Scientific Investigation

Introduction to Integrated Science - Meaning and components of Integrated Science

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

- Define the term Integrated Science using an English dictionary
- Identify the components of Integrated Science: biology, physics, and chemistry
- Show interest in learning about Integrated Science as a combined field of study

In groups, learners are guided to:
- In groups, find the meanings of "integrated" and "science" from a dictionary; discuss and merge into one statement
- Identify the components of Integrated Science from Figure 1.1 and by searching the internet
- Find out what each component — biology, physics, and chemistry — involves

What is Integrated Science and what are its components?

- Grade 7 Integrated Science Learner's Book - English dictionary, digital device with internet access
- Figure 1.1

- Oral questions - Observation

Scientific Investigation

Introduction to Integrated Science - Meaning and components of Integrated Science
Introduction to Integrated Science - Integrated Science and career opportunities
Introduction to Integrated Science - Integrated Science and career opportunities

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

- Distinguish between the components of Integrated Science with examples from daily life
- Explain phenomena that draw on more than one science branch
- Appreciate that Integrated Science combines disciplines to explain natural phenomena

In groups, learners are guided to:
- Discuss examples from biology (living organisms), chemistry (substances and reactions), and physics (forces and energy) in daily life
- Discuss phenomena that require more than one component: cooking water involves both physics (heat) and chemistry (water behaviour)
- Present findings to the class

How do the components of Integrated Science work together to explain everyday phenomena?

- Grade 7 Integrated Science Learner's Book - Charts showing branches of science
- Reference books
- Grade 7 Integrated Science Learner's Book - Internet access, digital device
- Career charts
- Grade 7 Integrated Science Learner's Book - Resource person
- Internet access

- Oral questions - Written assignments

Scientific Investigation

Introduction to Integrated Science - Importance of Integrated Science in daily life
Laboratory Safety - Common laboratory hazards and their symbols

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

- State at least five ways Integrated Science is important in daily life
- Give examples of science applied in cooking, health, farming, and technology
- Appreciate science as a useful tool for solving everyday problems

In groups, learners are guided to:
- Fill in Table on "Importance of Integrated Science in daily life" in groups
- Discuss how science is used in: cooking, health, farming, technology, and solving environmental problems
- Present group findings to the class

How is Integrated Science important in our everyday lives?

- Grade 7 Integrated Science Learner's Book - Table on importance (course book)
- Reference books
- Grade 7 Integrated Science Learner's Book - Exercise books
- Grade 7 Integrated Science Learner's Book - Charts with hazard symbols
- Science Kit

- Oral questions - Written assignments

Scientific Investigation

Laboratory Safety - Common laboratory hazards and their symbols
Laboratory Safety - Causes of common accidents in the laboratory

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

- Describe the hazard associated with each common laboratory symbol
- Explain why hazard symbols must be clearly displayed on all laboratory substances
- Create a hazard symbols poster for display in the laboratory

In groups, learners are guided to:
- Study hazard symbols on substance containers in the laboratory
- Discuss the danger level for each symbol and what should be done if exposed
- In groups, create a poster showing hazard symbols, their meanings, and precautions

How do hazard symbols protect laboratory users?

- Grade 7 Integrated Science Learner's Book - Hazard symbol charts, SEPU Kit
- Manila paper and markers
- Grade 7 Integrated Science Learner's Book
- Accidents table (course book)
- Reference books

- Observation schedule - Checklist

Scientific Investigation

Laboratory Safety - Causes of common accidents in the laboratory

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

- Identify specific accident risks linked to different laboratory activities
- Write at least six precautions to observe in the laboratory for personal and others' safety
- Develop a responsible attitude towards laboratory work

In groups, learners are guided to:
- Role-play safe and unsafe laboratory behaviour
- Write six precautions to observe in the laboratory at all times
- Discuss: why should solid waste not be disposed of in water sinks? Why should laboratory windows be open?

How do you prevent accidents in the laboratory?

- Grade 7 Integrated Science Learner's Book
- Safety scenario cards
- Reference books

- Observation schedule - Written assignments

Scientific Investigation

Laboratory Safety - First aid safety measures for common laboratory accidents

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

- Identify the contents of a first aid kit and state the function of each item
- Identify first aid measures for burns, cuts, chemical spills, and electric shock
- Show concern for the safety and wellbeing of fellow learners

In groups, learners are guided to:
- Carry out Activity 4: identify the contents of a first aid kit and discuss the function of each item
- Discuss first aid for: burns (cool with running water), cuts (apply pressure), chemical spills (flush with plenty of water)
- Interact with a resource person on laboratory first aid procedures

What first aid should be given after common laboratory accidents?

- Grade 7 Integrated Science Learner's Book
- First Aid Kit
- Resource person
- First Aid Kit, charts
- Exercise books

- Practical work - Observation

Scientific Investigation

Laboratory Safety - Importance of practising safety measures in the laboratory

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

- Explain why safety measures must always be practised in the laboratory
- Read and discuss safety measures from a provided chart
- Develop a habit of following safety rules during every practical activity

In groups, learners are guided to:
- Read the safety measures on the chart provided or on page 17 of the course book
- Discuss: why is it important to observe safety measures while in the laboratory?
- Write the safety measures in exercise books for reference

Why is it important to always practise safety measures in the laboratory?

- Grade 7 Integrated Science Learner's Book
- Safety measures chart
- Internet access

- Oral questions - Written assignments

Scientific Investigation

Laboratory Safety - Importance of practising safety measures in the laboratory
Laboratory Safety - Common laboratory hazards and their symbols

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

- Design a poster on laboratory safety measures
- Summarise all laboratory safety topics: hazards, accident causes, first aid, and importance of safety
- Appreciate safety as a personal and collective responsibility

In groups, learners are guided to:
- In groups, design a poster on laboratory safety; present to the class
- As a class, choose the best poster to display in the school laboratory
- Discuss: why is it important to observe safety measures in the laboratory?

How do you communicate laboratory safety to others?

- Grade 7 Integrated Science Learner's Book
- Manila paper, markers
- Exercise books

- Observation - Assessment rubric

Scientific Investigation

Laboratory Safety - First aid safety measures for common laboratory accidents

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

- Apply laboratory safety knowledge to new accident scenarios
- Advise a fellow learner on the correct safety procedure for a given situation
- Show confidence in using laboratory safety knowledge in real contexts

- Present new accident scenarios and ask learners to identify hazards, state causes, and describe first aid
- Peer-assess each other's responses using a safety checklist
- Carry out a formal review of all Sub-strand 1.2 content

How do you apply laboratory safety knowledge to real laboratory situations?

- Grade 7 Integrated Science Learner's Book
- Safety scenario cards, checklist
- Exercise books

- Oral questions - Peer assessment

Scientific Investigation

Laboratory apparatus and instruments - Heating apparatus and their uses

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

- Identify heating apparatus used in the laboratory: Bunsen burner, spirit lamp, portable burner, wire gauze, boiling tube, and tripod stand
- State the use of each identified heating apparatus
- Show interest in learning to use laboratory apparatus correctly

In groups, learners are guided to:
- Identify heating apparatus from pictures and real apparatus provided
- Match each item to its use: Bunsen burner (heat source), wire gauze (supports containers and distributes heat), tripod stand (supports beakers during heating), test tube holder (holds test tubes during heating)
- Record apparatus names and uses in a table

What apparatus is used for heating in the laboratory and what is each one used for?

- Grade 7 Integrated Science Learner's Book
- Bunsen burner, spirit lamp, wire gauze, tripod stand, test tube holder, boiling tube
- SEPU Kit

- Observation - Oral questions

Scientific Investigation

Laboratory apparatus and instruments - Parts and use of a Bunsen burner

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

- Identify the parts of a Bunsen burner and state the function of each part
- Correctly set up and use a Bunsen burner to heat water
- Handle heating apparatus with care and follow safety rules

In groups, learners are guided to:
- Study Figure 1.14 (parts of a Bunsen burner); identify: base, air hole, chimney, rubber tubing, jet, gas inlet
- Carry out Activity: heat water using a Bunsen burner; arrange apparatus as in Figure 1.15; observe and record temperature at intervals
- Discuss safety: why is the base wide and heavy? When should the air hole be open or closed?

What are the parts of a Bunsen burner and how is it used safely?

- Grade 7 Integrated Science Learner's Book
- Bunsen burner, gas lighter, 30 ml water in beaker, wire gauze, tripod stand, stopwatch
- Figures 1.14, 1.15

- Practical work - Observation schedule

Scientific Investigation

Laboratory apparatus and instruments - Glassware used in the laboratory

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

- Identify common glassware used in the laboratory: test tubes, beakers, conical flasks, boiling tubes, and round-bottomed flasks
- State the use of each identified glassware item
- Explain why most laboratory apparatus are made of glass

In groups, learners are guided to:
- Carry out Activity 8: identify glassware from pictures and real items; discuss why glass is used (transparent, heat-resistant, chemically inert)
- Match each glass item to its use from the course book table
- Discuss: in which case does the bottom of the beaker get dirty?

What glassware is used in the laboratory and why is glass the preferred material?

- Grade 7 Integrated Science Learner's Book
- Test tubes, beakers, conical flasks, boiling tubes, round-bottomed flasks
- Activity 8 apparatus

- Observation - Oral questions

Scientific Investigation

Laboratory apparatus and instruments - Measuring apparatus and magnification instruments

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

- Identify measuring apparatus: burette, pipette, syringe, volumetric flask, graduated beaker, and measuring cylinder
- Identify instruments for magnification: microscope and hand lens
- State the specific use of each measuring apparatus and explain why the microscope is preferred over a hand lens

In groups, learners are guided to:
- Identify measuring apparatus; match each to its function: pipette (fixed volumes), burette (accurate volumes), measuring cylinder (approximate volumes)
- Discuss why most apparatus are made of glass; discuss their differences in accuracy
- Discuss: why is the microscope preferred over a hand lens? (Higher magnifying power; shows finer details)

What measuring apparatus and magnification instruments are used in the laboratory?

- Grade 7 Integrated Science Learner's Book
- Burette, pipette, syringe, measuring cylinder, hand lens
- Charts

- Oral questions - Written assignments

Scientific Investigation

Laboratory apparatus and instruments - Measuring apparatus and magnification instruments

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

- Identify measuring apparatus: burette, pipette, syringe, volumetric flask, graduated beaker, and measuring cylinder
- Identify instruments for magnification: microscope and hand lens
- State the specific use of each measuring apparatus and explain why the microscope is preferred over a hand lens

In groups, learners are guided to:
- Identify measuring apparatus; match each to its function: pipette (fixed volumes), burette (accurate volumes), measuring cylinder (approximate volumes)
- Discuss why most apparatus are made of glass; discuss their differences in accuracy
- Discuss: why is the microscope preferred over a hand lens? (Higher magnifying power; shows finer details)

What measuring apparatus and magnification instruments are used in the laboratory?

- Grade 7 Integrated Science Learner's Book
- Burette, pipette, syringe, measuring cylinder, hand lens
- Charts

- Oral questions - Written assignments

Scientific Investigation

Laboratory apparatus and instruments - Parts and functions of a microscope

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

- Identify the parts of a microscope labelled A to E
- State the function of each part of the microscope
- Show care when observing and handling a microscope

In groups, learners are guided to:
- Carry out Activity 10: carefully observe the microscope provided; identify labelled parts from Figure 1.18
- Match each part of the microscope to its function using a labelled chart
- Discuss: how is the microscope used in hospital laboratories to observe bacteria?

What are the parts of a microscope and what does each part do?

- Grade 7 Integrated Science Learner's Book
- Light microscope, chart with labelled microscope (Figure 1.18)
- Prepared slides

- Observation - Oral questions

Scientific Investigation

Laboratory apparatus and instruments - Other laboratory apparatus

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

- Identify support and other apparatus: mortar and pestle, test tube rack, filter funnel, separating funnel, evaporating dish, forceps, tongs, retort stand and clamp, spatula, and scalpel blade
- State the use of each identified apparatus
- Appreciate the variety of apparatus available for different laboratory tasks

In groups, learners are guided to:
- Identify support and other apparatus from pictures and real items provided
- Match each item to its use: retort stand and clamp (holds and supports burettes), mortar and pestle (grinding solids), evaporating dish (evaporating liquids)
- Discuss: which apparatus would you use to measure mass, temperature, and time?

What support and other apparatus are used in the laboratory?

- Grade 7 Integrated Science Learner's Book
- Mortar and pestle, test tube rack, evaporating dish, retort stand and clamp, forceps, tongs, spatula
- Charts

- Oral questions - Written assignments

Scientific Investigation

Laboratory apparatus and instruments - How to handle and care for apparatus

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

- Describe correct procedures for handling and caring for laboratory apparatus
- Explain why glass apparatus must be handled with care and how to clean them safely
- Develop a habit of cleaning and storing apparatus correctly after use

In groups, learners are guided to:
- Read and discuss the conversation between Alice, John, and Mr. Tony on handling and caring for glass apparatus
- Discuss: how do we protect glass apparatus from breaking? Walk carefully; do not let them strike each other; handle with care when cleaning
- Discuss: if glass apparatus breaks, what is the right thing to do?

Why is it important to handle and care for laboratory apparatus correctly?

- Grade 7 Integrated Science Learner's Book
- Basic apparatus
- Conversation in course book

- Oral questions - Observation

Scientific Investigation

Laboratory apparatus and instruments - How to handle and care for apparatus

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

- Describe correct procedures for handling and caring for laboratory apparatus
- Explain why glass apparatus must be handled with care and how to clean them safely
- Develop a habit of cleaning and storing apparatus correctly after use

In groups, learners are guided to:
- Read and discuss the conversation between Alice, John, and Mr. Tony on handling and caring for glass apparatus
- Discuss: how do we protect glass apparatus from breaking? Walk carefully; do not let them strike each other; handle with care when cleaning
- Discuss: if glass apparatus breaks, what is the right thing to do?

Why is it important to handle and care for laboratory apparatus correctly?

- Grade 7 Integrated Science Learner's Book
- Basic apparatus
- Conversation in course book

- Oral questions - Observation

Scientific Investigation

Laboratory apparatus and instruments - Consumer protection + Self-assessment 4

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

- Explain the importance of consumer protection when handling laboratory apparatus and chemicals
- Identify consumer protection symbols and relate them to Table 1.1 on page 11
- Attempt Self-assessment 4 questions accurately

In groups, learners are guided to:
- Discuss consumer protection: manufacturers and users both have a role in safety when handling chemicals and apparatus
- Identify consumer protection symbols; refer to Table 1.1 (pg 11); discuss the role of these symbols in consumer protection
- Complete Self-assessment 4 questions 1–10; review and correct answers as a class

How do consumer protection measures keep laboratory users safe?

- Grade 7 Integrated Science Learner's Book
- Consumer protection symbols chart
- Exercise books

- Written test - Oral questions

Living Things and Their Environment

Human Reproductive System - The human menstrual cycle

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

- Define the menstrual cycle and describe what happens at each of the four phases
- Use Table 3.1 to identify the processes on days 1–5, 6–13, 14, and 15–28
- Show maturity and sensitivity when learning about the menstrual cycle

In groups, learners are guided to:
- Find the meanings of "menstrual" and "cycle" from a dictionary; discuss the phrase "menstrual cycle"
- Study Figure 3.1 and Table 3.1 closely; discuss each phase
- Discuss the role of hormones as chemical messengers that regulate the cycle

What is the menstrual cycle and what processes occur during each phase?

- Grade 7 Integrated Science Learner's Book
- Figure 3.1, Table 3.1, English dictionary
- Resource person

- Oral questions - Written assignments

Living Things and Their Environment

Human Reproductive System - Challenges related to the menstrual cycle

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

- Identify common challenges related to the menstrual cycle from s' conversation
- List: irregular periods, abdominal pain, cramps, headache, nausea, and mood swings
- Show empathy towards peers experiencing menstrual challenges

- Read and discuss the conversation among the Masomo Bora School learners on menstrual challenges
- Identify challenges mentioned by Mary, James, Mark, and Emily
- Discuss other challenges not in the conversation and write short notes

What are the common challenges associated with the menstrual cycle?

- Grade 7 Integrated Science Learner's Book
- Course book conversation
- Reference books

- Oral questions - Observation

Living Things and Their Environment

Human Reproductive System - Challenges related to the menstrual cycle

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

- Identify common challenges related to the menstrual cycle from s' conversation
- List: irregular periods, abdominal pain, cramps, headache, nausea, and mood swings
- Show empathy towards peers experiencing menstrual challenges

- Read and discuss the conversation among the Masomo Bora School learners on menstrual challenges
- Identify challenges mentioned by Mary, James, Mark, and Emily
- Discuss other challenges not in the conversation and write short notes

What are the common challenges associated with the menstrual cycle?

- Grade 7 Integrated Science Learner's Book
- Course book conversation
- Reference books

- Oral questions - Observation

Living Things and Their Environment

Human Reproductive System - Management of menstrual challenges

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

- Describe how to manage common menstrual challenges using Dr. Tiba's advice
- Explain why self-medication should be avoided and a doctor should be consulted
- Develop a responsible attitude towards seeking help for reproductive health

In groups, learners are guided to:
- Read Dr. Tiba's talk; discuss management strategies: light exercise, warm fluids, maintaining hygiene, regular changing of sanitary towels
- Discuss: why should one avoid self-medication? Why should irregular periods be checked by a doctor?
- Discuss: how do you help those who cannot afford sanitary towels?

How can challenges related to the menstrual cycle be managed responsibly?

- Grade 7 Integrated Science Learner's Book
- Dr. Tiba's talk (course book)
- Reference books

- Written assignments - Oral questions