to:
- Discuss social and emotional challenges (peer pressure, low self-esteem, mood swings)
- Use print or digital media to search for strategies for managing emotional challenges
- Share findings with classmates sensitively

What social and emotional challenges do adolescents face?

- Spotlight Integrated Science pg. 145
- Reference books
- Internet access
- Spotlight Integrated Science pg. 146
- Charts

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Developing a plan to manage challenges

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

- Develop a personal plan to manage developmental challenges during adolescence
- Include both physical and emotional management strategies
- Show responsibility in taking care of one's own health and wellbeing

In groups, learners are guided to:
- Collaboratively create a plan to manage developmental challenges
- Include practical daily activities such as hygiene, exercise, and seeking support
- Present and peer-review plans with classmates

What would a practical personal plan for managing adolescence look like?

- Spotlight Integrated Science pg. 147
- Plan template
- Exercise books

- Checklist - Observation

Living Things and the Environment

Human Reproductive System - Social and reproductive implications of adolescence
Human Reproductive System - Review and assessment
Human Excretory System - Introduction to excretion

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

- Recognise that physical changes during adolescence have social and reproductive implications
- Explain how adolescence prepares the body for reproduction
- Show self-discipline and responsibility in managing adolescent changes

- Recall and explain key concepts on the human reproductive system and adolescence
- Complete an assessment task on sub-strand 3.1
- Show confidence in discussing topics in the human reproductive system

In groups, learners are guided to:
- Discuss how physical changes during adolescence relate to social roles and reproductive maturity
- Use print or digital media to search for information on reproductive implications
- Discuss the importance of self-discipline during adolescence
- Complete a review exercise covering all 3.1 topics
- Peer-mark and discuss corrections
- Teacher provides feedback on performance

What are the social and reproductive implications of physical changes during adolescence?
What are the key concepts about the human reproductive system and adolescence?

- Spotlight Integrated Science pg. 149
- Reference books
- Internet access
- Spotlight Integrated Science pg. 150
- Assessment papers
- Exercise books
- Spotlight Integrated Science pg. 153
- Charts showing excretory organs
- Reference books

- Oral questions - Written assignments
- Written test - Oral questions

Living Things and the Environment

Human Excretory System - Parts of the human skin I

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

- Identify the layers and parts of the human skin (epidermis, dermis, sweat glands, sweat duct, sweat pore)
- Draw and label a cross-section of the human skin
- Show appreciation for the protective role of the skin

In groups, learners are guided to:
- Use a chart or model to observe and identify parts of the human skin
- Draw and label a cross-section of the skin in exercise books
- Observe external parts of the skin using a hand lens

What are the main parts that make up the human skin?

- Spotlight Integrated Science pg. 154
- Charts showing skin cross-section
- Hand lens

- Observation - Oral questions

Living Things and the Environment

Human Excretory System - Functions of parts of the human skin II

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

- State the function of each part of the human skin
- Explain how sweat glands, ducts, and pores work together to excrete sweat
- Show care for the skin as an important organ

In groups, learners are guided to:
- Complete a table matching parts of the skin to their functions
- Discuss how the skin excretes waste products through sweat
- Use the course book to verify functions of skin parts

What is the function of each part of the human skin?

- Spotlight Integrated Science pg. 155
- Function table
- Reference books

- Written assignments - Oral questions

Living Things and the Environment

Human Excretory System - Waste products from the skin and lungs
Human Excretory System - Parts of the urinary system

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

- State the waste products excreted through the skin (excess water, salts, urea in sweat)
- Describe the waste product excreted through the lungs (carbon IV oxide)
- Show interest in understanding how the body manages waste

In groups, learners are guided to:
- Discuss waste products removed through the skin
- Carry out an experiment demonstrating that the lungs excrete carbon IV oxide (blowing into lime water)
- Record and discuss observations

What waste products are removed through the skin and lungs?

- Spotlight Integrated Science pg. 156
- Lime water, boiling tube, straw
- Charts
- Spotlight Integrated Science pg. 158
- Charts showing urinary system
- Exercise books

- Practical work - Observation

Living Things and the Environment

Human Excretory System - Functions of parts of the urinary system
Human Excretory System - External features of the kidney

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

- State the function of each part of the urinary system
- Explain how the kidneys filter blood to produce urine
- Appreciate the importance of the urinary system in maintaining health

- Describe the external appearance of the kidney and the vessels serving it
- Identify the renal artery and renal vein and state their roles
- Show interest in the structure and function of the kidneys

In groups, learners are guided to:
- Complete a table matching parts of the urinary system to their functions
- Discuss how each part contributes to the production and removal of urine
- Use the course book to verify functions
- Use a chart to observe the external features of the kidney
- Identify the renal artery (blood in) and renal vein (blood out)
- Discuss the role of each vessel in kidney function

What does each part of the urinary system do?
What does the kidney look like from outside and what blood vessels serve it?

- Spotlight Integrated Science pg. 159
- Function table
- Reference books
- Spotlight Integrated Science pg. 160
- Kidney charts or models
- Reference books

- Written assignments - Oral questions
- Oral questions - Observation

Living Things and the Environment

Human Excretory System - Modelling the urinary system

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

- Construct a model of the urinary system using locally available materials
- Label the parts of the modelled urinary system correctly
- Show creativity and collaboration when making the model

In groups, learners are guided to:
- Work in groups to construct a model of the urinary system using carton and available materials
- Label all parts of the model
- Display and peer-assess models in class

How can a model of the urinary system be constructed using local materials?

- Spotlight Integrated Science pg. 161
- Carton, scissors, glue, colours
- Pencil

- Practical work - Observation - Checklist

Living Things and the Environment

Human Excretory System - Causes of kidney disorders
Human Excretory System - Prevention of kidney disorders

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

- Identify common kidney disorders (kidney stones, kidney failure, urinary tract infections)
- Describe the causes of each kidney disorder
- Show concern for maintaining kidney health

In groups, learners are guided to:
- Use print or digital media to search for information on common kidney disorders and their causes
- List and discuss the causes of kidney stones, kidney failure, and UTIs
- Share findings with classmates

What are the common causes of kidney disorders in human beings?

- Spotlight Integrated Science pg. 163
- Reference books
- Internet access
- Spotlight Integrated Science pg. 164

- Oral questions - Written assignments

Living Things and the Environment

Human Excretory System - Daily log for skin and kidney health I

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

- Identify activities that promote both skin and kidney health
- Explain why regular exercise, hydration, and hygiene support excretory health
- Show self-discipline in adopting healthy daily habits

In groups, learners are guided to:
- Discuss activities that promote skin and kidney health (bathing, drinking water, exercising)
- List daily activities that support excretory organ health
- Begin designing a personal daily health log

What daily activities promote skin and kidney health?

- Spotlight Integrated Science pg. 166
- Reference books
- Health log template

- Observation - Oral questions

Living Things and the Environment

Human Excretory System - Daily log for skin and kidney health II
Human Excretory System - Healthy lifestyle for skin and kidney health
Human Excretory System - Review and assessment

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

- Develop and maintain a personal daily log of activities that promote skin and kidney health
- Use the log to monitor healthy habits over time
- Show commitment to maintaining a healthy excretory system

- Explain why a healthy lifestyle is essential for maintaining skin and kidney health
- Describe the consequences of neglecting skin and kidney health
- Appreciate the importance of a healthy lifestyle in overall wellbeing

In groups, learners are guided to:
- Collaborate with peers to develop a weekly health log tracking activities
- Complete the log over one week and reflect on habits
- Share logs with classmates for peer assessment
- Discuss the consequences of poor lifestyle choices on skin and kidneys
- Search print or digital media for information on promoting skin and kidney health
- Invite a resource person (health worker) to talk about healthy lifestyles

How can a daily log help track activities that promote excretory health?
Why is a healthy lifestyle important for the skin and kidneys?

- Spotlight Integrated Science pg. 167
- Health log template
- Exercise books
- Spotlight Integrated Science pg. 169
- Reference books
- Internet access
- Spotlight Integrated Science pg. 170
- Assessment papers
- Exercise books

- Checklist - Anecdotal records
- Oral questions - Written assignments

Force and Energy

Electrical Energy - Sources of electricity in the environment
Electrical Energy - Sources of electricity: generated and alternative sources
Electrical Energy - Renewable and non-renewable electricity sources

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

- Identify natural sources of electricity in the environment (solar, wind, hydro-electric, geothermal)
- Describe how each natural source generates electricity
- Show appreciation for natural energy sources available in the environment

In groups, learners are guided to:
- Discuss sources of electricity used at home, in hospitals, schools, and markets
- Study pictures of sources of electricity (solar panels, windmills, geothermal plant, hydroelectric plant, battery, dry cell, fossil fuel station, nuclear power plant) and identify each
- Use print or digital media to search for more information on sources of electricity

What are the sources of electricity in the environment?

- Spotlight Integrated Science pg. 172
- Pictures of electricity sources (charts)
- Internet access / digital media
- Spotlight Integrated Science pg. 173
- Diagrams of biomass and nuclear electricity production
- Reference books
- Spotlight Integrated Science pg. 174
- Classification chart

- Oral questions - Observation - Anecdotal records

Force and Energy

Electrical Energy - Components of a simple electrical circuit
Electrical Energy - Setting up a series circuit

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

- Identify the components of a simple electrical circuit (dry cell, connecting wires, bulb holder, switch, bulb)
- Describe the function of each circuit component
- Show interest in understanding how electric current flows in a circuit

In groups, learners are guided to:
- Study a diagram of a simple electrical circuit and read aloud the names of all components
- Discuss the meaning of an electrical circuit based on the diagram
- Draw and label a well-labelled diagram of a simple electrical circuit in exercise books

What components make up a simple electrical circuit?

- Spotlight Integrated Science pg. 175
- Dry cells, connecting wires, bulb and bulb holder, switch
- Circuit diagram charts
- Spotlight Integrated Science pg. 176
- Two dry cells, two bulbs, two bulb holders, switch, connecting wires
- Safety guidelines

- Observation - Oral questions

Force and Energy

Electrical Energy - Setting up a parallel circuit
Electrical Energy - Comparing series and parallel circuits
Electrical Energy - Identifying common electrical appliances

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

- Set up a simple electrical circuit with cells and bulbs connected in parallel
- Observe and explain the behaviour of bulbs in a parallel circuit
- Appreciate why parallel circuits are used in homes

In groups, learners are guided to:
- Arrange two dry cells in parallel (like terminals connected) and connect to two bulbs in parallel
- Close the circuit and observe that both bulbs light up
- Remove one bulb and observe that the other bulb remains lit; discuss why

How does a parallel circuit behave when one component is removed?

- Spotlight Integrated Science pg. 177
- Two dry cells, two bulbs, two bulb holders, switch, connecting wires
- Safety guidelines
- Spotlight Integrated Science pg. 178
- Completed circuit diagrams
- Reference books
- Spotlight Integrated Science pg. 181
- Pictures of electrical appliances (charts)

- Practical work - Observation - Written assignments

Force and Energy

Electrical Energy - Uses and energy conversion of electrical appliances
Electrical Energy - Safety measures when using electrical appliances
Electrical Energy - Applying safety measures in practical scenarios

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

- Explain the use of each common electrical appliance and the energy conversion it performs
- Match electrical appliances to their functions in a table
- Appreciate how a wide range of electrical appliances improve quality of life

- Apply electrical safety knowledge to real-life scenarios involving electrical appliances
- Advise peers on safety measures for specific appliances (electric cooker, iron box, heater, blender)
- Show commitment to observing safety rules at all times

- Copy and complete a table matching electrical appliances to their uses (electric cooker for cooking, iron box for ironing, oven for baking, refrigerator for preserving food, electric lamp for lighting, blow dryer for drying hair, television for watching, fan for cooling, electric speaker for playing music)
- Search for electrical appliances used in hotels, hospitals, shops, and schools
- Share findings with classmates for peer assessment
- Discuss each safety rule: do not overload sockets, replace damaged cords, unplug unused appliances, use appliances for correct purpose, do not use with wet hands, unplug when cleaning, always monitor appliances in use
- Advise Grade 7 learners using an electric cooker, iron box, heater, and blender during a practical session on safety measures
- Share with parents/guardians what was learnt about electrical safety at home

How do electrical appliances convert electrical energy to other forms of energy?
How can electrical accidents involving appliances be prevented?

- Spotlight Integrated Science pg. 182
- Appliances table
- Internet access
- Spotlight Integrated Science pg. 184
- Safety posters
- Pictures of safe/unsafe practices
- Spotlight Integrated Science pg. 185
- Scenario cards
- Reference books

- Written assignments - Oral questions
- Written assignments - Observation

Force and Energy

Electrical Energy - Uses of electricity in day-to-day life

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

- Identify the various uses of electricity in homes, schools, hotels, markets, and places of worship
- Explain how electricity has improved quality of life in communities
- Appreciate electricity as an essential form of energy in daily life

In groups, learners are guided to:
- Study pictures showing various uses of electricity (cooking, ironing, boiling water, lighting, playing music, preserving food, washing clothes, warming food, baking) and identify uses shown
- Share how family members use electricity at home
- Discuss uses of electricity in schools, hotels, markets, places of worship, and roads

How is electricity used in day-to-day life?

- Spotlight Integrated Science pg. 187
- Pictures showing uses of electricity
- Reference books

- Oral questions - Written assignments

Force and Energy

Electrical Energy - Summarising uses of electrical appliances
Electrical Energy - Review and assessment

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

- Summarise the uses of specific electrical appliances in a table
- Organise a class debate on the importance of electricity in daily life
- Show confidence in discussing and defending the role of electricity in the community

- Remind learners of electrical appliances studied earlier and list them
- Copy and complete a table summarising electrical appliances and their uses
- Organise and participate in a class debate on the motion: 'Electricity plays an important role in our day-to-day life'; take notes on points raised

In what ways does electricity play an important role in our day-to-day life?

- Spotlight Integrated Science pg. 188
- Table of uses
- Reference books
- Spotlight Integrated Science pg. 189
- Assessment papers
- Self-assessment table

- Oral questions - Written assignments

Force and Energy

Magnetism - Introduction to magnets and types

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

- Define a magnet and magnetism
- Identify common types of magnets (bar magnet, horseshoe magnet, ring magnet, U-shaped magnet)
- Show curiosity about the nature and properties of magnets

In groups, learners are guided to:
- Discuss the meaning of a magnet (a piece of metal that exerts physical force attracting some objects) and magnetism (force exerted by magnets when they attract or repel each other)
- Study pictures of types of magnets and identify bar magnet, horseshoe magnet, ring magnet, and U-shaped magnet
- Use print or digital media to search for information on magnetism and types of magnets

What is a magnet and what types of magnets are there?

- Spotlight Integrated Science pg. 192
- Bar magnet, horseshoe magnet, ring magnet
- Reference books

- Oral questions - Observation

Force and Energy

Magnetism - Attractive property of a magnet
Magnetism - Repulsive property of a magnet
Magnetism - Polarity and magnetic strength

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

- Demonstrate the attractive property of a magnet using a practical activity
- Explain what it means for a magnet to attract an object
- Show interest in observing and recording scientific observations accurately

- Demonstrate the repulsive property of a magnet using two bar magnets
- Explain what happens when like poles are brought together
- Show accuracy in recording observations from a practical activity

In groups, learners are guided to:
- Spread paper on a flat surface; place small nails on paper; bring a magnet close to nails and observe
- Record observations (magnet attracts nails) and discuss with classmates
- Explain the meaning of the attractive property based on the practical activity
- Suspend a bar magnet on a wooden stand using a string
- Bring the north pole of a second bar magnet toward the north pole of the suspended magnet and observe repulsion
- Bring the south pole toward the south pole and observe repulsion; record and discuss observations

What happens when a magnet is brought close to small nails?
What happens when like poles of two magnets are brought together?

- Spotlight Integrated Science pg. 193
- Magnet (any type), paper, small nails
- Exercise books
- Spotlight Integrated Science pg. 194
- Two bar magnets, string, wooden stand
- Exercise books
- Spotlight Integrated Science pg. 195
- Bar magnet, plain paper, iron filings
- Working table

- Practical work - Observation - Checklist

Force and Energy

Magnetism - Directional property of a magnet

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

- Demonstrate the directional property of a freely suspended magnet
- Explain why a suspended magnet always aligns north–south
- Appreciate the application of the directional property in compass navigation

In groups, learners are guided to:
- Suspend a bar magnet on a wooden stand using a thick string
- Flip the magnet to make it rotate, then wait for it to come to rest
- Use an earth's compass to confirm that the north pole faces geographic north and south pole faces geographic south; discuss use in compasses

Why does a freely suspended magnet always point in the north–south direction?

- Spotlight Integrated Science pg. 196
- Bar magnet, thick string, wooden stand, compass
- Exercise books

- Practical work - Observation - Oral questions

Force and Energy

Magnetism - Basic law of magnetism

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

- State the basic law of magnetism (like poles repel; unlike poles attract)
- Demonstrate the law by investigating the force between different poles of two bar magnets
- Show appreciation for the role of laws in organising scientific knowledge

In groups, learners are guided to:
- Suspend one bar magnet on a stand; bring the north pole of a second magnet toward the suspended magnet's north, south, and then the opposite poles
- Record whether attraction or repulsion occurs each time
- State the basic law: like poles repel, unlike poles attract; relate to compass needle behaviour

What is the basic law of magnetism?

- Spotlight Integrated Science pg. 197
- Two bar magnets, thick string, wooden stand
- Exercise books

- Practical work - Oral questions

Force and Energy

Magnetism - Classifying materials as magnetic or non-magnetic
Magnetism - Properties and socio-economic value of magnetic materials

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

- Classify a range of materials as magnetic or non-magnetic using a permanent magnet
- Give examples of magnetic materials (iron, steel, cobalt, nickel) and non-magnetic materials (wood, plastic, paper, copper, aluminium, glass, brass)
- Show curiosity about why certain materials are attracted to magnets

In groups, learners are guided to:
- Suspend a bar magnet on a wooden stand; test each material (nail, aluminium foil, sewing needle, copper wire, leaf, wooden stick, piece of paper, plastic ruler, staple pin, razor blade, glass rod, fork, rubber) by bringing it near the magnet
- Record observations in a table: attracted/not attracted
- Study pictures of materials and group them as magnetic or non-magnetic

How can materials be classified as magnetic or non-magnetic?

- Spotlight Integrated Science pg. 198
- Bar magnet, wooden stand, assorted materials (nail, aluminium foil, needle, copper wire, leaf, wooden stick, paper, plastic ruler, staple pin, razor blade, glass rod, fork, rubber)
- Results table
- Spotlight Integrated Science pg. 199
- Reference books
- Internet access

- Practical work - Observation - Checklist

Force and Energy

Magnetism - Uses of magnets in day-to-day life
Magnetism - Uses of magnets: devices and personal applications

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

- Identify uses of magnets in day-to-day life (door bells, bicycle dynamos, electric motors, separation of mixtures, memory storage, magnetic compass, toys, bag closures)
- Explain how each use relates to the properties of magnets
- Show interest in the widespread use of magnets in everyday objects

- Describe specific everyday uses of magnets (refrigerator door seals, speakers, radio tuners, magnetic screwdrivers, magnetic toys, bag magnetic snap buttons)
- Explain how the magnetic property enables each specific use
- Appreciate the range of ways magnets are applied in personal and household items

- Study photographs showing various uses of magnets in daily life and discuss each use
- Read a dialogue discussing uses of magnets in door bells, bicycle dynamos, electric motors, separation of mixtures, and computer memory storage
- Write a composition on uses of magnets in day-to-day life and share with classmates
- Read flash cards from Grade 7 learners describing personal uses of magnets (magnetic bag closure, magnetic toys, magnetic screwdriver, magnetic compass)
- Discuss how refrigerator doors use magnets to shut tight, speakers use magnets to produce sound, and radio tuners use magnets
- Discuss uses of magnets in bicycle dynamos for lighting bicycle lamps

How are magnets used in day-to-day life?
Which household items use magnets and how do the magnets make them work?

- Spotlight Integrated Science pg. 200
- Pictures of magnetic applications
- Reference books
- Spotlight Integrated Science pg. 201
- Flash cards
- Reference books

- Oral questions - Written assignments
- Oral questions - Observation

Force and Energy

Magnetism - Applications of magnets in industry and technology
Magnetism - Applications of magnets in transport and communication

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

- Describe the applications of magnets in industry, medicine, and technology
- Explain how magnets are used for separation of mixtures, magnetic compass, and computer memory storage
- Show appreciation for the wide impact of magnets in modern industry and technology

In groups, learners are guided to:
- Discuss applications of magnets: separation of mixtures where one component is magnetic; magnetic compass needle aligned to earth's magnetic field; small magnets in computers for memory storage
- Explain how magnets in toys make parts stick together
- Use digital or print media to search for more industrial and technological applications of magnets

How are magnets applied in industry, medicine, and technology?

- Spotlight Integrated Science pg. 202
- Reference books
- Internet access
- Spotlight Integrated Science pg. 203

- Oral questions - Written assignments

Force and Energy

Magnetism - Review and consolidation of magnetism

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

- Recall and explain all key concepts on magnetism (properties, classification of materials, uses, applications)
- Answer varied questions on magnetism accurately
- Show confidence when discussing topics in magnetism

In groups, learners are guided to:
- Answer review questions: name magnetic materials; describe an experiment to distinguish a metal from a magnet; explain why iron filings cluster at the poles of a magnet; write steps to demonstrate directional property; identify poles of magnets given repulsion/attraction information
- Peer-check answers and discuss corrections with teacher guidance

What are the key concepts about magnetism?

- Spotlight Integrated Science pg. 204
- Review question sets
- Exercise books

- Written test - Oral questions

Force and Energy

Magnetism - Assessment and Strand 4 review

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

- Demonstrate mastery of all Strand 4 topics including Electrical Energy and Magnetism
- Complete a self-assessment of confidence for each sub-strand outcome
- Show a positive and reflective attitude toward the completion of Strand 4

In groups, learners are guided to:
- Complete a written assessment covering all topics in sub-strand 4.2 and Strand 4 overall
- Copy and complete the self-assessment table ticking confidence level for each outcome (demonstrating properties of a magnet; classifying magnetic/non-magnetic materials; identifying uses of magnets; explaining applications of magnets)
- Teacher provides summative feedback on strand performance

How well do learners understand Magnetism and Strand 4 overall?

- Spotlight Integrated Science pg. 205
- Assessment papers
- Self-assessment table

- Written test - Assessment rubric - Oral questions