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

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

- 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

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
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

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

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

In groups, learners are guided to:
- Use print or digital media to search for functions of parts of the female reproductive system
- Complete a table matching parts to their functions
- Discuss findings with classmates

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

- Spotlight Integrated Science pg. 138
- Charts
- Reference books
- Spotlight Integrated Science pg. 141
- Internet access

- Oral questions - Written assignments

Living Things and the Environment

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

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

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

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

What physical changes take place in boys during adolescence?

- Spotlight Integrated Science pg. 142
- Reference books
- Charts
- Spotlight Integrated Science pg. 143

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Physical challenges during adolescence
Human Reproductive System - Social and emotional challenges during adolescence

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

- Identify physical challenges that adolescents experience (pimples, sweating, body odour)
- Explain how each physical challenge can be managed
- Show self-awareness when discussing personal changes

In groups, learners are guided to:
- Discuss physical challenges and practical ways to manage them
- Compile a list of personal hygiene practices for adolescents
- Share and peer-review management strategies

What physical challenges do adolescents face and how can they manage them?

- Spotlight Integrated Science pg. 144
- Reference books
- Internet access
- Spotlight Integrated Science pg. 145

- 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

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

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
Human Excretory System - Parts of the human skin I

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

- 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

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

Force and Energy

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

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

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

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

What are the sources of electricity in the environment?

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

- Oral questions - Observation - Anecdotal records

Force and Energy

Electrical Energy - Renewable and non-renewable electricity sources
Electrical Energy - Components of a simple electrical circuit

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

- Classify electricity sources as renewable or non-renewable
- Explain the importance of using renewable energy sources for environmental sustainability
- Show concern for responsible and sustainable energy use

In groups, learners are guided to:
- Classify electricity sources into renewable (solar, wind, hydro, geothermal, tidal-wave, biomass) and non-renewable (fossil fuels, nuclear)
- Discuss advantages and disadvantages of each category
- With parents or guardians, find out sources of electricity available in the local area and share findings

Why is it important to use renewable sources of electricity?

- Spotlight Integrated Science pg. 174
- Classification chart
- Reference books
- Spotlight Integrated Science pg. 175
- Dry cells, connecting wires, bulb and bulb holder, switch
- Circuit diagram charts

- Written assignments - Oral questions

Force and Energy

Electrical Energy - Setting up a series circuit
Electrical Energy - Setting up a parallel circuit

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

- Set up a simple electrical circuit with cells and bulbs connected in series
- Observe and explain the behaviour of bulbs in a series circuit
- Show care and responsibility when handling electrical circuit components

In groups, learners are guided to:
- Arrange two dry cells in series (positive terminal of one touching negative of the other) and connect to a bulb, holder, and switch
- Close the circuit and observe that the bulb lights up
- Add a second bulb in series and observe brightness; remove one bulb and observe what happens

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

- Spotlight Integrated Science pg. 176
- Two dry cells, two bulbs, two bulb holders, switch, connecting wires
- Safety guidelines
- Spotlight Integrated Science pg. 177

- Practical work - Observation - Checklist

Force and Energy

Electrical Energy - Comparing series and parallel circuits
Electrical Energy - Identifying common electrical appliances

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

- Compare features, advantages, and disadvantages of series and parallel circuits
- Explain why house wiring uses parallel connections
- Show critical thinking when evaluating the suitability of each circuit type

In groups, learners are guided to:
- Complete a comparison table of series and parallel circuits in exercise books
- Discuss why bulbs in houses are connected in parallel (each bulb has its own circuit; one failing does not affect others)
- Relate circuit types to everyday electrical installations

What are the differences between series and parallel circuits?

- Spotlight Integrated Science pg. 178
- Completed circuit diagrams
- Reference books
- Spotlight Integrated Science pg. 181
- Pictures of electrical appliances (charts)

- Written assignments - Oral questions

Force and Energy

Electrical Energy - Uses and energy conversion of electrical appliances

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

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

In groups, learners are guided to:
- Copy and complete a table matching electrical appliances to their uses (electric cooker for cooking, iron box for ironing, oven for baking, refrigerator for preserving food, electric lamp for lighting, blow dryer for drying hair, television for watching, fan for cooling, electric speaker for playing music)
- Search for electrical appliances used in hotels, hospitals, shops, and schools
- Share findings with classmates for peer assessment

How do electrical appliances convert electrical energy to other forms of energy?

- Spotlight Integrated Science pg. 182
- Appliances table
- Internet access

- Written assignments - Oral questions

Force and Energy

Electrical Energy - Safety measures when using electrical appliances
Electrical Energy - Applying safety measures in practical scenarios

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

- Identify safety measures to observe when handling electrical appliances
- Explain the danger posed by ignoring electrical safety rules
- Show responsibility when handling electrical appliances at home and at school

In groups, learners are guided to:
- Study pictures showing safe and unsafe use of electrical appliances and identify which pictures show safe practices
- Read aloud a poster listing safety measures (do not insert metallic objects into sockets, switch off sockets when not in use, switch off before plugging in, call professionals for repairs)
- Write short notes on safety measures and discuss with classmates

What safety measures should be observed when using electrical appliances?

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

- Oral questions - Checklist

Force and Energy

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

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

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

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

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

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

- Oral questions - Written assignments

Force and Energy

Electrical Energy - Summarising uses of electrical appliances

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

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

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

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

- Spotlight Integrated Science pg. 188
- Table of uses
- Reference books

- Oral questions - Written assignments

Force and Energy

Electrical Energy - Review and assessment

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

- Recall and explain all key concepts in Electrical Energy (sources, circuits, appliances, safety, uses)
- Complete an assessment task on sub-strand 4.1 accurately
- Show a positive and confident attitude toward assessment

In groups, learners are guided to:
- Answer review questions: name seven sources of electricity; draw a simple electrical circuit; identify circuit connections; name ten electrical appliances; explain six ways people in a community can use electricity
- Complete a self-assessment table ticking level of confidence for each outcome
- Teacher provides feedback on class performance

How well do learners understand Electrical Energy?

- Spotlight Integrated Science pg. 189
- Assessment papers
- Self-assessment table

- Written test - Oral questions - Assessment rubric

Force and Energy

Magnetism - Introduction to magnets and types

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

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

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

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

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

- Oral questions - Observation

Force and Energy

Magnetism - Attractive property of a magnet

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

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

In groups, learners are guided to:
- Spread paper on a flat surface; place small nails on paper; bring a magnet close to nails and observe
- Record observations (magnet attracts nails) and discuss with classmates
- Explain the meaning of the attractive property based on the practical activity

What happens when a magnet is brought close to small nails?

- Spotlight Integrated Science pg. 193
- Magnet (any type), paper, small nails
- Exercise books

- Practical work - Observation - Checklist

Force and Energy

Magnetism - Repulsive property of a magnet

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

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

In groups, learners are guided to:
- Suspend a bar magnet on a wooden stand using a string
- Bring the north pole of a second bar magnet toward the north pole of the suspended magnet and observe repulsion
- Bring the south pole toward the south pole and observe repulsion; record and discuss observations

What happens when like poles of two magnets are brought together?

- Spotlight Integrated Science pg. 194
- Two bar magnets, string, wooden stand
- Exercise books

- Practical work - Observation

Force and Energy

Magnetism - Polarity and magnetic strength

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

- Demonstrate polarity and magnetic strength as properties of a magnet using iron filings
- Explain why iron filings cluster more strongly at the poles
- Show precision when conducting and recording a practical activity

In groups, learners are guided to:
- Place a bar magnet on a working table and cover it with plain paper
- Slowly sprinkle iron filings on the paper and observe that filings cluster at the ends (poles)
- Discuss polarity (the two poles: north and south) and explain why magnetic strength is greatest at the poles

Where is the magnetic strength of a magnet greatest and why?

- Spotlight Integrated Science pg. 195
- Bar magnet, plain paper, iron filings
- Working table

- Practical work - Observation - Written assignments

Force and Energy

Magnetism - Directional property of a magnet

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

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

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

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

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

- Practical work - Observation - Oral questions

Force and Energy

Magnetism - Basic law of magnetism

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

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

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

What is the basic law of magnetism?

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

- Practical work - Oral questions

Force and Energy

Magnetism - Classifying materials as magnetic or non-magnetic

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

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

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

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

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

- Practical work - Observation - Checklist

Force and Energy

Magnetism - Properties and socio-economic value of magnetic materials
Magnetism - Uses of magnets in day-to-day life

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

- Explain why magnetic materials are attracted to magnets while non-magnetic materials are not
- Relate the magnetic properties of materials to their cost and socio-economic value
- Show critical thinking when linking material properties to real-life uses

In groups, learners are guided to:
- Discuss why iron, steel, cobalt, and nickel are magnetic while copper, aluminium, wood, plastic, and glass are not
- Explore the socio-economic value of magnetic materials (e.g. metal recycling, magnetic screwdrivers, cost of different metals)
- List materials found in the locality and use digital or print media to determine whether they are magnetic or non-magnetic

Why are some materials magnetic and others not, and what is the economic significance?

- Spotlight Integrated Science pg. 199
- Reference books
- Internet access
- Spotlight Integrated Science pg. 200
- Pictures of magnetic applications

- Oral questions - Written assignments

Force and Energy

Magnetism - Uses of magnets: devices and personal applications

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

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

- Read flash cards from Grade 7 learners describing personal uses of magnets (magnetic bag closure, magnetic toys, magnetic screwdriver, magnetic compass)
- Discuss how refrigerator doors use magnets to shut tight, speakers use magnets to produce sound, and radio tuners use magnets
- Discuss uses of magnets in bicycle dynamos for lighting bicycle lamps

Which household items use magnets and how do the magnets make them work?

- Spotlight Integrated Science pg. 201
- Flash cards
- Reference books

- Oral questions - Observation

Force and Energy

Magnetism - Applications of magnets in industry and technology

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

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

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

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

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

- Oral questions - Written assignments

Force and Energy

Magnetism - Applications of magnets in transport and communication

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

- Describe applications of magnets in transport (magnetic levitation trains) and communication (radios, speakers, earphones)
- Explain the role of magnets in bicycle dynamos and electric motors
- Show interest in how the study of magnetism has enabled modern technology

In groups, learners are guided to:
- Discuss how magnets are used in bicycle dynamos (magnet moves in coil of wire to produce electricity for bicycle lamps)
- Discuss applications in electric motors, generators, door bells, earphones, and radios
- Compile a list of magnet-powered devices and present to classmates

How do magnets enable transport and communication technologies to work?

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

- Oral questions - Written assignments

Force and Energy

Magnetism - Review and consolidation of magnetism

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

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

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

What are the key concepts about magnetism?

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

- Written test - Oral questions

Force and Energy

Magnetism - Assessment and Strand 4 review

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

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

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

How well do learners understand Magnetism and Strand 4 overall?

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

- Written test - Assessment rubric - Oral questions