Scientific Investigation

Introduction to Integrated Science - What is Integrated Science?

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

- Define Integrated Science as a combined study of Biology, Chemistry and Physics
- Distinguish the three components of Integrated Science using examples
- Show interest in Integrated Science as a field of study

In groups, learners are guided to:
- Study a table showing how different fields of science relate to one topic and discuss the meaning of Integrated Science
- Use digital or print media to search for meanings of Biology, Chemistry and Physics
- Write short notes on the components and share for peer review

What makes Integrated Science different from studying Biology, Chemistry or Physics separately?

- Spotlight Integrated Science pg. 2
- Digital resources
- Reference books

- Oral questions - Observation - Peer assessment

Scientific Investigation

Introduction to Integrated Science - Components of Integrated Science
Introduction to Integrated Science - Importance of science in daily life

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

- Name the three components of Integrated Science — Biology, Chemistry and Physics
- Explain the meaning of each component as a distinct field of science
- Appreciate the interconnected nature of the three science components

In groups, learners are guided to:
- Solve a word puzzle to find the names Biology, Physics and Chemistry
- Read a class discussion dialogue and answer questions on the meaning of each component
- Write and share short notes on the meaning of each component for peer assessment

How do Biology, Chemistry and Physics combine to form one learning area called Integrated Science?

- Spotlight Integrated Science pg. 3
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 5
- Household items for reference

- Written assignments - Oral questions - Peer assessment

Scientific Investigation

Introduction to Integrated Science - Science in health, agriculture and industry
Introduction to Integrated Science - Science in food, textile, transport and careers

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

- Describe the specific role of science in health, agriculture and industrial production
- Link scientific knowledge to medicines, farm tools, building materials and manufactured goods
- Show curiosity about how everyday products depend on science

- Read a sample learner journal recording daily science applications and discuss the examples given
- Discuss applications in food preservation and textile processing using topic cards
- Keep a personal six-day science journal and share with classmates

How can keeping a journal of daily science applications deepen your understanding of its importance?

- Spotlight Integrated Science pg. 7
- Digital resources
- Personal journals
- Spotlight Integrated Science pg. 9
- Reference books

- Written assignments - Peer assessment - Observation

Scientific Investigation

Introduction to Integrated Science - STEM pathway and career tracks at Senior School
Introduction to Integrated Science - Career opportunities related to science

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

- Identify STEM as the Senior School pathway related to Integrated Science
- Describe the four career tracks within STEM — Pure Sciences, Applied Sciences, Technical Studies and Engineering
- Show interest in planning for a science career

In groups, learners are guided to:
- Use a career pathway chart to trace the STEM path and write notes on each of the four tracks
- Use digital or print media to search for information on STEM pathways
- Share career profiles related to science and discuss desired future careers with classmates

Why is it important to understand career pathways when studying Integrated Science in Grade 7?

- Spotlight Integrated Science pg. 11
- Career pathway charts
- Digital resources
- Spotlight Integrated Science pg. 12
- Manila paper, scissors, glue

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Safety - Common laboratory hazards and their symbols

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

- Identify common laboratory hazards — fire, corrosive chemicals, toxic fumes, radioactive substances and flammable materials
- Recognise and draw the symbols used to represent each hazard
- Show awareness of the importance of recognising hazard symbols before handling chemicals

In groups, learners are guided to:
- Visit the school laboratory wearing protective clothing and identify hazard symbols on chemical containers
- Draw at least five hazard symbols and write their meanings in exercise books
- Use a web link to search for additional information on laboratory hazard symbols and share findings

Why is it essential to recognise hazard symbols before you touch any chemical in the laboratory?

- Spotlight Integrated Science pg. 17
- Hazard symbol charts
- Digital resources
- Protective clothing

- Observation - Oral questions - Written assignments

Scientific Investigation

Laboratory Safety - Meanings and examples of hazard symbols

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

- Match each hazard symbol to its correct meaning — corrosive, radioactive, flammable, carcinogenic and toxic
- Give an example of a chemical associated with each hazard symbol
- Appreciate the importance of hazard symbols on both laboratory and household products

In groups, learners are guided to:
- Complete sentences using a word box to describe flammable, toxic, carcinogenic, corrosive and radioactive hazards
- Study pictures of labelled chemicals — chloroform, methylated spirit, sodium hydroxide, bromine water — and identify their hazard symbols
- Share information on household hazard symbols with family as an extended activity

How are the hazard symbols on household chemicals similar to those found on laboratory chemicals?

- Spotlight Integrated Science pg. 18
- Household chemical containers
- Digital resources

- Written assignments - Oral questions - Peer assessment

Scientific Investigation

Laboratory Safety - Common accidents and their causes

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

- Identify common laboratory accidents — cuts, burns, scalds, falls, ingestion and electric shock
- State the specific causes of each type of laboratory accident
- Show concern for personal and peer safety during practical activities

In groups, learners are guided to:
- Solve a word puzzle to identify accidents — burns, scalds, cuts, falls, explosion and electric shock
- Read and analyse a school laboratory accident report and state the cause of each accident described
- Write short notes summarising accident causes and share for peer assessment

What habits in the laboratory make accidents most likely, and how can those habits be changed?

- Spotlight Integrated Science pg. 21
- Reference books
- Digital resources

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Safety - Preventing common laboratory accidents

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

- Describe how each type of common laboratory accident can be prevented
- Apply knowledge of accident causes to predict and prevent unsafe situations
- Develop a responsible attitude towards laboratory safety

In groups, learners are guided to:
- Study pictures showing common laboratory accidents and identify what went wrong in each
- Role-play scenarios of unsafe behaviour and suggest the correct preventive measures
- Write a letter advising a first-time laboratory user on the safety measures to observe

If you were the person in charge of laboratory safety at your school, what rules would you put in place and why?

- Spotlight Integrated Science pg. 22
- Safety rule charts
- Digital resources

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Safety - First Aid kit items and their uses

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

- Identify items found in a First Aid kit — gloves, scissors, bandages, antiseptic, cotton wool, painkillers and safety pin
- State the specific use of each First Aid kit item
- Show willingness to use First Aid knowledge to help others in an emergency

In groups, learners are guided to:
- Use digital media to search for First Aid measures for laboratory accidents — cuts, burns, scalds and ingestion
- Study and complete a table listing First Aid kit items and their uses
- Discuss when and how First Aid should be given before taking a victim to hospital

Why must you give First Aid immediately after a laboratory accident rather than waiting for medical help?

- Spotlight Integrated Science pg. 24
- First Aid kit
- Digital resources

- Oral questions - Observation - Written assignments

Scientific Investigation

Laboratory Safety - First Aid procedures for burns, scalds and cuts

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

- Describe the step-by-step First Aid procedure for burns, scalds and cuts
- Demonstrate correct First Aid steps using First Aid materials — gloves, bandages and antiseptic
- Show care and empathy when assisting an accident victim

In groups, learners are guided to:
- Watch teacher demonstrate First Aid for burns, scalds and cuts and record the steps in exercise books
- Role-play First Aid procedures using a pair of gloves, bandages, antiseptic and cotton wool
- Rate peers during role-play using a rating scale table and present completed scale to teacher

How would you help a classmate who gets a burn from a hot object while carrying out a laboratory experiment?

- Spotlight Integrated Science pg. 25
- First Aid kit materials
- Reference books

- Practical assessment - Observation - Peer assessment

Scientific Investigation

Laboratory Safety - First Aid for ingestion of harmful substances

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

- State the correct First Aid procedure for ingestion of a harmful substance in the laboratory
- Distinguish between the approach for a responding and a non-responding victim
- Show responsibility by alerting an adult immediately when a poisoning incident occurs

In groups, learners are guided to:
- Read and discuss flash cards describing First Aid steps for a responding and non-responding ingestion victim
- Arrange First Aid procedure steps in the correct order for an ingestion incident
- Share ingestion First Aid knowledge with family members as a community service activity

What is the most important first step when a classmate accidentally swallows a harmful substance in the laboratory?

- Spotlight Integrated Science pg. 27
- Digital resources
- Reference books

- Oral questions - Written assignments - Observation

Scientific Investigation

Laboratory Safety - Safety measures in the laboratory and school environment

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

- List safety measures observed in the laboratory and general school environment
- Explain the importance of each safety measure in preventing accidents
- Practise safety measures consistently in school and laboratory settings

- Study pictures of learners in a laboratory and identify safe and unsafe practices shown
- Write a reply letter to a learner joining the laboratory for the first time advising on safety
- Take a school environment walk and observe safety measures in classrooms, kitchen, library and school bus

Why does observing safety in the laboratory also matter in the wider school environment?

- Spotlight Integrated Science pg. 30
- Safety posters
- Digital resources

- Observation - Written assignments - Oral questions

Scientific Investigation

Laboratory Safety - Importance of laboratory safety measures

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

- Explain the consequences of failing to observe laboratory safety measures
- Evaluate unsafe situations and recommend corrective safety measures
- Show commitment to maintaining a safe learning environment for all

- Discuss flash cards asking what happens when rules are broken — running in lab, using unlabelled chemicals, inserting metal into sockets
- Identify unsafe activities in a laboratory picture and advise learners on what they should do differently
- Make a poster on the importance of safety measures at home and in school

What is likely to happen if you ignore safety measures when carrying out a laboratory experiment?

- Spotlight Integrated Science pg. 33
- Safety rule charts
- Digital resources

- Oral questions - Observation - Written assignments

Scientific Investigation

Laboratory Safety - End of sub-strand assessment

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

- Demonstrate understanding of hazards, accident causes, First Aid and safety measures
- Apply First Aid and safety knowledge to both written and practical tasks
- Show confidence in discussing and applying laboratory safety knowledge

In groups, learners are guided to:
- Match hazard symbols to meanings using Assessment Activity 1.2
- Respond to written questions on accident causes, First Aid steps and safety rules
- Discuss responses with peers and confirm correct answers with teacher

How confidently can you respond to a laboratory safety emergency after completing this sub-strand?

- Spotlight Integrated Science pg. 35
- Learner exercise books
- First Aid kit

- Written test - Oral questions - Observation

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 - Apparatus for measuring volume

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

- 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:
- 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

How do scientists ensure accurate volume measurements when carrying out experiments?

- Spotlight Integrated Science pg. 42
- Burette, pipette, measuring cylinder, volumetric flask, graduated beaker
- Digital resources

- 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 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 - The light microscope and its care

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

- 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

Why are light microscopes considered very expensive and how should that affect the way you handle them?

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

- Observation - Oral questions - Written assignments

Scientific Investigation

Laboratory Apparatus and Instruments - Other laboratory apparatus and their uses

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

- 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

In groups, learners are guided to:
- 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

How does knowing the correct use and care of each apparatus make you a safer and more effective scientist?

- Spotlight Integrated Science pg. 73
- Laboratory apparatus charts
- Digital resources

- 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 - 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

Acids, Bases and Indicators - Introduction to acids and bases

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

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

Why is it unsafe to taste substances in the laboratory in order to identify them as acids or bases?

- Spotlight Integrated Science pg. 118
- Digital resources
- Reference books

- Oral questions - Written assignments - Observation

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 - 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

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

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

How do acids and bases play a role in substances and activities you encounter every day?

- Spotlight Integrated Science pg. 126
- Digital resources
- Reference books
- Pictures of acids, bases and indicator products

- Oral questions - Written assignments - Peer assessment

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 - 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

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

Living Things and the Environment

Human Reproductive System - Parts of the male reproductive system
Human Reproductive System - Parts of the female 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

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

What parts make up the male 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

- Observation - Oral questions

Living Things and the Environment

Human Reproductive System - Functions of the male reproductive system
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 male reproductive system
- Explain how the parts work together in 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 male reproductive system
- Complete a table matching parts to their functions
- Discuss findings with classmates

What is the function of each part of the male reproductive system?

- Spotlight Integrated Science pg. 137
- Charts
- Reference books
- Spotlight Integrated Science pg. 138

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Adolescence: meaning and onset
Human Reproductive System - Physical changes in boys during adolescence

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

- Define adolescence and state the age range at which it begins
- Describe what happens to the body during adolescence
- Show acceptance of the natural changes that occur during adolescence

In groups, learners are guided to:
- Discuss the meaning of adolescence and its typical age range
- Use print or digital media to find information on the onset of adolescence
- Share and discuss findings in groups

What is adolescence and when does it begin?

- Spotlight Integrated Science pg. 141
- Reference books
- Internet access
- Spotlight Integrated Science pg. 142
- Charts

- Oral questions - Observation

Living Things and the Environment

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 girls during adolescence
- Explain the biological reasons for each change
- Show empathy and respect for the changes experienced by girls

In groups, learners are guided to:
- Use print or digital media to research physical changes in girls during adolescence
- Compile a list of physical changes specific to girls (e.g. menstruation, breast development)
- Share findings with the class sensitively

What physical changes take place in girls during adolescence?

- Spotlight Integrated Science pg. 143
- Reference books
- Charts
- 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

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

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Managing developmental challenges

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

- Describe practical ways of managing developmental challenges during adolescence
- Explain the importance of seeking guidance from trusted adults
- Show confidence in discussing ways to manage challenges

In groups, learners are guided to:
- Discuss ways of managing developmental challenges (seeking help from trusted adults, exercising, good hygiene)
- Use print or digital media for additional strategies
- Share and peer-review management plans

How can adolescents manage the developmental challenges they face?

- Spotlight Integrated Science pg. 146
- Reference books
- Charts

- Oral questions - Observation

Living Things and the Environment

Human Reproductive System - Developing a plan to manage challenges
Human Reproductive System - Social and reproductive implications of adolescence

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
- Spotlight Integrated Science pg. 149
- Reference books
- Internet access

- Checklist - Observation

Living Things and the Environment

Human Reproductive System - Review and assessment

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

- 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:
- Complete a review exercise covering all 3.1 topics
- Peer-mark and discuss corrections
- Teacher provides feedback on performance

What are the key concepts about the human reproductive system and adolescence?

- Spotlight Integrated Science pg. 150
- Assessment papers
- Exercise books

- Written test - Oral questions

Living Things and the Environment

Human Excretory System - Introduction to excretion

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

- Define excretion and state its importance to the body
- Identify the organs involved in the human excretory system (skin, lungs, kidneys)
- Show curiosity about how the body removes waste products

In groups, learners are guided to:
- Discuss the meaning of excretion and the waste products the body must remove
- Identify the organs of excretion and list the waste each removes
- Use charts to observe the excretory organs

What is excretion and why is it important to the body?

- Spotlight Integrated Science pg. 153
- Charts showing excretory organs
- Reference books

- Oral questions - Observation

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

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

- Practical work - Observation

Living Things and the Environment

Human Excretory System - Parts of the urinary system

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

- Identify the parts of the human urinary system (kidneys, ureters, bladder, urethra, renal artery, renal vein)
- Draw and label the urinary system
- Show interest in the structure of the urinary system

In groups, learners are guided to:
- Use a chart or model to observe and identify parts of the urinary system
- Draw and label the urinary system in exercise books
- Peer-review labelled diagrams

What parts make up the human urinary system?

- Spotlight Integrated Science pg. 158
- Charts showing urinary system
- Exercise books

- Observation - Oral questions

Living Things and the Environment

Human Excretory System - Functions of parts of the urinary system

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

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

What does each part of the urinary system do?

- Spotlight Integrated Science pg. 159
- Function table
- Reference books

- Written assignments - Oral questions

Living Things and the Environment

Human Excretory System - External features of the kidney

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

- 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:
- 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 the kidney look like from outside and what blood vessels serve it?

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

- 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

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

- Oral questions - Written assignments

Living Things and the Environment

Human Excretory System - Prevention of kidney disorders

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

- Describe ways of preventing kidney disorders
- Explain the importance of drinking adequate water and healthy eating for kidney health
- Develop a responsible attitude toward personal kidney health

In groups, learners are guided to:
- Discuss lifestyle choices that protect the kidneys (adequate hydration, avoiding excess salt)
- Search print or digital media for more kidney health tips
- Compile a kidney health guide in groups

How can kidney disorders be prevented through healthy lifestyle choices?

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

- 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

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

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

How can a daily log help track activities that promote excretory health?

- Spotlight Integrated Science pg. 167
- Health log template
- Exercise books

- Checklist - Anecdotal records

Living Things and the Environment

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:

- 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:
- 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

Why is a healthy lifestyle important for the skin and kidneys?

- Spotlight Integrated Science pg. 169
- Reference books
- Internet access
- Spotlight Integrated Science pg. 170
- Assessment papers
- Exercise books

- Oral questions - Written assignments