Scientific Investigation

Laboratory Apparatus and Instruments - Meaning of basic science skills

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

- Define the seven basic science skills — manipulative, observation, measurement, classification, prediction, communication and conclusion
- Identify basic science skills applied in real-life situations such as sorting, measuring and repairing
- Show interest in applying basic science skills during practical activities

In groups, learners are guided to:
- Study pictures of real-life activities and identify the specific science skill applied in each
- Use digital or print media to search for the meanings of all seven basic science skills
- Complete a summary table matching each skill to its meaning and share for peer review

How do the skills you use in everyday life connect to the skills needed in a science experiment?

- Spotlight Integrated Science pg. 37
- Digital resources
- Reference books

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Apparatus and Instruments - Applying basic skills in a practical activity

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

- Apply basic science skills during a filtration experiment using water and sand
- Identify which specific skills are used before, during and after the experiment
- Show accuracy and care when handling laboratory apparatus during the activity

In groups, learners are guided to:
- Carry out the filtration experiment using filter paper, measuring cylinder, electronic balance, funnel, beaker, sand and water
- Record observations and complete a table showing science skills applied at each stage
- Present findings on applied science skills to classmates for peer learning

Which basic science skills are most important at the start of an experiment, and why?

- Spotlight Integrated Science pg. 39
- Filter paper, beaker, measuring cylinder, sand, water, electronic balance, funnel
- Reference books

- Practical assessment - Observation - Oral questions

Scientific Investigation

Laboratory Apparatus and Instruments - Applying basic skills in a practical activity
Laboratory Apparatus and Instruments - Apparatus for measuring volume

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

- Apply basic science skills during a filtration experiment using water and sand
- Identify which specific skills are used before, during and after the experiment
- Show accuracy and care when handling laboratory apparatus during the activity

- Identify apparatus for measuring volume — pipette, burette, measuring cylinder, volumetric flask, syringe, graduated beaker and Eureka can
- State the specific use of each volume-measuring apparatus
- Show care when handling glass apparatus to prevent breakages and cuts

In groups, learners are guided to:
- Carry out the filtration experiment using filter paper, measuring cylinder, electronic balance, funnel, beaker, sand and water
- Record observations and complete a table showing science skills applied at each stage
- Present findings on applied science skills to classmates for peer learning
- Visit the school laboratory and observe volume-measuring apparatus with guidance from teacher or lab technician
- Draw, name and write the use of each volume-measuring apparatus in exercise books
- Use digital media to identify any additional volume-measuring apparatus

Which basic science skills are most important at the start of an experiment, and why?
How do scientists ensure accurate volume measurements when carrying out experiments?

- Spotlight Integrated Science pg. 39
- Filter paper, beaker, measuring cylinder, sand, water, electronic balance, funnel
- Reference books
- Spotlight Integrated Science pg. 42
- Burette, pipette, measuring cylinder, volumetric flask, graduated beaker
- Digital resources

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

Scientific Investigation

Laboratory Apparatus and Instruments - Practising use and care of volume-measuring apparatus

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

- Use a measuring cylinder, graduated beaker, pipette, burette and volumetric flask to measure volumes correctly
- Clean, dry and store volume-measuring glass apparatus properly after use
- Demonstrate careful and accurate handling of glass apparatus at all times

In groups, learners are guided to:
- Use a measuring cylinder to measure 50 ml of distilled water reading at the lower meniscus
- Practise drawing distilled water into a pipette using a pipette filler and transferring it to a beaker
- Practise clamping, filling and reading a burette, then clean and store all apparatus on the drying rack

Why is it important to read a measuring cylinder at the lower meniscus rather than the top of the liquid?

- Spotlight Integrated Science pg. 44
- Measuring cylinder, graduated beaker, burette, pipette, volumetric flask, distilled water, drying rack
- Digital resources

- Practical assessment - Observation - Oral questions

Scientific Investigation

Laboratory Apparatus and Instruments - Apparatus for measuring mass and weight

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

- Identify apparatus for measuring mass and weight — electronic balance, top pan balance, beam balance and spring balance
- State the use and the difference between measuring mass and measuring weight
- Show care when handling sensitive balance instruments

In groups, learners are guided to:
- Identify apparatus for measuring mass and weight from pictures and a laboratory visit
- Draw and name the apparatus used to measure mass and weight and write the use of each
- Practise using a spring balance by hanging a stone on a string and reading the weight

What is the difference between mass and weight, and which apparatus measures each correctly?

- Spotlight Integrated Science pg. 50
- Electronic balance, spring balance, beam balance
- Digital resources

- Observation - Oral questions - Written assignments

Scientific Investigation

Laboratory Apparatus and Instruments - Apparatus for measuring mass and weight

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

- Identify apparatus for measuring mass and weight — electronic balance, top pan balance, beam balance and spring balance
- State the use and the difference between measuring mass and measuring weight
- Show care when handling sensitive balance instruments

In groups, learners are guided to:
- Identify apparatus for measuring mass and weight from pictures and a laboratory visit
- Draw and name the apparatus used to measure mass and weight and write the use of each
- Practise using a spring balance by hanging a stone on a string and reading the weight

What is the difference between mass and weight, and which apparatus measures each correctly?

- Spotlight Integrated Science pg. 50
- Electronic balance, spring balance, beam balance
- Digital resources

- Observation - Oral questions - Written assignments

Scientific Investigation

Laboratory Apparatus and Instruments - Apparatus for measuring temperature and length

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

- Identify apparatus for measuring temperature — thermometer and infrared thermometer
- Identify apparatus for measuring length — metre rule, tape measure, vernier callipers and micrometre screw gauge
- Use a thermometer to measure and record temperature of water in different states

In groups, learners are guided to:
- Arrange a set-up with a thermometer, heat source, wire gauze and tripod stand and measure temperature of ice water, lukewarm water and hot water
- Use a metre rule and tape measure to measure the length, width and height of a wooden block and textbook
- Record all measurements in correct SI units in exercise books

How does the choice of length-measuring instrument depend on the size and shape of the object being measured?

- Spotlight Integrated Science pg. 53
- Thermometer, metre rule, tape measure, tripod stand, wire gauze, heat source
- Digital resources

- Practical assessment - Observation - Oral questions

Scientific Investigation

Laboratory Apparatus and Instruments - Heating apparatus and parts of a Bunsen burner

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

- Identify sources of heat in the laboratory — Bunsen burner, spirit lamp, candle, kerosene stove, electric hot plate and heating mantle
- Name and state the function of each part of a Bunsen burner
- Show caution when lighting and handling a Bunsen burner

In groups, learners are guided to:
- Study pictures of heating apparatus and identify the name and use of each heat source
- Use a diagram to identify and label parts of a Bunsen burner — gas inlet, base, gas jet, chimney, air hole and collar
- Complete a table matching each Bunsen burner part to its stated function

How does adjusting the air hole of a Bunsen burner change the type of flame produced?

- Spotlight Integrated Science pg. 60
- Bunsen burner diagram chart
- Digital resources

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Apparatus and Instruments - Practising use and care of the Bunsen burner

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

- Set up a Bunsen burner correctly on a tripod stand with wire gauze and heat water safely
- Distinguish between the luminous and non-luminous flames of a Bunsen burner
- Demonstrate proper care and storage of a Bunsen burner after use

In groups, learners are guided to:
- Arrange a heating set-up using a Bunsen burner, tripod stand, wire gauze and a beaker of water and heat the water
- Observe the flame when the air hole is open and closed and discuss the difference
- Clean and dry the Bunsen burner, wire gauze and tripod stand and store correctly in a cool and dry place

What safety precautions must you follow when lighting and using a Bunsen burner in the laboratory?

- Spotlight Integrated Science pg. 61
- Bunsen burner, tripod stand, wire gauze, beaker, tongs, matchsticks, distilled water
- Digital resources

- Practical assessment - Observation - Oral questions

Scientific Investigation

Laboratory Apparatus and Instruments - Practising use and care of the Bunsen burner

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

- Set up a Bunsen burner correctly on a tripod stand with wire gauze and heat water safely
- Distinguish between the luminous and non-luminous flames of a Bunsen burner
- Demonstrate proper care and storage of a Bunsen burner after use

In groups, learners are guided to:
- Arrange a heating set-up using a Bunsen burner, tripod stand, wire gauze and a beaker of water and heat the water
- Observe the flame when the air hole is open and closed and discuss the difference
- Clean and dry the Bunsen burner, wire gauze and tripod stand and store correctly in a cool and dry place

What safety precautions must you follow when lighting and using a Bunsen burner in the laboratory?

- Spotlight Integrated Science pg. 61
- Bunsen burner, tripod stand, wire gauze, beaker, tongs, matchsticks, distilled water
- Digital resources

- Practical assessment - Observation - Oral questions

Scientific Investigation

Laboratory Apparatus and Instruments - The light microscope and its care
Laboratory Apparatus and Instruments - Other laboratory apparatus and their uses

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

- Identify parts of a light microscope and state the function of each part — eyepiece, objective lens, stage, mirror, arm, base and fine adjustment knob
- Demonstrate correct care and handling of a light microscope
- Appreciate why the microscope is handled with exceptional care

- Identify and name other laboratory apparatus — evaporating dish, crucible, gas jar, spatula, forceps, tongs, wire gauze, tripod stand, wash bottle, test tube holder, deflagrating spoon and boiling tube
- State the correct use of each apparatus
- Classify all laboratory apparatus studied by their function

- Observe a real light microscope and identify and name its parts using a labelled diagram
- Draw a well-labelled diagram of a light microscope in exercise books
- Read a teacher-learner conversation on microscope care and write notes on how to use, carry and store it
- Study a full set of apparatus pictures (A to X) and identify and name each one
- Classify all identified apparatus into groups by use — measuring, heating, holding and supporting
- Complete Assessment Activity 1.3 questions on identifying and classifying apparatus

Why are light microscopes considered very expensive and how should that affect the way you handle them?
How does knowing the correct use and care of each apparatus make you a safer and more effective scientist?

- Spotlight Integrated Science pg. 67
- Light microscope or model, labelled diagram chart
- Digital resources
- Spotlight Integrated Science pg. 73
- Laboratory apparatus charts
- Digital resources

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

Scientific Investigation

Laboratory Apparatus and Instruments - Introduction to SI units and basic quantities

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

- Explain why the International System of Units was established in 1960
- Identify the seven basic quantities and their SI units — length (m), mass (kg), time (s), temperature (K), electric current (A), amount of substance (mol) and light intensity (cd)
- Show appreciation for the value of a universal standardised measurement system

- Use digital or print media to search for information on SI units and complete an SI units table in exercise books
- Determine the mass of different classroom objects using an electronic balance and record in SI units
- Determine the time taken for learners to clap hands ten times using a stopwatch and record in seconds

Why is it important for scientists all over the world to use the same measurement units when recording results?

- Spotlight Integrated Science pg. 75
- Electronic balance, stopwatch
- Digital resources

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Apparatus and Instruments - Measuring basic quantities using SI units

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

- Measure length of regular and curved surfaces using a metre rule and record in metres
- Measure temperature of ice cubes, lukewarm water and hot water using a thermometer and convert to kelvin
- Measure electric current in a simple circuit using an ammeter and record in amperes

In groups, learners are guided to:
- Measure and record the length, width and height of a wooden block, carton box and textbook in metres
- Measure temperature of ice cubes, lukewarm water and hot water and convert readings to kelvin using K = °C + 273
- Connect a simple circuit with a dry cell, bulb, switch and ammeter and read and record current in amperes

How do you convert a temperature reading in degree Celsius to the correct SI unit of kelvin?

- Spotlight Integrated Science pg. 79
- Metre rule, thermometer, ammeter, connecting wires, dry cell, bulb, switch
- Digital resources

- Practical assessment - Observation - Written assignments

Scientific Investigation

Laboratory Apparatus and Instruments - Measuring basic quantities using SI units

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

- Measure length of regular and curved surfaces using a metre rule and record in metres
- Measure temperature of ice cubes, lukewarm water and hot water using a thermometer and convert to kelvin
- Measure electric current in a simple circuit using an ammeter and record in amperes

In groups, learners are guided to:
- Measure and record the length, width and height of a wooden block, carton box and textbook in metres
- Measure temperature of ice cubes, lukewarm water and hot water and convert readings to kelvin using K = °C + 273
- Connect a simple circuit with a dry cell, bulb, switch and ammeter and read and record current in amperes

How do you convert a temperature reading in degree Celsius to the correct SI unit of kelvin?

- Spotlight Integrated Science pg. 79
- Metre rule, thermometer, ammeter, connecting wires, dry cell, bulb, switch
- Digital resources

- Practical assessment - Observation - Written assignments

Scientific Investigation

Laboratory Apparatus and Instruments - Derived quantities and consumer protection

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

- Identify derived quantities — area, volume, density and speed — and state their SI units
- Read and interpret quantity information on product packaging labels
- Appreciate the importance of consumer protection when purchasing and using products

- Complete a table of SI units for both basic and derived quantities using Activity 16
- Collect empty packaging labels from household products and record the product name, quantity, ingredients and expiry date in a table
- Calculate speed of learners in a running race using distance and time and record the result in m/s

Why is it important to check quantity and expiry information on a product's packaging label before buying it?

- Spotlight Integrated Science pg. 92
- Product packaging labels, metre rule, stopwatch
- Digital resources

- Written assignments - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Mixtures - Meaning of homogeneous and heterogeneous mixtures
Mixtures - Categorising solid-liquid mixtures as homogeneous or heterogeneous

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

- Define the terms homogeneous mixture and heterogeneous mixture
- Classify given mixtures as homogeneous or heterogeneous using examples
- Show interest in identifying mixtures in everyday life

In groups, learners are guided to:
- Study a table of mixtures in column A and column B and discuss which column represents homogeneous and which represents heterogeneous mixtures
- Use digital or print media to search for the meanings of homogeneous and heterogeneous mixtures
- Write correct definitions in exercise books and share for peer review

What is the difference between a homogeneous mixture and a heterogeneous mixture?

- Spotlight Integrated Science pg. 97
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 98
- Common salt, sugar, sand, flour, charcoal powder, glass beakers, glass rods, spatulas, protective clothing, distilled water

- Oral questions - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Mixtures - Categorising solid-solid and liquid-liquid mixtures

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

- Group solid-solid mixtures — cement, brass, maize and beans, sand and salt, sulphur and iron filings — as homogeneous or heterogeneous
- Group liquid-liquid mixtures — ethanol and water, ink and water, oil and water — as homogeneous or heterogeneous
- Appreciate the wide variety of mixtures encountered in daily life

In groups, learners are guided to:
- Observe and classify solid-solid mixtures using a bowl of cement, brass door handle, maize-beans mixture and sand-salt mixture
- Mix ethanol and water, then distilled water and kerosene in test tubes, observe and classify each
- Record all observations in a table and discuss results with classmates

Why does the type of mixture depend on the nature of the substances being combined?

- Spotlight Integrated Science pg. 101
- Cement, brass object, maize, beans, sand, sulphur, iron filings, test tubes, ethanol, kerosene, distilled water, ink
- Digital resources

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Mixtures - Categorising gas-gas mixtures and solvent, solute and solution
Mixtures - Simple distillation

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

- Classify gas-gas mixtures as homogeneous or heterogeneous
- Define the terms solvent, solute and solution and give an example of each
- Show accuracy in naming the components of a given solution

In groups, learners are guided to:
- Use digital or print media to search for information on gas-gas mixtures that are homogeneous or heterogeneous and complete a table
- Study pictures of sugar-water and salt-water solutions and identify the solvent, solute and solution in each
- Write correct definitions of solvent, solute and solution in exercise books and share for peer assessment

How can you identify the solvent and solute in a solution you encounter at home or in the laboratory?

- Spotlight Integrated Science pg. 99
- Digital resources
- Test tubes, distilled water, cooking oil, ethanol
- Reference books
- Spotlight Integrated Science pg. 103
- Common salt, broken porcelain, distilled water, Liebig condenser, round-bottomed flask, tripod stand, wire gauze, thermometer, beaker, stand, clamp, source of heat, conical flask

- Oral questions - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Mixtures - Crystallisation
Mixtures - Sublimation

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

- Describe crystallisation as a method of obtaining a soluble solid from a saturated solution by cooling
- Obtain copper (II) sulphate crystals from a copper (II) sulphate solution by crystallisation
- Show patience and care when allowing crystals to form undisturbed for a full day

- Describe sublimation as a process where a solid changes directly to gas on heating and deposits back as solid on cooling
- Separate a mixture of iodine and common salt using sublimation
- Show responsibility by carrying out the sublimation experiment in a fume chamber or open space

In groups, learners are guided to:
- Heat copper (II) sulphate solution in an evaporating dish until saturation, dip a glass rod and allow crystals to form
- Remove the evaporating dish from the water bath, cover with filter paper and leave undisturbed for one day
- Observe the crystals formed and record their colour, then discuss observations with classmates
- Set up apparatus for sublimation using a beaker, tripod stand, wire gauze, round-bottomed flask with cold water and a source of heat
- Heat a mixture of iodine and common salt and observe the purple fumes and black solid forming on the cooler surface of the round-bottomed flask
- Record observations and answer questions on what type of mixture is separated by sublimation

What conditions must be created to make crystals form successfully from a copper (II) sulphate solution?
Why must the sublimation experiment using iodine always be done in a fume chamber or outside the laboratory?

- Spotlight Integrated Science pg. 104
- Copper (II) sulphate, tripod stand, wire gauze, distilled water, measuring cylinder, glass beakers, stirring rod, spatula, source of heat, electronic balance, evaporating dish, boiling tube, mounting needle, filter paper
- Digital resources
- Spotlight Integrated Science pg. 105
- Iodine, common salt, glass beakers, spatula, tripod stand, wire gauze, source of heat, round-bottomed flask, water
- Digital resources

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

Mixtures, Elements and Compounds

Mixtures - Solvent extraction

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

- Describe solvent extraction as a method of separating a mixture where one component dissolves in a suitable solvent
- Extract oil from groundnut seeds using propanone as a solvent
- Show care when handling propanone and mortar and pestle during the extraction

In groups, learners are guided to:
- Remove husks from groundnuts and crush them in a mortar and pestle adding propanone a little at a time
- Decant the extract into an evaporating dish, place in the sun for thirty minutes and observe the oil left behind
- Discuss why propanone is used instead of water as the solvent for oil extraction

Why is water not a suitable solvent for extracting oil from groundnut seeds?

- Spotlight Integrated Science pg. 106
- Mortar, pestle, plain paper, groundnuts, dropper, evaporating dish, propanone (acetone)
- Digital resources

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Mixtures - Paper chromatography

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

- Describe paper chromatography as a method used to separate components of coloured substances such as ink, dyes and food colours
- Separate the components of black ink using ascending paper chromatography
- Show precision when preparing the chromatography strip and spotting the ink baseline

In groups, learners are guided to:
- Cut a rectangular strip of chromatography paper (2 cm × 14 cm) and draw a pencil baseline 1.5 cm from the edge
- Use a glass tube to spot black ink on the baseline, allow to dry, then place the strip in a boiling tube with water below the baseline
- Remove the strip when the solvent front rises near the top, dry and observe the coloured spots formed

What does the separation of black ink into coloured spots tell you about the composition of black ink?

- Spotlight Integrated Science pg. 107
- Black ink, thin glass tube, measuring cylinder, scalpel, glass rod, chromatography paper, beakers, boiling tube, ruler
- Digital resources

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Mixtures - Evaporation

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

- Describe evaporation as a method of separating mixtures where a solid is dissolved in a liquid
- Obtain salt crystals from a salt solution by evaporation using an evaporating dish, wire gauze and heat source
- Distinguish between evaporation and simple distillation as methods of separating solid-liquid mixtures

In groups, learners are guided to:
- Measure 100 ml of salt solution into a beaker, add two spatulafuls of salt and stir until dissolved, then transfer to an evaporating dish
- Heat the solution gently until all the liquid evaporates and solid salt crystals remain in the evaporating dish
- Discuss observations and compare evaporation with simple distillation — what is collected in each method?

How does evaporation differ from simple distillation in terms of what component of the mixture is recovered?

- Spotlight Integrated Science pg. 109
- Salt, distilled water, evaporating dish, tripod stand, wire gauze, source of heat, measuring cylinder, glass beaker, glass rod, spatula
- Digital resources

- Practical assessment - Observation - Oral questions

Mixtures, Elements and Compounds

Mixtures - Evaporation
Mixtures - Fractional distillation

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

- Describe evaporation as a method of separating mixtures where a solid is dissolved in a liquid
- Obtain salt crystals from a salt solution by evaporation using an evaporating dish, wire gauze and heat source
- Distinguish between evaporation and simple distillation as methods of separating solid-liquid mixtures

- Describe fractional distillation as a method used to separate liquids with different but close boiling points
- Set up apparatus for fractional distillation and separate ethanol from a mixture of ethanol and water
- Show care when handling a heat source and hot apparatus during fractional distillation

In groups, learners are guided to:
- Measure 100 ml of salt solution into a beaker, add two spatulafuls of salt and stir until dissolved, then transfer to an evaporating dish
- Heat the solution gently until all the liquid evaporates and solid salt crystals remain in the evaporating dish
- Discuss observations and compare evaporation with simple distillation — what is collected in each method?
- Use digital or print media to search for information on fractional distillation and write findings in exercise books
- Set up the fractionating column apparatus and heat the ethanol-water mixture, collecting ethanol first then water in separate conical flasks labelled A and B
- Record the temperature at which each liquid is collected and explain which liquid is ethanol and which is water

How does evaporation differ from simple distillation in terms of what component of the mixture is recovered?
How does fractional distillation make use of the difference in boiling points to separate ethanol from water?

- Spotlight Integrated Science pg. 109
- Salt, distilled water, evaporating dish, tripod stand, wire gauze, source of heat, measuring cylinder, glass beaker, glass rod, spatula
- Digital resources
- Spotlight Integrated Science pg. 111
- Fractionating column, glass beads, corks, two tripod stands, wire gauze, two clamps, Liebig condenser, measuring cylinder, round-bottomed flask, source of heat, thermometer, two conical flasks, glass beaker, broken chips, ethanol, water
- Digital resources

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

Mixtures, Elements and Compounds

Mixtures - Applications of methods of separating homogeneous mixtures

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

- Identify real-life applications of each separation method — evaporation, fractional distillation, sublimation, simple distillation, crystallisation, solvent extraction and chromatography
- Match each application to its correct method of separation
- Appreciate how separation methods are used to improve daily life

- Use digital or print media to search for applications of each separation method and complete a table matching method to application
- Study information boxes from learners Grace, Kevin, David and Kitoto and name the separation method applied in each
- Write short notes on applications of all seven methods and share for peer assessment

How are the methods you have learned for separating mixtures used in industries and at home?

- Spotlight Integrated Science pg. 113
- Digital resources
- Reference books

- Oral questions - Written assignments - Peer assessment

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

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

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 red and blue litmus papers to classify lemon juice, ginger extract, fermented milk and baking powder solution as acidic or basic
- Explain the colour change of litmus paper in acidic and basic solutions
- Appreciate litmus paper as a safe and reliable indicator for classifying substances

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 10 ml of lemon juice into a test tube, dip red and blue litmus papers and record colour changes in a table
- Repeat using ginger extract, fermented milk and baking powder solution and record all observations
- Discuss the colour changes observed and write a conclusion on how litmus paper identifies acids and bases

Why is it unsafe to taste substances in the laboratory in order to identify them as acids or bases?
How does the colour change of litmus paper confirm whether a solution is acidic or basic?

- 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
- Digital resources

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

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Classifying solutions using litmus paper

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

- Use red and blue litmus papers to classify lemon juice, ginger extract, fermented milk and baking powder solution as acidic or basic
- Explain the colour change of litmus paper in acidic and basic solutions
- Appreciate litmus paper as a safe and reliable indicator for classifying substances

In groups, learners are guided to:
- Measure 10 ml of lemon juice into a test tube, dip red and blue litmus papers and record colour changes in a table
- Repeat using ginger extract, fermented milk and baking powder solution and record all observations
- Discuss the colour changes observed and write a conclusion on how litmus paper identifies acids and bases

How does the colour change of litmus paper confirm whether a solution is acidic or basic?

- 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
- Digital resources

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Classifying household solutions as acidic or basic

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

- 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:
- 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

What household substances are acidic or basic, and why is it important to know this?

- 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

- 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 - Preparing and using a plant extract indicator
Acids, Bases and Indicators - Physical properties of acids and bases

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

- 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:
- 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
- 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

How does a plant extract work as an acid-base indicator, and how does it compare to litmus paper?
What are the key differences between the physical properties of acids and those of bases?

- 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
- Spotlight Integrated Science pg. 123
- Fermented milk, lemon juice, ginger extract, clean spoons, digital resources
- Reference books

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

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Investigating physical properties using litmus and corrosiveness

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

- Investigate the effect of dilute sulphuric acid and dilute sodium hydroxide on red and blue litmus papers
- Record observations on the colour changes produced by acids and bases in litmus papers
- Appreciate the importance of handling corrosive acids and bases with protective clothing and care

In groups, learners are guided to:
- Measure 2 cm³ of dilute sulphuric acid into a test tube, dip red and blue litmus papers and record colour changes in Table 2.12
- Repeat using dilute sodium hydroxide solution and record colour changes
- Discuss and summarise the physical properties of acids and bases from all practical observations

How do the colour changes in litmus paper confirm the physical properties of an acid or a base?

- 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

- Practical assessment - Observation - Written assignments

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 - 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

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

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

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Discussing applications of acids and bases

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

- 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 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 does knowing whether a substance is an acid or a base help you make better decisions in daily life?

- Spotlight Integrated Science pg. 127
- Digital resources
- Reference books

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Investigating use of indicators in real life

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

- Describe how indicators are used to test the acidity and basicity of soil samples
- Carry out a practical activity using a plant extract to test different soil samples and record results
- Show appreciation for the role of indicators in maintaining soil health for crop production

In groups, learners are guided to:
- Weigh four soil samples A, B, C and D using an electronic balance and transfer each into a separate conical flask with distilled water
- Set up filtration apparatus and filter each soil sample mixture, then dip red and blue litmus papers into each filtrate
- Record which soil samples are acidic, basic or neutral and discuss the implications for farming

How do farmers use indicators to determine whether soil needs treatment before planting crops?

- 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
- Digital resources

- Practical assessment - Observation - Written assignments

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 - Indicator practical results and conclusions
Acids, Bases and Indicators - Summarising uses of acids, bases and indicators

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

- 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

- 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
- 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

What should a farmer do after discovering that the soil on their farm is too acidic, and why?
How does knowing the specific uses of acids and bases help you understand the products you use every day?

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

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

- Peer assessment - Oral questions - Observation

Mixtures, Elements and Compounds

Acids, Bases and Indicators - End of sub-strand assessment

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

- Demonstrate understanding of acids, bases and indicators across all topics — identification, preparation, physical properties, applications and uses
- Apply knowledge to classify solutions, describe properties and explain real-life uses in assessment questions
- Show confidence and accuracy when responding to written and oral assessment tasks

In groups, learners are guided to:
- Group given solutions as acidic or basic using Assessment Activity 2.2 questions
- Answer questions on physical properties, litmus paper colour changes and applications of acids, bases and indicators
- Complete the self-assessment table for sub-strand 2.2 and identify areas for further review

How well can you identify, describe and explain the uses of acids, bases and indicators after completing this sub-strand?

- Spotlight Integrated Science pg. 132
- Learner exercise books
- Digital resources

- Written test - Oral questions - Self-assessment

Mixtures, Elements and Compounds

Acids, Bases and Indicators - End of sub-strand assessment

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

- Demonstrate understanding of acids, bases and indicators across all topics — identification, preparation, physical properties, applications and uses
- Apply knowledge to classify solutions, describe properties and explain real-life uses in assessment questions
- Show confidence and accuracy when responding to written and oral assessment tasks

In groups, learners are guided to:
- Group given solutions as acidic or basic using Assessment Activity 2.2 questions
- Answer questions on physical properties, litmus paper colour changes and applications of acids, bases and indicators
- Complete the self-assessment table for sub-strand 2.2 and identify areas for further review

How well can you identify, describe and explain the uses of acids, bases and indicators after completing this sub-strand?

- Spotlight Integrated Science pg. 132
- Learner exercise books
- Digital resources

- Written test - Oral questions - Self-assessment

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

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

- Identify the parts of the female human reproductive system (vagina, cervix, uterus, oviduct, ovaries)
- State the location of each part
- Show respect and sensitivity when learning about the human body

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 charts to observe and identify parts of the female reproductive system
- Draw and label the female reproductive system in exercise books
- Peer-review labelled diagrams

What parts make up the male human reproductive system?
What parts make up the female human reproductive system?

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

- Observation - Oral questions

Living Things and the Environment

Human Reproductive System - Functions of the female reproductive system

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

- 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 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 is the function of each part of the female reproductive system?

- Spotlight Integrated Science pg. 138
- Charts
- Reference books

- Oral questions - Written assignments