Mixtures, Elements and Compounds

Mixtures - Categorising solid-solid and liquid-liquid mixtures

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

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

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

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

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

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

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

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

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

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

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

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

- Oral questions - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Mixtures - Sublimation
Mixtures - Solvent extraction

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

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

In groups, learners are guided to:
- Set up apparatus for sublimation using a beaker, tripod stand, wire gauze, round-bottomed flask with cold water and a source of heat
- Heat a mixture of iodine and common salt and observe the purple fumes and black solid forming on the cooler surface of the round-bottomed flask
- Record observations and answer questions on what type of mixture is separated by sublimation

Why must the sublimation experiment using iodine always be done in a fume chamber or outside the laboratory?

- Spotlight Integrated Science pg. 105
- Iodine, common salt, glass beakers, spatula, tripod stand, wire gauze, source of heat, round-bottomed flask, water
- Digital resources
- Spotlight Integrated Science pg. 106
- Mortar, pestle, plain paper, groundnuts, dropper, evaporating dish, propanone (acetone)

- Practical assessment - Observation - Oral questions

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

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

In groups, learners are guided to:
- Use digital or print media to search for information on fractional distillation and write findings in exercise books
- Set up the fractionating column apparatus and heat the ethanol-water mixture, collecting ethanol first then water in separate conical flasks labelled A and B
- Record the temperature at which each liquid is collected and explain which liquid is ethanol and which is water

How does fractional distillation make use of the difference in boiling points to separate ethanol from water?

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

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Mixtures - Applications of methods of separating homogeneous mixtures
Mixtures - Uses of separating methods and end of sub-strand assessment

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

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

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

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

- Spotlight Integrated Science pg. 113
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 115
- Learner exercise books

- Oral questions - Written assignments - Peer assessment

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Introduction to acids and bases

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

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

In groups, learners are guided to:
- Study pictures of a lemon, ginger, fermented milk and baking powder and discuss which are acidic and which are basic based on taste
- Discuss why tasting is not safe in the laboratory and identify alternative safe methods of classification
- Write short notes on the meaning of acids and bases and share for peer review

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

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

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

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

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
- 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

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

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

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

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

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

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

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

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

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

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

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

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

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

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

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

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

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

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

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

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

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

- Practical assessment - Observation - Oral questions

Mixtures, Elements and Compounds

Acids, Bases and Indicators - Introduction to applications of acids, bases and indicators
Acids, Bases and Indicators - Discussing applications of acids and bases

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
- Spotlight Integrated Science pg. 127

- Oral questions - Written assignments - Peer assessment

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

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

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

- 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
- Spotlight Integrated Science pg. 130

- 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
Living Things and the Environment

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

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

- 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
- Spotlight Integrated Science pg. 136
- Charts showing female reproductive system

- Written test - Oral questions - Self-assessment

Living Things and the Environment

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

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

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

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

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

- Spotlight Integrated Science pg. 137
- Charts
- Reference books
- Spotlight Integrated Science pg. 138
- 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
Human Reproductive System - Physical challenges during adolescence

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

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

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

What physical changes take place in boys during adolescence?

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

- Oral questions - Written assignments

Living Things and the Environment

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

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

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

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

What social and emotional challenges do adolescents face?

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

- Oral questions - Written assignments

Living Things and the Environment

Human Reproductive System - Developing a plan to manage challenges

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

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

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

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

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

- Checklist - Observation

Living Things and the Environment

Human Reproductive System - Social and reproductive implications of adolescence
Human Reproductive System - Review and assessment

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

- Oral questions - Written assignments

Living Things and the Environment

Human Excretory System - Introduction to excretion

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

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

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

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

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

- Oral questions - Observation

Living Things and the Environment

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

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

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

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

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

- Spotlight Integrated Science pg. 154
- Charts showing skin cross-section
- Hand lens
- Spotlight Integrated Science pg. 155
- Function table
- Reference books

- Observation - Oral questions

Living Things and the Environment

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

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

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

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

What waste products are removed through the skin and lungs?

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

- Practical work - Observation

Living Things and the Environment

Human Excretory System - Functions of parts of the urinary system

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
Human Excretory System - Modelling the urinary system

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

- Oral questions - Observation

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

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
- Spotlight Integrated Science pg. 166
- Health log template

- Oral questions - Written assignments

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
Electrical Energy - Renewable and non-renewable electricity sources

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

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

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

What are the sources of electricity in the environment?

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

- Oral questions - Observation - Anecdotal records

Force and Energy

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

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

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

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

What components make up a simple electrical circuit?

- Spotlight Integrated Science pg. 175
- Dry cells, connecting wires, bulb and bulb holder, switch
- Circuit diagram charts
- Spotlight Integrated Science pg. 176
- Two dry cells, two bulbs, two bulb holders, switch, connecting wires
- Safety guidelines
- Spotlight Integrated Science pg. 177

- Observation - Oral questions

Force and Energy

Electrical Energy - Comparing series and parallel circuits
Electrical Energy - Identifying common electrical appliances
Electrical Energy - Uses and energy conversion of 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)
- Spotlight Integrated Science pg. 182
- Appliances table
- Internet access

- Written assignments - Oral questions

Force and Energy

Electrical Energy - Safety measures when using electrical appliances

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

- Oral questions - Checklist

Force and Energy

Electrical Energy - Applying safety measures in practical scenarios
Electrical Energy - Uses of electricity in day-to-day life

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

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

- Discuss each safety rule: do not overload sockets, replace damaged cords, unplug unused appliances, use appliances for correct purpose, do not use with wet hands, unplug when cleaning, always monitor appliances in use
- Advise Grade 7 learners using an electric cooker, iron box, heater, and blender during a practical session on safety measures
- Share with parents/guardians what was learnt about electrical safety at home

How can electrical accidents involving appliances be prevented?

- Spotlight Integrated Science pg. 185
- Scenario cards
- Reference books
- Spotlight Integrated Science pg. 187
- Pictures showing uses of electricity

- Written assignments - Observation

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
Magnetism - Introduction to magnets and types

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

- Written test - Oral questions - Assessment rubric

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
Magnetism - Polarity and magnetic strength

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

- Practical work - Observation

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
Magnetism - Classifying materials as magnetic or non-magnetic

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
- 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 - Oral questions

Force and Energy

Magnetism - Properties and socio-economic value of magnetic materials

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

- Oral questions - Written assignments

Force and Energy

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

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

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

In groups, learners are guided to:
- Study photographs showing various uses of magnets in daily life and discuss each use
- Read a dialogue discussing uses of magnets in door bells, bicycle dynamos, electric motors, separation of mixtures, and computer memory storage
- Write a composition on uses of magnets in day-to-day life and share with classmates

How are magnets used in day-to-day life?

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

- Oral questions - Written assignments

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
Magnetism - Review and consolidation of magnetism
Magnetism - Assessment and Strand 4 review

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
- Spotlight Integrated Science pg. 204
- Review question sets
- Exercise books
- Spotlight Integrated Science pg. 205
- Assessment papers
- Self-assessment table

- Oral questions - Written assignments