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
Laboratory Safety - Importance of laboratory safety measures

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
- Spotlight Integrated Science pg. 33
- Safety rule charts

- Observation - Written assignments - Oral questions

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

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

- 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:
- 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
- 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

How do the skills you use in everyday life connect to the skills needed in a science experiment?
Which basic science skills are most important at the start of an experiment, and why?

- Spotlight Integrated Science pg. 37
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 39
- Filter paper, beaker, measuring cylinder, sand, water, electronic balance, funnel
- Reference books

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

Scientific Investigation

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

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

- 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
Laboratory Apparatus and Instruments - Practising use and care of the Bunsen burner
Laboratory Apparatus and Instruments - The light microscope and its care

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

- 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:
- 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
- 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

How does adjusting the air hole of a Bunsen burner change the type of flame produced?
What safety precautions must you follow when lighting and using a Bunsen burner in the laboratory?

- Spotlight Integrated Science pg. 60
- Bunsen burner diagram chart
- Digital resources
- Spotlight Integrated Science pg. 61
- Bunsen burner, tripod stand, wire gauze, beaker, tongs, matchsticks, distilled water
- Digital resources
- Spotlight Integrated Science pg. 67
- Light microscope or model, labelled diagram chart

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

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
Mixtures, Elements and Compounds
Mixtures, Elements and Compounds

Laboratory Apparatus and Instruments - Derived quantities and consumer protection
Mixtures - Meaning of homogeneous and heterogeneous mixtures
Mixtures - Categorising solid-liquid mixtures as homogeneous or heterogeneous
Mixtures - Categorising solid-solid and liquid-liquid mixtures
Mixtures - Categorising gas-gas mixtures and solvent, solute and solution

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

- 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

- 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
- 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 is it important to check quantity and expiry information on a product's packaging label before buying it?
Why does the type of mixture depend on the nature of the substances being combined?

- Spotlight Integrated Science pg. 92
- Product packaging labels, metre rule, stopwatch
- Digital resources
- Spotlight Integrated Science pg. 97
- Reference books
- Spotlight Integrated Science pg. 98
- Common salt, sugar, sand, flour, charcoal powder, glass beakers, glass rods, spatulas, protective clothing, distilled water
- Spotlight Integrated Science pg. 101
- Cement, brass object, maize, beans, sand, sulphur, iron filings, test tubes, ethanol, kerosene, distilled water, ink
- Digital resources
- Spotlight Integrated Science pg. 99
- Test tubes, distilled water, cooking oil, ethanol
- Reference books

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

Mixtures, Elements and Compounds

Mixtures - Simple distillation
Mixtures - Crystallisation
Mixtures - Sublimation

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

- Describe simple distillation as a method of separating a soluble solid from a liquid
- Set up simple distillation apparatus — round-bottomed flask, Liebig condenser, tripod stand, wire gauze, thermometer, beaker, conical flask and source of heat
- Show care when handling heat and glass apparatus during the practical

In groups, learners are guided to:
- Set up apparatus for simple distillation using the labelled diagram as a guide
- Dissolve common salt in distilled water and heat the mixture, observing condensation in the conical flask
- Record the temperature at which colourless liquid collects and identify the components obtained

How does simple distillation separate salt from its solution, and what does the process reveal about the boiling point of water?

- 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
- Digital resources
- 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
- Spotlight Integrated Science pg. 105
- Iodine, common salt, glass beakers, spatula, tripod stand, wire gauze, source of heat, round-bottomed flask, water

- 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
Mixtures - Evaporation

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

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Mixtures - Fractional distillation
Mixtures - Applications of methods of separating homogeneous mixtures

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

- 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

- 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 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
- 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 does fractional distillation make use of the difference in boiling points to separate ethanol from water?
How are the methods you have learned for separating mixtures used in industries and at home?

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

- Practical assessment - Observation - Written assignments
- 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

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

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
- 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

- Oral questions - Written assignments - Observation

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

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
- 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

- Practical assessment - Observation - Written assignments

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
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:

- 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

- 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

- 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
- 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

How do farmers use indicators to determine whether soil needs treatment before planting crops?
What should a farmer do after discovering that the soil on their farm is too acidic, and why?

- 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
- Spotlight Integrated Science pg. 129
- Learner exercise books
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 130

- Practical assessment - Observation - Written assignments
- 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
Living Things and the Environment

Acids, Bases and Indicators - End of sub-strand assessment
Human Reproductive System - Parts of the male reproductive system

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
- Spotlight Integrated Science pg. 135
- Charts showing male reproductive system
- Exercise books

- Written test - Oral questions - Self-assessment

Living Things and the Environment

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 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 female reproductive system
- Draw and label the female reproductive system in exercise books
- Peer-review labelled diagrams

What parts make up the female human reproductive system?

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

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

- 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

- 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 search for functions of parts of the female reproductive system
- Complete a table matching parts to their functions
- Discuss findings with classmates
- 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 is the function of each part of the female reproductive system?
What physical changes take place in girls during adolescence?

- Spotlight Integrated Science pg. 138
- Charts
- Reference books
- Spotlight Integrated Science pg. 141
- Internet access
- Spotlight Integrated Science pg. 142
- 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
Human Reproductive System - Managing developmental challenges

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

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

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

What social and emotional challenges do adolescents face?

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

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Developing a plan to manage challenges

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

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

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

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

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

- Checklist - Observation

Living Things and the Environment

Human Reproductive System - Social and reproductive implications of adolescence

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

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

In groups, learners are guided to:
- Discuss how physical changes during adolescence relate to social roles and reproductive maturity
- Use print or digital media to search for information on reproductive implications
- Discuss the importance of self-discipline during adolescence

What are the social and reproductive implications of physical changes during adolescence?

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

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Review and assessment
Human Excretory System - Introduction to excretion
Human Excretory System - Parts of the human skin I

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

- 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:
- Complete a review exercise covering all 3.1 topics
- Peer-mark and discuss corrections
- Teacher provides feedback on performance
- 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 are the key concepts about the human reproductive system and adolescence?
What is excretion and why is it important to the body?

- Spotlight Integrated Science pg. 150
- Assessment papers
- Exercise books
- Spotlight Integrated Science pg. 153
- Charts showing excretory organs
- Reference books
- Spotlight Integrated Science pg. 154
- Charts showing skin cross-section
- Hand lens

- Written test - Oral questions
- Oral questions - Observation

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
Human Excretory System - External features of the kidney
Human Excretory System - Modelling 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

- 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:
- 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
- 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

What does each part of the urinary system do?
How can a model of the urinary system be constructed using local materials?

- Spotlight Integrated Science pg. 159
- Function table
- Reference books
- Spotlight Integrated Science pg. 160
- Kidney charts or models
- Spotlight Integrated Science pg. 161
- Carton, scissors, glue, colours
- Pencil

- Written assignments - Oral questions
- 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
Human Excretory System - Daily log for skin and kidney health II

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
- Spotlight Integrated Science pg. 167
- Exercise books

- Observation - Oral questions

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

- Recall and explain key concepts on the human excretory system
- Complete an assessment task on sub-strand 3.2
- Show confidence in discussing the excretory system and healthy living

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
- Complete a review exercise covering all 3.2 topics
- Peer-mark and discuss corrections
- Teacher gives feedback on performance

Why is a healthy lifestyle important for the skin and kidneys?
What are the most important ideas about the human excretory system?

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

- Oral questions - Written assignments
- Written test - Oral questions - Assessment rubric