Longhorn
Integrated Science
Grade 7
Teacher’s Guide
Kefa Masita
Stephen Ahurah
Antoney Ochieng
Cecilia Kiprop
Joseph Kitavi
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© K. Masita, A. Ochieng, S. Ahurah, C. Kiprop, J. Kitavi 2022
The moral rights of the authors has been asserted.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system
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First published 2022
ISBN 978-9966-64-380-3
Printed by
iii
Table of Contents
Introduction ........................................................1
Guide to developing competency based assessment tasks ................24
1: Scientic Investigation ................................................................................26
1.1: Introduction to Integrated Science ................................27
1.2: Laboratory Safety ...............................................41
1.4: Laboratory Apparatus and Instruments ............................85
2: Mixtures, Elements and Compounds........................................................110
2.1: Mixtures...................................................... 111
2.2: Acids, Bases and Indicators......................................136
3: Living things and their environment........................................................157
3.1: Reproduction in human beings ..................................157
3.2: Human Excretory System .......................................175
4: Force and Energy .......................................................................................198
4.1: Static Electricity ...............................................199
4.2: Electrical Energy ..............................................215
4.3: Magnetism.................................................... 234
Community Service Learning (Class Activity) .........................249
iv
1
A. Introduction to Competence-Based Curriculum
e vision of the basic education curriculum reforms is to enable every Kenyan
to become an engaged, empowered and ethical citizen. is will be achieved
by providing every Kenyan learner with the right standards in the skills and
knowledge that they deserve, and which they require in order to thrive in life. is
shall be accomplished through the provision of excellent teaching method, school
environments, resources and a sustainable visionary curriculum that provides
every learner with high quality learning.
In order to do this, teachers must engage the learners in exciting activities that
allow them to use and progressively demonstrate the competencies outlined in the
curriculum.
is Teacher’s Guide has been designed to do just that. It places the learner at
the centre of learning. e Teacher’s Guide provides pathways for identifying and
nurturing the talents and interests of learners early enough to prepare them for the
world of work, career progression and sustainability.
Based on a Competence-Based Curriculum, the Teacher’s Guide and the Learner’s
Book provide methods of assessment, promotion of national values and national
cohesion and their integration into the curriculum.
You should nurture the learner’s potential through the learning pathways that are
provided in this book. is is for the recognition of the learner’s potential, gis and
talents. At the end of the day, no learner should be labelled a failure.
Advantages of Competency- Based Curriculum
1. Learner-focused
e focus is on the educational achievement of each individual learner. e
learner takes the centre stage in the generation of the learning with the teacher
as just a facilitator.
2. Focus on competences
e focus is more on the development of competences and less on content. It
aims at the appropriate application of knowledge, and not necessarily just its
acquisition.
3. Opportunities for local decision making and greater depth of study
It gives the teacher great autonomy and exibility in implementing the curriculum
as opposed to a prescriptive curriculum where teaching or learning methods are
prescribed to the teacher.
e Competence-Based Curriculum focuses on programs that have more
learning outcomes.
Introduction
2
4. Balance between formative and summative assessment
It avoids too much focus on summative assessment; instead, it focuses on a
range of assessments of the development of the learning outcomes, cross-
curricular competencies, literacy and numeracy.
It is from this background that the Science Curriculum for Junior Secondary
level was reviewed, as a paradigm shi from the traditional knowledge-based
learning to competence-based learning.
B. Essence Statement
Science is a dynamic, collaborative human endeavor that enables the use of
distinctive ways of logistical valuing, thinking and working to understand natural
phenomena in the biological, physical and technological world. e emphasis
of science education at lower secondary levels is to enhance learners’ scientic
thinking through learning activities that involve planning, designing, measuring,
observing, evaluating procedures, examining evidence, and analysing data.
Integrated Science learning area is therefore expected to create a scientic
culture among the learners that inculcates scientic literacy to enable them
make informed choices in their personal lives and approach their life challenges
in a systematic and logical manner. is learning area intends to enable the
learners to practically explore and discover knowledge within their environment
and in the laboratory to allow them understand themselves and relate with
their environment through application of scientic principles and ideas. e
integrated science learning area is therefore a deliberate eort to enhance the
level of scientic literacy of all the learners and equip them with the relevant
basic integrated scientic knowledge, skills, values and attitudes needed for
their own survival and/or career development. Concepts in integrated science
are presented as units within which there are specic strands that build on the
competencies acquired in Science and Technology at Upper Primary school
level. is provides the learner with the basic requisite skills, knowledge, values
and attitudes necessary for specialisation in pure sciences (Physics, Chemistry,
and Biology), applied sciences, Careers and Technology Studies (CTS) and
Technical and Engineering subjects oered in the STEM pathway at senior
school. Integrated Science is taught through inquiry-based learning approaches
with an emphasis on the 5Es: engagement, exploration, explanation, elaboration
and evaluation.
C. National Goals of Education
Education in Kenya should:
i) Foster nationalism and patriotism and promote national unity
Kenya’s people belong to dierent communities, races and religions, but these
dierences need not divide them. ey must be able to live and interact as
Kenyans. It is a paramount duty of education to equip the young people with
3
the sense of nationhood by removing conicts and promoting positive attitudes
of mutual respect which enable them to live together in harmony and foster
patriotism in order to make a positive contribution to the nation building.
ii) Promote the social, economic, technological and industrial needs for
national development
Education should prepare the youth of the country to play an eective and
productive role in nation building.
(a) Social Needs
Education in Kenya must prepare the children for changes in attitudes and
relationships which are necessary for the smooth progress of a rapidly developing
modern economy. ere is bound to be a silent social revolution following in the
wake of rapid modernization. Education should assist our youth to adapt to this
change.
(b) Economic Needs
Education in Kenya should produce citizens who are equipped with the skills,
knowledge, expertise and personal qualities that are required to support a
growing economy. Kenya is building up a modern and independent economy
which is in need of an adequate and relevant domestic workforce.
(c) Technological and Industrial Needs
Education in Kenya should provide the learners with the necessary skills and
attitudes for industrial development. Kenya recognizes the rapid industrial and
technological changes taking place, especially in the developed world. We can
only be part of this development if our education system is deliberately focused
on the knowledge, skills and attitudes that will prepare our young people for
these changing global trends.
iii) Promote individual development and self-fulllment
Education should provide opportunities for the fullest development of an
individuals talents and personality. It should help children to develop their
potential interests and abilities. A vital aspect of an individual, development is
the building of character.
iv) Promote sound moral and religious values
Education should provide for the development of knowledge, skills and attitudes
that will enhance the acquisition of sound moral values and help the children to
grow up into self-disciplined, self-reliant and integrated citizens.
v) Promote social equality and responsibility
Education should promote social equality and foster a sense of social responsibility
within an education system which provides equal educational opportunities
for all. It should give all the children varied and challenging opportunities for
collective activities and corporate social service irrespective of gender, ability or
geographical environment.
4
vi) Promote respect for and development of Kenya’s rich and varied cultures
Education should instill in the youth of Kenya an understanding of past and
present cultures and their valid place in contemporary society. Children should
be able to blend the best of traditional values with the changing requirements
that must follow rapid development in order to build a stable and modern society.
vii) Promote international consciousness and foster positive attitudes
towards other nations
Kenya is part of the international community. It is part of the complicated and
interdependent network of peoples and nations. Education should therefore
prepare the youth of the country to accept membership of this international
community with all the obligations and responsibilities, rights and benets that
this membership entails.
viii) Promote positive attitudes towards good health and environmental
protection
Education should inculcate in young people the value of good health in order
for them to avoid indulging in activities that will lead to physical or mental ill
health. It should foster positive attitudes towards environmental development
and conservation. It should prepare the youth of Kenya to appreciate the need
for a healthy environment.
D. General Learning Outcomes for Middle School Education
By the end of Middle School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-
expression.
2. Communicate eectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment eectively for
learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic
responsibility.
7. Appreciate the country’s rich and diverse cultural heritage for harmonious co-
existence.
8. Manage pertinent and contemporary issues in society eectively.
9. Apply digital literacy skills for communication and learning.
E. General Learning Outcomes for Integrated Science
By the end of Junior Secondary School, the learner should be able to:
1. Acquire scientic knowledge, skills, values and attitudes to make informed
choices on career pathways at senior school.
5
2. Select, improvise and safely use basic scientic tools, apparatus, materials and
chemicals eectively in everyday life.
3. Explore, manipulate, manage and conserve the environment for learning and
sustainable development.
4. Practise relevant hygiene, sanitation and nutrition skills to promote good health.
5. Apply the understanding of body systems with a view to promote and maintain
good health.
6. Develop capacity for scientic inquiry and problem solving in dierent situations.
7. Appreciate and use scientic principles and practices in everyday life.
8. Apply acquired scientic skills and knowledge in everyday life
F. Interrelationship between the National Goals of Education,
General Learning Outcomes for Middle School, General
Learning Outcomes for Integrated Science and Specic
Learning Outcomes
Knowledge of the interrelationship between National Goals of Education and Middle
School Outcomes is important for you as the teacher. It enables you to establish the
linkages between the outcomes at dierent levels and draw their relationship with
the National Goals of Education. is will help you as a teacher to:
• Establish a consensus on the interrelationship between National Goals of Education
and outcomes at dierent levels.
• Be creative and innovative in the learning approach.
• Acquire awareness regarding the learners’ rights and responsibilities.
Example:
National Goal of Education
(Number 8)
Promote positive attitudes towards good health
and environmental protection.
General Learning Outcome for
Middle School (Number 4)
Explore, manipulate, manage and conserve
the environment eectively for learning and
sustainable development.
General Learning Outcome for
Integrated Science ( Number 3)
Explore, manipulate, manage and conserve
the environment for learning and sustainable
development.
Specic Learning Outcome
Strand 2: Mixtures, Elements and
Compounds
2.1: Acids, bases and indicators
Learners are guided to prepare and use plant
extracts indicator and classify common house
hold solutions as either acidic or basic in a
group.
6
G. Structure of the Teacher’s Guide
e Teacher’s Guide is organised into two main sections: part 1 and part 2. Part 1 is
the general introduction section detailing pedagogical issues. Part 2 highlights the
sub- strands just as outlined in the Learner’s Book. It gives in detail, the expected
learning outcomes, interesting teaching and learning experiences, tips on handling
the special needs learners and exible teaching guidelines to the teacher.
Organisation of the strands
Each strand has been subdivided into sub-strands which indicate the scope of coverage
of what a teacher should teach and learner should learn in line with stated learning
outcomes.
e strands and sub strands in Integrated Science Grade 7 are:
1. Scientic Investigation
• Introduction to Integrated Science
• Laboratory safety
• Basic science skills
• Laboratory apparatus and instruments
2. Mixtures, Elements and Compounds
• Mixtures
• Acid, bases and indicators
3. Living things and their Environment
• Reproduction in human beings
• Human Excretory systems (Skin and Kidneys)
4. Force and energy
• Static Electricity
• Electrical energy
• Magnetism
Each strand consists of the following details:
• Background information.
• Attention to learners with special needs.
• Specic learning outcomes.
• Links to core competencies to be developed
• Links to PCIs.
• Links to other learning areas.
• Links to values.
• Suggested assessment methods.
• Suggested learning resources.
• Suggested non-formal activities.
• Additional information to the teacher.
7
a. Sub strands
ese are specic concepts being discussed under every strand.
b. Number of lessons
e number of lessons suggested for each sub strand.
c. Specic learning outcomes
ese are the learning objectives, which must be achieved at the end of the sub-
strand. ey are accompanied with suggested learning experiences, which are
a summary of activities that should be carried out to meet the specic learning
outcomes.
d. Key inquiry questions
Key Inquiry Questions (KIQ) is an approach where the teacher uses questions
to stimulate the learners’ thinking to allow them to generate information using
their own words and understanding. Key Inquiry Questions play the following
functions:
• Help to focus on the learning area.
• Probe for deeper meaning and set the stage for further questioning.
• Foster the development of critical thinking skills and higher order capabilities
such as problem solving.
• Allow the learners to explore ideas in a free, non- judgmental, meaningful
and purposeful way.
• Encourage collaboration amongst learners, teachers and the community thus
integrating technology to support the learning process.
Sample KIQ are given in this Guide. You are free to add your own KIQ in each
lesson. Consider the following when writing KIQ:
(i) e focus of the learning outcome and the strand as given in the
curriculum design.
(ii) Examine the concept in the curriculum design that must be addressed and
brainstorm on the questions that would enable the learners to think about
the concept without dictating the direction or outcome of their thinking.
(iii) Utilise the six typical question words: Who? What? Where? When? Why?
How?
e. Core Competences to be developed
A competence based approach enables meaningful connections within and
between subject areas. e seven core competences to be achieved by every
learner are:
(i) Communication and collaboration
• Communication is the act of transferring information from one place to
another, whether vocally, visually, or non-verbally.
• Collaboration on the other hand is the process where two or more people
or organisations work together to achieve shared goals.
8
• Strategies for eective communication enhance the attainment of greater
collaboration among the learners that ultimately increase their success as
they engage in collaborative problem solving.
(ii) Self-ecacy
• Self-ecacy is a person’s belief about his or her capabilities to perform
tasks or assignments that can change and transform his or her life. It
determines how a learner feels, thinks, behaves and motivates himself or
herself. Self- ecacy has the potential to determine four major processes
in a learner, namely: cognitive, motivational, aective and selection
processes.
(iii) Critical thinking and problem solving
• An important outcome of quality education is teaching the learners how to
think critically.
• It is possible for the learners to reason in an uncritical way. When the
learners are empowered with critical thinking, they avoid being subjective
and use logic and evidence to arrive at conclusions.
• Critical thinking further facilitates exploring new ways of doing things and
thus promotes learner autonomy. is gives the learners ways of solving
problems in their lives and communities and will ultimately help them to
full their potential, which is the vision for the basic education curriculum.
(iv) Creativity and imagination
• Creativity is the ability to imagine things that are not real, to form pictures
in the mind of things that one has not seen or experienced and turn those
pictures into real things. Imagination only exists or happens in the mind
and it remains in the mind.
• In educational terms, creativity and imagination refers to the ability of the
learners and their teachers to form images and ideas in their minds and
turn them into real, visible creations. e learners who are imaginative
and creative are able to make life interesting for themselves and others
around them. ey use the knowledge, skills and values acquired in the
learning process to create new ideas that result in products that add value
to their lives and to the lives of others around them.
(v) Citizenship
• Human beings have always been known to form communities based on
a shared identity. Such identities are formed in response to a variety of
human needs, which might be economic, political, religious or social. e
individuals in these communities identify themselves as citizens.
• Citizenship is the state of being vested with the rights, privileges and duties
of a citizen. A sense of citizenship equips the learners with skills to deal
with situations of conict and controversy knowledgeably and tolerantly. It
nurtures personal respect and respect for others, wherever they live.
9
(vi) Digital literacy
• Digital literacy can be described as having the knowledge, skills and
behaviour necessary to eectively and safely use a wide range of digital
content and devices. Such devices include mobile phones, smart phones,
tablets, laptops or desktops.
• Digital literacy skills include being able to use computer communication
networks, being able to engage in online communication and social
networks, being aware of and adhering to ethical behaviour protocols,
being aware of societal issues raised through digital media and being able to
search, evaluate and use information channelled through digital platforms.
(vii) Learning to learn
• Learning to learn is the ability to pursue and persist in learning, to
organise one’s own learning by the eective management of time and
information, both individually and in groups. It includes awareness of
one’s learning process and needs, identifying available opportunities and
the ability to overcome obstacles in order to learn successfully.
• Learning to learn helps the learners to build on prior learning and life
experiences in order to use and apply knowledge and skills in a variety of
contexts. ere are four pillars of learning: learning to know, learning to
do, learning to be and learning to live together.
ese core competences should be achieved once the learners have met all
the learning outcomes in a strand.
f. Link to PCIs
Children, like adults, are faced with a myriad of challenges owing to the
legal, technological, social, cultural and economic dynamics in society. ese
challenges have been captured in the Competence-Based Curriculum as
Pertinent and Contemporary Issues (PCIs). ere are six PCIs addressed in this
book. ese are:
(i) Global citizenship
is include peace education, integrity, ethical and racial relations,
social cohesion, patriotism and good governance, human rights and
responsibilities, children rights, child care and protection, and gender
issues in education.
(ii) Life skills and values education
is includes self-awareness and self-esteem, values, moral education and
human sexuality and etiquette.
(iii) Education for sustainable development (ESD)
ese include environmental education, disaster risk education, nancial
literacy, poverty eradication, countering terrorism, extreme violence and
radicalization, gender issues and animals welfare.
10
(iv) Learner support programmes
Guidance service, career guidance, counselling services, peer education,
mentorship, learning to live together, clubs and societies and sports and games.
(v) Community service learning and parental engagement
Service learning, community involvement, parental empowerment and
engagement.
ese six have been captured in the learning activities.
g. Links to other learning areas
is section highlights the other subjects that are related to the sub strand. e
relationship by way of sharing of some of the skills to be taught.
h. Link to values
Values are standards that guide an individual on how to respond or behave in
a given circumstance. e teaching of values will facilitate the achievement of
the curriculum reforms’ vision of moulding ethical citizens. e core values
emphasised in this Teacher’s Guide are love, responsibility, respect, unity, peace,
patriotism, social justice and integrity.
i. Parental engagement and empowerment
Parental engagement is the active participation of parents in their children’s
learning and holistic development in collaboration with teachers and other
stakeholders. Learning experiences at home should take place to reinforce
what is learnt in school. ese connections can be maintained through various
activities and provision of opportunities to parents to render services. Some
strategies have been proposed to enable the parents to engage in the education
of their children.
It is important to note that parents, teachers, Board of Management(BoMs),
school management and the community need to be empowered in order to
be engaged in the learning activities. Capacity building of all stakeholders is
critical to ensure active parental involvement in school activities. is will
nurture the potential of the learners in and out of school. Parental engagement
therefore will be enhanced through the following strategies:
• Participatory decision making
• Communication and collaboration
• Learning and development process
• Resourcing, volunteering and linkages
j. Background information
is section outlines the key knowledge, skills attitudes and values that the
learners need to have acquired earlier that will facilitate their learning in the
sub-strand.
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k. Suggested learning experiences
is section provides guidance to the teacher on how to facilitate learning in
each lesson.
e
guidance for each lesson is structured as follows:
• Preparation
• Attention to learners with special education needs
• Lesson development
• Conclusion
l. Suggested assessment methods
is section gives the teacher a range of suggested methods that they can use to
assess the learner’s progress.
m. Suggested assessment tool
ese are suggested lesson specic rubric derived from the broad sub- strand
and assessment rubrics, for assessing the learner’s achievements of the
competences envisaged in the lesson.
n. Suggested answers to assessment questions:
is section provides possible answers for the assessment question given.
o. Suggested Community Service Learning
Community Service Learning (CSL) is an experiential learning strategy that
integrates classroom learning to learning from the community to enable
learners to reect, experience and learn from the community. It is a process
where learners link personal and social development with academic and
cognitive development.
CSL activities have been suggested to help create opportunities for learners to
apply the knowledge and skills acquired through the formal dimension in their
community while at the same time learning from the community. is will
develop in the learner not only employability skills but also promote personal
growth by strong and productive relationships with the community. Learners
will utilise the acquired knowledge, skills, values and attitudes to improve the
welfare of the community.
Most CSL activities in this class have focused on Citizenship, Entrepreneurship,
Financial Literacy, Life Skills, Communication Skills and Research. As a
teacher, you may vary the activities suggested to suit your community and
prevailing circumstances.
H. e Teaching Process
e role of the teacher in Competence-Based Curriculum is that of a facilitator. He
or she facilitates discovery, acquisition and sharing of knowledge, skills, values and
attitudes through learning experiences. e teacher organises and coordinates these
learning experiences either in or outside the classroom.
12
Learning experiences comprise of activities that the learner is engaged in during the
lesson. e activities may be carried out by an individual learner or as a group work
activity. However, they should ultimately, enable each learner to achieve the intended
specic learning outcomes of the lesson.
Learning experiences enable the learners to:
• Acquire knowledge, skills and develop attitudes.
• Acquire the intended competences.
• Learn from one another.
• Self-evaluate and evaluate others.
• Engage deeply in the subject matter.
• Reect on the learning process.
• Interact with others during the learning process.
I. Grouping Learners for Learning Experiences
e following are dierent ways of grouping learners:
(a) Similar ability grouping
(b) Mixed ability grouping
(c) Similar interests grouping
(d) Needs grouping
(e) Gender grouping
Grouping of the learners has several advantages such as:
(a) e individual learner’s progress and needs can easily be observed.
(b) e teacher-learner relationship is enhanced.
(c) A teacher can easily attend to the needs and challenges of a small group.
(d) Materials that were inadequate for individual work can be easily shared.
(e) Learners can learn from one another.
(f) Cooperation among the learners can easily be developed.
(g) Many learners accept correction from the teacher more readily and without
feeling humiliated when they are in a small group rather than individually.
(h) Learner’s creativity, responsibility and leadership skills can easily be developed.
(i) Learners can work at their pace.
e type of grouping that you may choose depends on:
(a) e activity or task to be tackled.
(b) e materials available.
(c) Ability of the learners in the class (fast, average, slow).
13
However, you must be exible enough to adjust or change the type of grouping to
cope with new situations. ere is no xed number of learners that a group must have.
is will be dictated by factors such as the task to be done, the materials available,
characteristics of learners in your class, size and the space available. However, groups
should on average have between four to seven learners. You can also resort to pair
work depending on the nature of the content being taught at the time.
ere is no one method or approach to teaching that is appropriate for all lessons.
erefore, as a teacher, choose wisely the method to use or a combination of methods
depending on the nature of the activity or task.
J. Professional Documents
ese are the documents used by the teacher in the preparation, implementation and
evaluation of teaching and learning. ey are vital documents that a teacher must
have to keep track of his or her work, that of the learners as well as to make teaching
and learning more eective. ey include:
1. Schemes of work
2. Lesson plans
3. Records of work covered
4. Learners progress records
1. Schemes of work
A scheme of work is a document that a teacher develops from the curriculum
design. A scheme of work shows how the planned curriculum content shall be
distributed within the time allocated for the subject.
A scheme of work helps the teacher to:
• Plan on what resources will be required.
• Decide on the methodology to be used.
• Plan for assessment.
14
Below is a sample scheme of work for Grade 7 Term1:
Sample scheme of work
School Grade Learning area Term Year
Masomo Junior
Secondary School
7 Integrated Science 1 2023
Week Lesson Strand Sub strand Specic
learning
outcomes
Key
inquiry
question
Learning
resources
Lesson experiences/
activities
Assessment method Reection
1 1 Scientic
investigation
Laboratory
safety
By the
end of the
lesson, the
learner
should
be able to
identify
common
hazards
and their
symbols
in the
laboratory.
Which
common
hazards are
found in the
laboratory?
1. Charts,
pictures and
photographs
showing
common
hazards in the
laboratory.
2. Learner’s Book
1. Ask the learners to
study the pictures in
the Learner’s Book.
2. Guide learners
in discussing
the pictures and
identifying the
hazards and
accidents.
3. Ask the learners
leading questions that
guide them towards
identifying common
hazards and accidents
in the laboratory.
Oral questions
Ask learners probing
questions on the
meaning of hazards
and accidents.
Observation
Observe each learner
as they study the
pictures and materials
provided.
Listening
Listen to every
learner’s contribution
as they discuss.
15
2 2 By the
end of the
lesson, the
learner
should be
interpret
common
hazard
symbols.
Which
hazard
symbols are
found in the
laboratory?
1.Learner’s Book
2. Hazard
symbols
1. Ask learners to
observe the symbol
chart and discuss
the meaning of each
symbol.
2. Instruct learners to
check containers with
labels and identify the
symbols.
Listen to the learners
as they discuss the
meaning of each
symbol.
Oral questions: Ask
learners probing
questions on the
meaning of the
hazard symbols.
3 3 Digital devices
such as
smartphones,
a tablet with
Internet
connection.
Let the learners search
for information on
hazard symbols then
take notes.
Observe as learners
use digital devices
to search for the
information.
16
2. Lesson Plan
A lesson plan is an essential document for eective teaching and learning. A
well prepared lesson plan helps the teacher to:
• Organise the content to be taught in advance focusing clearly on the content
to be done and the way it should be taught hence avoiding vagueness and
irrelevance.
• Plan, prepare and assemble teaching or learning resources.
• Present concepts and skills in a systematic manner, using appropriate
strategies to achieve the stated lesson outcomes.
• Manage the time eectively during the lesson.
• Select and design appropriate assessment methods to evaluate the teaching
and learning process.
• Make connections between components.
Components of the lesson plan
(a) Organisation of learning - is shows where learning will be taking place.
It could be in the classroom, or outside the classroom or a visit to a nearby
library or farm.
(b) Introduction - e lesson should be introduced in an interesting and stimulating
manner to arouse curiosity in the learners. Integrate the learner’s related past
experiences as much as possible, tapping into learner’s prior knowledge to
prepare them for the additional content you are about to introduce.
(c) Lesson development - is is the actual teaching of the subject area content. e
subject matter is divided into steps. Each step should contain one main idea or
experience. Explicitly outline how you will present the lesson’s concepts to the
learners and the activities to be undertaken in each step-in order to achieve
the stated outcomes.
It should clearly indicate what is to be taught, the teaching methods and
the learners activities. You as a teacher should vary the teaching or learning
activities as the need arises.
(d) Conclusion - is step summarises the lesson by putting emphasis on the
important points or concepts learnt. During this time a wrap up of the lesson
is given to help learners organise the information into meaningful context in
their minds.
is can be done by:
• Asking questions to establish whether the lesson outcomes have been
achieved.
• Allowing the learners to seek clarication.
• Summarising the main points from the lesson.
• Giving follow-up activity(ies) such as an assignment or project.
• It is important to note that a lesson plan may not have all the details of the
content; therefore the teacher should have lesson notes.
(e) Reection on the lesson - is is a critical analysis of the learning. e teacher is
called upon to make an honest assessment of his or her performance and that
17
of the learners during the lesson and give reasons for the success or failure of
the lesson. Suggestions or remedies should be highlighted in this section.
e
lesson planning will require emphasis on embedding and infusing of
the aspect of the CBC such as core competences, PCIs, values, non-formal
learning activities, link to other learning areas, resources and assessment.
A conscious eort must be made during planning to include the types of
questioning techniques that will be used in the lesson.
Below is a sample format of a lesson plan:
Sample lesson plan
School Grade Subject Date Time Roll
Strand: ____________________________________________
Sub strand: ________________________________________
Specic learning outcome:
By the end of the sub-strand, the learner should be able to:
____________________________________________
____________________________________________
Key Inquiry Question(s):
____________________________________________
____________________________________________
Core competencies: __________________________________
PCIs: _____________________________________________
Values: ___________________________________________________________
Learning resources: _________________________________________________
Learning resources: _________________________________________________
Organisation of learning (where and how to conduct the lesson): _____________
__________________________________________________________________
Introduction:
__________________________________________________________________
__________________________________________________________________
Lesson development:
__________________________________________________________________
__________________________________________________________________
Conclusion and summary:
__________________________________________________________________
__________________________________________________________________
Reection: ________________________________________________________
______________________________________________________
18
3. Records of work
A Record of Work is a document kept by the teacher showing the work that
has been done at the end of every lesson, strand or sub-strand. e individual
teacher makes the entries daily. It helps in:
• Accountability and transparency of work done by the teacher.
• e continuity of the teaching of a class.
• Giving a new teacher an idea of where to start with the teaching of the
class.
• Evaluation of the schemes of work aer a period.
• Providing uniformity of content coverage in case of several streams.
e record tracks the achievement of learning outcomes and the competencies
acquired by the learner. e record can be used to show the teacher whether
their teaching has been eective in addressing the leaning needs of individual
learners. It therefore acts as a guide for the teacher to be able to give the
required attention to individual learners to ensure the desired outcomes as
stated in the curriculum designs are portrayed by all the learners.
Components of records of work
(a) Administrative details: Details of the name of the school, teacher, learning
area and grade.
(b) Time frame: ere should be an indication of the date and week when the
work was done.
(c) Work done: Strand and sub-strand as derived from the specic learning
outcome(s).
(d) Reection: e remarks column should have statement(s) specifying the
success and or challenges of that lesson and recommendations.
(e) Details of the teacher: include the name, signature or initials of the
implementing teacher for accountability.
e school management should regularly sign the record of work.
Below is a sample format of record of work:
Sample record of work
School: ______________ Learning Area _________
Name of teacher ___________ Grade: _____________
Date We e k Work done Reection Signature
19
4. Learner’s Progress Records
is can be done using rubrics. Rubrics are a way to assess a learner’s progress with
standards in a detailed manner. Rubrics provide several focal points when grading
subjective work. ey also provide the teacher with a tool to ensure that grading is fair
and consistent for all the learners.
Learning outcomes require dierent assessment methods. A rubric is a teacher-
generated tool that maps the specic learning outcomes that specify the performance,
levels of success and mastery of the learning outcomes. Rubrics will assist in measuring
the product, process and progress of learning. In addition, the rubric will involve the
learners in creating and understanding the evaluation criteria, which allows them to
participate fully in the process, needed to achieve the objective.
e following checklist can be used in evaluating the learner’s participation and
progress in class.
Name: __________________________ School: _________________________
Learning Area:____________________ Grade: __________________________
Admission number: ________________ Age: ____________________________
Term: ___________________________ Year: ____________________________
Learner’s ability and
expectations.
Indicator
Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Remarks
(a) Makes observations
in activities and tasks.
(b) Asks oral questions in
class.
(c) Answers questions
orally in class.
(d)Recalls key concepts.
(e) Expresses good
values.
(f) Draws/ presents
complete work done.
(g) Makes correct
interpretations.
(h)Relates concepts from
known to unknown.
(i) Makes correct
analyses.
(j) Presents sustained
reasonable arguments.
20
K. Teaching and Learning Resources
ese refer to things that the teacher requires during the learning process. ey
include:
• e classroom
• Textbooks
• Wall charts, cards, pictures and wall maps
• Classroom displays
• Models
• Resource persons
• Social facilities, such as community halls, health centres and other learning
institutions.
(i) Classroom as learning or teaching resource
Classroom generally refers to the place where learning takes place. e
learners learn from everything that happens around them such as the things
that they hear, see, touch, taste, smell or play with. It is therefore important
for you to make the classroom an attractive and stimulating environment.
is can be done by:
• Arranging the furniture and desks in good order.
• Having wall display. Examples are wall charts, pictures or photographs.
• Displaying models
• Having a display corner in the classroom where learners display their
work and keep the materials they use for the activities. e materials
in the classroom should provoke critical thinking in the learners and
asking questions about what is around them and encourage them to do
worthwhile activities.
(ii) Safety in the classroom and during outdoor activities
e learners in primary school are extremely active and curious. As such,
they are inclined to getting harmed or injured. ey should therefore be
constantly protected from sources of harm and injury. You are therefore
advised to take strict safety precautions whenever the learners are inside or
outside the classroom. Some areas that need consideration as far as safety is
concerned include:
• When using tools and equipment.
• During experiments or demonstrations.
• When handling sharp or pointed objects like a pair of scissors, razor blade
or cutting tools.
• During nature walks and eld visits.
21
(iii) Improvisation
If each learner is to have a chance of experimenting, cheap resources must
be made available. Expensive equipment and materials may not always be
available in most schools. e teacher is therefore advised to improvise using
locally available materials as much as possible. Improvisation should however
not be regarded as a cheap substitute for proper equipment.
L. Special Needs Education and Multi-ability Learning
Inclusive education involves ensuring all the learners are engaged in education and
that special need learners are welcomed by other learners so that they all can achieve
their potential. Inclusive practice embraces every individual regardless of gender
or ability including those with learning diculties and disabilities. e focus of
inclusive curriculum is on ensuring participation in education of the learners with
dierent learning styles and other diculties. To be successful, it entails a range of
issues including teacher’s positive attitudes, adapting the learning resources, a variety
of teaching and learning methods and working together. Overall, the benets of an
inclusive curriculum extend to all learners.
e learners with special needs who may follow the regular curriculum include those
with:
• Emotional and hebavioural diculties
• Physical impairment
• Visual impairment
• Hearing impairment
• Mental impairment
• Speech impairment
• Gied and talented
• Mild cerebral palsy
• Emotional and behavioural diculties
Some suggestions on how to support special needs learners in your class have been
made in the teaching guidelines in the Teacher’s Guide.
You should avoid giving privileges where the learners do not deserve them. Treat all
the learners fairly but not with undue favours. In extreme cases it can be recommended
for the learners to join a special school.
M. Competence-Based Assessment
e main purpose of competency-based assessment is to:
• Inform teaching and learning decisions.
• Establish the level of the learner’s competence.
• Ascertain the progress against the learning outcomes.
• Encourage the learners to make judgments about their performance.
• Enhance learner motivation.
• Identify where intervention, focused support or referral is required.
• Make decisions regarding choice of learning area, course and careers pathways. e
following are the common forms of assessment in a Competency-Based Curriculum.
22
1. Formative Assessment or Assessment for learning (AFL)
is approach builds an accurate and detailed prole of the teachers understanding
of the curriculum and teaching approaches so that the learners can be given the
appropriate assistance.
2. Assessment as Learning
Assessment as Learning occurs when a learner is assisted to develop a capacity
to be independent, self-directed to set individual goals, monitor own progress or
self-assess, and reect on his or her learning. A learner can self-assess when the
teacher provides the learner with a clear picture of the steps required to reach
prociency, a set criterion that have a variety of examples or models of decent
work for comparison.
3. Assessment of learning
is is summative assessment and is carried out at the end of a unit or task.
Summative assessment is a comprehensive process used to summarises and
communicate what a learner knows and can do with respect to curriculum
learning outcomes and expectations aer a dened instructional period of time.
It summarises the learners achievement. Since summative assessment comes at
the end of a unit, strand or a term, the feedback has less impact on the learner’s
learning compared to formative assessment. e evidence is used to determine
the level of the learners achievement. It is designed to provide the information on
the achievement of a learner to parents, educators and the learners themselves for
an appropriate placement or further studies.
Summative assessments include tests, examinations, performances,
presentation, portfolios, and a variety of written, oral and visual methods.
Other forms of assessments include:
(a) Checklists: Assist the teacher to determine areas of focus to enable the
learner to develop relevant knowledge and skills.
(b) Rating scales: Use of descriptive words, such as always, usually, sometimes
and never.
(c) Questionnaires: A list of questions on various aspects of learning.
(d) Project Method: A set of activities implemented within a set time frame.
(e) Learners identify a need in their community where they can provide
services based on what they have learnt.
(f) Journaling: e learner keeps a daily record of their personal feelings,
thoughts and experiences.
23
(g) Portfolio: A purposeful collection of work samples, self-assessments and
goal statements that reect a learner’s progress. A Portfolio is a le or binder,
which holds samples of individual learner’s work. As the learners master
specic standards, choose a sample that represents the learner’s progress and
place it in the portfolio. At dierent points during the year, this portfolio
can be used to discuss with the learner regarding their progress as well as
parents, administrators or other sta members providing services for the
learner.
(h) Proling: Proling is a record of each learner using information obtained
from a variety of assessment tools.
(i) Anecdotal Records: Short reports, photographs and drawings describe, in
a factual way, the incident, its context, and what was said or done by the
participant(s).
N. Conclusion
is Teacher’s Guide has been written to help you to guide the learners to learn
Integrated Science in the most enjoyable and captivating manner. You are reminded
to always arouse the curiosity of the learners as you teach. Some things that you may
do in preparation for a lesson include:
• Go through the expected learning outcomes – this should guide you on the teaching
approach.
• Read through the lesson in advance to get an overview of the content to be done.
• Form a mental picture of the learning activities and the ways in which you will
interact with the learners when carrying out with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
Remember: e suggested learning experiences in this book are just a guide. You
may not need to follow them to the latter. You could incorporate other
innovative teaching methods that will help in delivering the intended
content optimally.
24
Guide to developing competency based
assessment tasks
Competency-based tasks are activities, which aim to nd out how to use specic skills
and how to approach problems, tasks and challenges.
Innovative assignments designs are crucially required for fair summative assessment of
the medical students, mainly in the pre-clerkship phase. ese need to be innovative,
engaging, competency-based, well-designed, with deﬁned rubrics, integrated, and
interdisciplinary whenever possible.
ese should also enforce the concepts of self-assessment and learner peer assessment.
Competency based assessment tasks are required for summative assessment of the
learners. ese tasks need to be innovative, engaging, competency-based, well-
designed, with deﬁned rubrics and integrated. ese should also enforce the concepts
of self-assessment and the learner peer assessment.
A well designed assignment will guide the learners on how to engage in deep learning
experiences to bring out creativity and critical thinking.
e steps of developing a competency based assessment task include:
a) Identify competences to assess by:
• Listing the basic skills required to be incorporated in the task.
• Revising each skill and aligning it with the competency selected.
b) Design the task by:
• Determining the purpose of the task.
• Brainstorming possible assessment format.
• Deciding whether it is individual or group work.
• Choosing the level of integration, type of assignment and assessment tools to
use.
• Providing the instructions or guidelines that should be concise, detailed and
purposeful.
• Planning an assessment guide and the rubrics to use.
c) Implementation
• Provide guidance, resources needed, clear expectations and time frame.
• Ensure integrity of the process, method by continuous follow up and feedback
methods.
• Provide the role of the learners in the task for collection of resources,
participating in group work, self and peer evaluation.
25
d) Assessment
• Clear guidelines on assessment for the process and end result to ensure
reliability.
• Adherence to the suggested assessment rubrics.
e) Evaluation
• Decide upon the level of evaluation and data collection tools.
• Analyse the results.
• Discuss the results with the learners and plan on how to better the learning
outcomes.
• Disseminate the results through display or publications.
• Replicate experience.
26
1: Scientic Investigation
Learner’s Book pages 1 - 79
Background information
In Lower Primary the content of Environmental Activities as well as Hygiene and
Nutrition which are related to science were learnt.
Environmental Activities is an integrated learning area comprising of science, social
and agriculture activities. e learner is equipped with basic knowledge and skills for
the exploration and learning of the immediate environment. Hygiene and Nutrition
Activities equipped the learners with the basic knowledge, skills and attitudes that
promote a healthy lifestyle.
In upper primary, which is part of middle school, Science and Technology was
introduced. All these learning areas enable the learners to prepare for Science, Technology,
Engineering and Mathematics (STEM) in subsequent levels of the education cycle.
At Junior Secondary level, Integrated Science is introduced. It builds on the competencies
introduced at lower and upper primary level.
Integrated Science is a learning area that combines concepts of Physics, Chemistry,
Biology and Environmental studies. is learning area provides the learner with an
opportunity to gauge his or her ability in science in preparation for studying the same at
higher levels and even choosing a career related to Integrated Science.
Attention to learners with special needs education (SNE) and
multi-ability learning
Support for multi – ability learning Support for special needs learning
Give both time takers and fast learners
equal chances to participate in class
activities. Ensure they accommodate one
another and work together despite their
dierences.
Learners with diculty in grasping concepts
• Engage them in activities that draw
their attention.
• Give them personalised assistance and
extra time.
• Give them extra work that is of their
level to make them more interested.
Learners with hearing diculties
• Write new vocabulary on the
chalkboard or ip charts.
• Allow these learners to look at the way
others perform dierent activities and
observe things for themselves without
necessarily being told.
• Use simple and familiar items or
pictures that they can easily relate to.
27
Learners who are fast in grasping concepts
• Assign them leadership roles to keep
them occupied.
• Give them extra work when they nish
before others.
• Ensure that the learners are positioned
evenly in the class.
Visually challenged learners
• Allow learners with limited vision to
occupy the front seats in class where
they can easily view what is written on
the blackboard.
• Ensure you use large pictures, which
the learners can view.
• Explain the learning resources, written
texts, and drawings for them to
understand better.
Physically challenged learners
• Give them tasks which they can
handle.
• Ensure other learners support or guide
them during various activities.
1.1: Introduction to Integrated Science
(Learner’s Book pages 2 - 9 )
Number of lessons: 4 lessons
Specic learning outcomes
By the end of the sub strand, the learners should be able to:
• Identify the components of Integrated Science as a eld of study.
• Relate knowledge and skills gained in Integrated Science to career opportunities.
• Appreciate the importance of Integrated Science in daily life.
Links to core competencies to be developed
• Communication and collaboration as learners carry out group activities.
• Citizenship is promoted as the learners search for local and international career
opportunities related to Integrated Science.
• Digital literacy is developed as the learners use digital devices to search for the
information on the application of Integrated Science.
• Self-ecacy is promoted as the learners discuss condently the pathways and career
opportunities associated with Integrated Science.
Links to Pertinent and Contemporary Issues (PCIs)
• Poverty eradication is promoted as the learners discuss how the scientic knowledge
is applied in solving challenges within their environment and generating income.
28
• Safety and security skills are acquired as the learners search for information on the
internet using digital devices while observing cyber security regulations.
Links to other learning areas
• Computer Studies as the learners search for information from the internet using
digital devices.
Links to values
• Respect is promoted as the learners respect opinions from others during the
discussions.
Suggested assessment methods
• Observation
• Practical work
• Assessment rubrics
• Checklist
• Anecdotal records
• Written test
• Oral questions and answers
Suggested learning resources
• Learner’s Book
• Library
• Laboratory equipment and apparatus
Suggested non-formal activities
• Watching video tapes on the components of Integrated Science as a eld of study.
• Oral speeches on the importance of Integrated Science in daily life.
Suggested approaches to developing competency based assessment tasks
• e task should assess knowledge, skills and attitude in the learners.
• Ensure the task is within the level of the learners.
• Support the learners with dierent learning styles.
• Begin with simple tasks.
Suggested guidance to the teacher on how to develop dierentiated learning
Taking care of varied learning needs, for example:
• Visual learners: ey learn by observing things including pictures, diagrams and
written directions. Give these learners opportunities to draw pictures and diagrams
on the board. Give them more time and space to process material as they observe
visual cues before them.
• Auditory learners: Ask auditory learners to repeat new concepts. Ask them questions
and let them answer. Watching and listening to videos and using music are other
ways of helping this group to grasp concepts and information easily.
29
• Kinesthetic learners: ey learn best through experiencing and doing things.
Incorporate movement into lessons, have these learners to write on the board as part
of the activity. Once kinesthetic learners physically sense what they are studying, the
abstract ideas and dicult concepts become easier to understand.
• Reading and writing learners: Allow enough time for these learners to grasp
information through the written word and give them opportunities to write down
their ideas on paper.
Additional information to the teacher
Integrated Science introduces the learners to basic areas of science which include
Biology, Earth science, Chemistry and Physics.
(a) Biology isa branch of science that deals with living organisms and their vital
processes. Biology encompasses diverse elds, including botany, conservation,
ecology, evolution, genetics, marine biology, medicine, microbiology, molecular
biology, physiology, and zoology.
(b) Chemistry is the study of matter, its properties and how substances undergo
certain changes. Chemistry is divided into ve main branches: analytical chemistry,
biochemistry, inorganic chemistry, organic chemistry and physical chemistry. ere
are also more specialised elds, such as food chemistry, environmental chemistry
and nuclear chemistry.
(c) Physics is a natural science that involves the study of matter and its motion through
space and time, along with related concepts such as energy and force. More broadly,
it is the study of nature in an attempt to understand how the universe behaves.
(d) Earth sciences is a eld of study concerned with the earth, its waters and theairthat
envelops it. It includes geologic, hydrologic and atmospheric sciences.
Scientic Investigation is a method of discovering knowledge about the natural world
based in making predictions (hypotheses), testing them empirically and developing
peer-reviewed theories that best explain the known data.
Introduction
(Learner’s Book page 2)
Specic learning outcome
By the end of the lesson(s), the learner should be able to dene the term Integrated
Science.
Key Inquiry Questions
• What is the meaning of the terms scientic investigation and Integrated Science?
• What are the components of Integrated Science?
30
Activity 1: Discussing the meaning of Integrated Science
(Learner’s Book page 2)
Suggested learning resources
• Learner’s Book
• Digital devices such as smartphones or computers.
• Reference materials on Integrated Science and scientic investigation.
• Chart showing stages of scientic investigation.
Suggested learning experiences
(a) Lesson preparation
• Obtain dictionaries and the relevant reference materials.
• Ensure the availability of digital devices such as smartphones and computers
with steady internet connection.
• Do a research on the internet for more information or read reference materials
on the stages of scientic investigation and meaning of Integrated Science.
• Alternatively, prepare a large chart on the stages of scientic investigation.
(b) Attention to learners with special needs
When the activity involves using reading materials and digital devices, assist
learners:
• With visual impairment to read and handle the digital devices.
• With diculties in handling the apparatus.
(c) Lesson development
1. Introduce the strand by asking the learners probing questions as suggested in
the Brainteaser section or displaying the prepared chart. e questions and
discussions on the chart make the learners to reect on the meaning of the term
scientic investigation, the stages involved and what they are going to learn
at this level. Let the learners respond. Correct any wrong responses they give.
Encourage the learners who attempt to answer the questions. is improves their
self-esteem and encourages the learners to participate in class.
2. Use the learners’ responses to expound on what they are going to learn in Grade
7 as an introduction to Integrated Science.
3. Divide the learners into convenient groups as per availability of resources.
4. Provide the learners with a dictionary, reference materials or digital devices with
internet connectivity.
5. Ask each group to research on the meaning of scientic investigation then
discuss and compare their ndings. Respect is promoted as the learners listen to
one another’s opinions during discussions.
6. Guide each group in deducing the meaning of Integrated Science from their
ndings.
31
(d) Conclusion
Explain to the learners the meaning of the terms scientic investigation and
Integrated Science.
Activity 2: Identifying the components of Integrated Science
(Learner’s Book page 2)
Specic learning outcome
By the end of the lesson(s), the learner should be able to identify the components of
Integrated Science.
Suggested learning resources
• A chart or video clips showing the components of Integrated Science.
• Digital devices such as smartphones or computers with internet connection.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
1. Prepare a chart in advance showing the components of Integrated Science.
2. Search from the internet a short video clip showing the components of Integrated
Science. Save the video clip or the link.
(b) Attention to learners with special needs
• Create a large chart with clear wordings to enable visually impaired learners to
read.
• Ensure the volume is loud enough for learners with hearing impairment.
(c) Suggested approaches to dierentiated learning
• Assign learners who grasp concepts fast to assist others in understanding the
components of Integrated Science.
(d) Lesson development
1. Introduce this section by reviewing what was covered in Primary School. Review
the concepts of matter and living things and what they are composed of.
2. Display the chart you made to the class and ask the learners in groups to read
and interpret. Alternatively ask the learners to study the diagram in the activity.
3. Guide the learners in identifying the components of Integrated Science from the
chart.
4. In groups, provide the learners with digital devices connected to the internet and
direct them to the video clips you had searched and saved or direct the learners
to the link.
5. Instruct the learners to download and watch the video. is will develop their
digital literacy skills. is also links Integrated Science to Computer Studies.
32
6. Instruct the learners to observe safety when using digital devices. Safety and
security skills will be promoted as they use digital devices appropriately.
7. Lead the learners in discussing the video clips. Take note on how they discuss
and correct the learners where appropriate. Working in groups promotes
communication and collaboration skills.
8. Invite group representatives to present their ndings.
(e) Conclusion
Explain to the learners that Integrated Science comprises of Physics, Chemistry
and Biology. Each learning area will be tackled in details as they advance to higher
levels.
Suggested assessment methods
(a) Oral questions: As the learners research and discuss the meaning of scientic
investigation, Integrated Science and components of Integrated Science.
(b) Observation: As the learners discuss and collaborate when doing the research.
Suggested assessment tool
Use the following Anecdotal record to assess each learner.
School: ____________________
Learner’s Name:____________________ Grade: 7
Observation date: ___________________Observation time:__________
Incident / event : Identifying the components of Integrated Science as a eld of study
Location / setting : Activity 1 and 2
Teacher comments:____________________________
Teacher’s Name _______________ Signature___________
Career opportunities in Integrated Science
(Learner’s Book page 3)
Specic learning outcome
By the end of the lesson(s), the learner should be able to relate knowledge and skills
learnt in Integrated Science to career opportunities.
Key Inquiry Questions
• What are the skills and knowledge gained in learning Integrated Science?
• How are these skills and knowledge related to Integrated Science?
33
Activity 3: Relating skills gained in Integrated Science to career opportunities
(Learner’s Book page 3)
Suggested learning resources
• Pictures and photographs showing careers related to Integrated Science.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
Collect pictures and photographs of careers related to Integrated Science.
Note: e target is to relate the knowledge and skills acquired to career
opportunities. erefore, look for pictures of careers related to Integrated Science
such as laboratory technicians and engineers.
(b) Attention to learners with special needs
Interpret the diagrams for the learners with visual challenges.
(c) Lesson development
1. Introduce the lesson by asking the learners probing questions on the meaning of
the terms career and skills.
2. Ask the learners to list down the careers they have heard of. Alternatively, ask the
learners to identify some jobs done by people in the community and the skills
they use.
3. Organise the learners into suitable groups.
4. Guide each group in identifying skills needed for each career in the pictures
shown.
5. Further ask the learners to mention other careers and the skills required. Learners
should be able to relate skills to career opportunities in Integrated Science.
(d) Conclusion
Emphasise to the learners the relationship between the knowledge and skills gained in
Integrated Science and the career opportunities available.
Activity 4: Interactive talk
(Learner’s Book page 4)
Suggested learning resources
• Resource person in a career related to Integrated Science such as laboratory technician.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
• Identify a resource person in a career related to Integrated Science in advance.
Alternatively, invite the career and guidance teacher to give the talk.
34
• Inform the person in advance on areas to be addressed. Also inform the learners
to prepare questions in advance to engage with the resource person.
• Arrange the classroom to cater for every learners needs for the presentation.
(b) Attention to learners with special needs
Assist the learners with hearing impairments when engaging with the resource
person. Instruct them to occupy front seats.
(c) Suggested approaches to dierentiated learning
Instruct the learners who grasp concepts fast to summarise and present the points
to others in the class.
(d) Lesson development
1. Ask the learners to assist in identifying a person in a career related to Integrated
Science in their community.
2. Invite the resource person to give a presentation.
3. Ask the learners to take notes during the session.
4. Guide the learners as they engage with the resource person to relate knowledge
and skills to the career opportunities in Integrated Science.
5. Instruct learners to write a summary report and do a presentation in class.
Further Activity: Research
(Learner’s Book page 4)
Suggested learning resources
• Magazines and newspaper cuttings on the career opportunities related to Integrated
Science.
• Alternatively, search the internet for the career opportunities related to Integrated
Science from dierent organisations both local and international. Save the sites and
links or print the information.
Suggested learning experiences
(a) Lesson preparation
• Prepare cuttings of magazines or newspapers with job opportunities (both local
and international). You may decide to have newspapers and magazines for the
learners to search from and cut out by themselves.
• Alternatively, ensure availability of printouts or digital devices with a steady
internet connection.
(b) Attention to learners with special needs
• Assist the learners with visual impairment when reading the newspaper and
magazine cutouts or the printouts by assigning a learner to read aloud.
35
(c) Lesson development
• Provide the learners with newspaper and magazine cuttings or printouts to search
for career opportunities (both local and international). is activity promotes
citizenship.
• From their research, ask the learners to discuss their ndings and share their
career ambitions in class.
• Guide learners in relating knowledge and skills acquired in Integrated Science to
the career opportunities.
(d) Conclusion
Emphasise to learners that the skills needed in career opportunities related to Integrated
Science are learnt in science activities.
Pathways related to Integrated Science at Senior School
(Learner’s Book page 5)
Specic learning outcome
By the end of the lesson(s), the learner should be able to identify the pathways related to
Integrated Science at Senior School.
Key Inquiry Question
What are the pathways related to Integrated Science at Senior School?
Activity 5: Identifying pathways related to Integrated Science
(Learner’s Book page 5)
Suggested learning resources
• A chart showing pathways at Senior School.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
• Prepare a chart showing pathways related to Integrated Science at Senior School
in advance.
• Collect manila papers and marker pens.
b. Attention to learners with special needs
• Prepare a large chart with clear wording to enable visually impaired learners to
read and interpret the information.
36
c. Lesson development
1. Introduce the lesson by highlighting the stages the learners have learnt from
Pre-School, to lower and upper primary and now Junior School.
2. Ask the learners to suggest other levels that they need to learn in the process of
pursuing their career. Encourage all the learners to participate.
3. Display the chart showing pathways related to Integrated Science at Senior
School.
4. Ask the learners to read and interpret the chart and discuss in groups.
5. Ask each learner to come up with a chart showing his or her own pathway they
intend to follow aer Junior School and their career of choice. Self-ecacy
is promoted as the learners discuss condently the pathways and career
opportunities associated with Integrated Science.
6. Guide the learners through a discussion of the pathways.
7. Instruct the learners to draw the pathways they intend to follow on a manila
paper.
8. Allow the learners to discuss and display the charts in classroom.
d. Conclusion
Highlight to the learners that at Senior School, the pathways include:
• Pure Sciences: Physics, Chemistry and Biology.
• Applied Sciences: Agriculture, Home Science and Computer Studies.
• Technical and Engineering: Electricity, Metal work and Drawing and Design.
• Careers and Technology Studies (CTS): Building Construction, Woodwork and
Power Mechanics.
Suggested assessment methods
• Oral questions: As, the learners discuss skills and career opportunities and pathways
related to Integrated Science and identify career opportunities.
• Observation: As, learners check newspaper and magazine cuttings for the career
opportunities related to Integrated Science.
• Written work: Check learners drawing of their career pathway.
37
Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicators Exceeding
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Relating
knowledge and
skills learnt
in Integrated
Science
to career
opportunities.
Consistently
and correctly
relates
knowledge and
skills learnt
in Integrated
Science
to career
opportunities.
Correctly
relates
knowledge and
skills learnt
in Integrated
Science
to career
opportunities.
Tries to relate
knowledge and
skills learnt
in Integrated
Science
to career
opportunities.
Has diculty
relating
knowledge and
skills learnt
in Integrated
Science
to career
opportunities.
Assist the learners who are approaching expectations and those below expectations to
meet or exceed expectations.
Importance of Integrated Science
(Learner’s Book page 6)
Specic learning outcome
By the end of the lesson(s), the learner should be able to appreciate the importance of
Integrated Science in daily life.
Key Inquiry Question
How is the knowledge acquired in Integrated Science useful in our daily life?
Activity 6 and 7: Discussing and searching the importance of Integrated Science
(Learner’s Book pages 6 - 7 )
Suggested learning resources
• Pictures and photographs showing how the knowledge of Integrated Science is used
in the community. Alternatively, use the pictures in the Learner’s Book.
• Digital devices such as smartphones or computers with internet connection.
• Relevant reference materials such as books, newspapers, science journals and
magazines.
Suggested learning experiences
(a) Lesson preparation
• Obtain photographs and pictures showing importance of Integrated Science in
our lives. Check examples given in the Learner’s Book.
38
• Ensure there are adequate digital devices and they have a steady internet.
• Collect relevant reference materials such as books, newspapers, science journals
and magazines.
(b) Attention to learners with special needs
Use large pictures and write tasks to be done on the chalkboard or white board to
cater for the learners with visual impairment.
(c) Suggested approaches to dierentiated learning
Learners who grasp concepts faster should be given more tasks such as identifying
tools and equipment in a given industry related to Integrated Science.
(d) Lesson development
1. Introduce the lesson by asking the learners to study the photographs and pictures.
2. Organise the learners into groups and instruct them to discuss the activities in
the pictures and how they relate to Integrated Science.
3. Ask the learners to mention other ways in which knowledge and skills
learnt in Integrated Science are applied in our day-to-day life. is enhances
communication skills among the learners.
4. Provide the learners with digital devices and ask them to search for other ways in
which Integrated Science is applied.
5. Guide the learners in discussing their ndings in class as they make short notes.
Parental empowerment and engagement
(Learner’s Book page 7)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write a short note requesting the parent(s) or guardian to assist the learner
to carry out the task.
2. Ask learners to find out the tools and equipment used at home or in the community.
3. Instruct the learners to discuss the knowledge and skills required to make the items
and write a report.
Integrated Activity
(Learner’s Book page 8)
1. Instruct the learners to seek assistance of their parent(s) or guardian to identify ways
in which the knowledge of Integrated Science is applied in their community. Through
this activity, learners are able to appreciate the importance of scientific knowledge
in poverty eradication.
2. Guide the learners in preparing a questionnaire to use during the interview.
3. Ask the learners to interview different people in the community on how they apply
knowledge and skills in their work and fill in the questionnaire.
4. Invite the learners to present their report to the class.
39
Conclusion
Emphasise to the learners that the knowledge of Integrated Science has led to:
• e invention of dierent sources of energy such as electricity that is used by power
electronic devices such as televisions, radio, smartphones, computers, electric trains
and vehicles.
• Enhanced crop and animal production by the use of fertilisers, pesticides, herbicides
and Genetically Modied Organisms (GMO).
• Quick modes of transport such as cars, buses, airplanes that make transportation of
goods and services ecient.
• Manufacture of drugs to treat and prevent diseases, for example, vaccines against the
spread of diseases such as Ebola and COVID -19.
Suggested assessment methods
(a) Oral questions: As the learners discuss and identify the importance of Integrated
Science in the community.
(b) Observation: As the learners research and collaborate during the activity.
(c) Written work: Check learners’ notes and reports to assess their ndings in the
activities they do.
Suggested assessment tool
Use the following Observation schedule to assess each learner.
Learner’s Name:_____________ Grade: _____________
School:_________________________
Learning Area: Integrated Science
Strand: Scientic Investigation
Sub strand: Introduction to Integrated Science
Learning Activity: Discussing the importance of scientic knowledge in daily life.
Competence(knowledge,skills, attitudes and
values assessed) 
Yes No Comments
(a) Identies the importance of scientic
knowledge in daily life.
(b) Explains the importance of Integrated
Science.
(c) Assists others in the group to search for
application of Integrated Science.
40
Suggested answers to Assessment 1 a
(Learner’s Book page 8)
1. Integrated Science is a learning area that combines concepts of physics, chemistry,
biology and environmental studies, among others.
2.
(a) Development of vaccines uses scientic knowledge and skills that are learnt
in Integrated Science such as observation and analysis of data. Tools made
through the knowledge of Integrated Science are used in science laboratories
and in the manufacture of vaccines.
(b) Basic skills in quantities and measurement are used in calculating ratios of
dierent components of fertilisers and animal feeds.
(c) Scientic skills and knowledge learnt in Integrated Science are used in the
development of modern means of communication such as cell phones and
ecient transport means such as electric vehicles.
3. From Junior School: Integrated Science to Science, Technology, Engineering and
Mathematics (STEM) learning areas then specialise in pure sciences.
4.
(a) Integrated Science creates awareness on safe ways of disposing both industrial
and domestic wastes. is reduces pollution.
(b) Modern methods of farming are used to increase farm yields. Such methods
include the safe use of Genetically Modied Organisms (GMOs) that are
disease resistant and produce high yields. Safe ways of food storage are used
to minimise food spoilage and wastage.
(c) Construction of dams to capture excess surface runo prevents ooding in
lowlands.
(d) Learning Integrated Science creates awareness on reduction of emission
gases such as carbon (IV) oxide which cause global warming and the use of
alternative sources of energy such as wind and solar.
5. Environmental science, environmental law, geological science, botany, ecology,
aquatic science and natural science, among others.
6. (a) Separation of mixtures, components and properties of mixtures, basic science
skills, for example, analysis and observation.
(b)
• Liqueed Petroleum Gas (LPG) is mainly used for cooking and lighting.
It is increasingly used as an aerosol propellant and a refrigerant, replacing
chlorouorocarbons in an eort to reduce the damage to the ozone layer.
When specically used as a vehicle fuel, it is oen referred to as autogas.
• Gasoline, diesel, jet fuel and lubricating oil used in running machines.
• Kerosene used for cooking and lighting.
• Tar or bitumen used to tarmac roads.
7. (a) Wearing masks, health worker not wearing Personal Protective Equipment (PPE).
(b) To prevent the spread of COVID-19.
41
1.2: Laboratory Safety
(Learner’s Book pages 10 - 25 )
Number of lessons: 8 lessons
Background information
A laboratory is considered as a relevant and essential part in the teaching of science. Every
school should have a laboratory where learners can perform research and experiments.
A laboratory equips learners to understand their studies better by conducting their own
experiments. It gives learners rst-hand experience and oers better opportunities for
learning.
A laboratory provides an environment for a great experience is developing necessary
skills for study and research. e environment enhances interactions between teacher-
learner and peer-to-peer. is promotes interest in experimentation, research and
exploration among the learners. Some schools separate laboratories for each component
of Integrated Science and Computer Studies.
• Physics laboratory
• Chemistry Laboratory
• Biology Laboratory
• Computer Laboratory
Specic learning outcomes
By the end of the sub strand, the learners should be able to:
• Identify the common hazards and their symbols in the laboratory.
• Analyse the causes of common accidents in the laboratory.
• Demonstrate rst aid safety measures for common laboratory accidents.
• Appreciate the importance of safety in the access to a healthy working environment.
Core competencies to be developed
• Communication and collaboration is enhanced as the learners work in groups
during discussions and practise laboratory safety measures.
• Imagination and creativity is promoted as the learners prepare and role-play rst
aid procedures.
• Digital literacy is developed as the learners use digital devices to access and study
content on rst aid procedures.
• Citizenship is enhanced as the learners adhere to laboratory safety measures for self
and others.
Links to Pertinent and Contemporary Issues (PCIs)
• Disaster risk reduction is enhanced as the learners practise safety precautions in the
laboratory.
• Citizenship is promoted as the learners use knowledge and skills gained in safety
and rst aid to assist peers and the community.
42
Links to values
• Respect is promoted as the learners become considerate of opinion of others while
working in groups, discussing and role-playing.
• Responsibility as the learners become responsible for their own safety and safety of
others when working in the laboratory. Responsible and prudent usage of laboratory
materials and proper disposal of waste is enhanced.
Links to other learning areas
• Health Education is promoted as the learners practise safety and rst aid.
• Home Science is promoted as the learners role-play rst aid procedures to
demonstrate safety.
Suggested assessment methods
• Practical work
• Observation schedule
• Checklist
Suggested learning resources
• Science kit
• Basic laboratory apparatus, equipment and selected specimens
• SEPU kit
• First aid kit
• Internet
• Library
Suggested non-formal activities
• Interacting actively with resource persons to understand issues to do with common
hazards and their symbols in the laboratory.
• Preparing charts, posters and slogans on rst aid safety measures for common
laboratory accidents.
Suggested approaches to developing competency based assessment tasks
• e task should assess knowledge, skills and attitude in the learners.
• Ensure the task is within the level of the learners.
• Support the learners with dierent learning styles.
• Begin with simple tasks.
Suggested guidance to the teacher on how to develop dierentiated learning
Taking care of varied learning needs, for example:
• Visual learners: ey learn by observing things including pictures, diagrams and
written directions. Give these learners opportunities to draw pictures and diagrams
on the board. Give them enough time and space to process material as they observe
visual cues before them.
43
• Auditory learners: Ask auditory learners to repeat new concepts. Ask them questions
and let them answer. Watching and listening to videos and using music are helpful
ways to enable this group to grasp concepts and information.
• Kinesthetic learners: ey learn best through experiencing and doing things.
Incorporate movement into lessons, have these learners write on the board as part
of the activity. Once kinesthetic learners physically sense what they are studying,
abstract ideas and dicult concepts become easier to understand.
• Reading and writing learners: Allow enough time for these learners to grasp
information through the written word and give them opportunities to write down
their ideas on paper.
Additional information to the teacher
Science experimentsare vital for learning. ey are useful in understanding the theories
of the concepts of science that cannot be studied by the use of science textbooks only.
However, science laboratory are risky, so some safety rules must be followed to avoid
accidents and injuries.
Laboratory
(Learner’s Book page 11)
Specic learning outcome
By the end of the lesson(s), the learner should be able to identify common hazards and
their symbols in the laboratory.
Key Inquiry Question
• What is a laboratory?
• Which rules and regulations are followed in the laboratory?
• What are some of the common hazards and symbols in the laboratory?
Activity 1: Discussing the importance of a laboratory
(Learner’s Book page 11)
Suggested learning resources
• Learner’s Book.
• A picture or photograph of a school laboratory. Alternatively, you can download it
from the internet or obtain it from reference materials.
• e school laboratory.
Suggested learning experiences
(a) Lesson preparation
Ensure each learner has access to the Learner’s Book. If the textbooks are not
adequate, provide photographs or pictures of the school laboratory.
(b) Attention to learners with special needs
• For visually challenged learners, you can describe the pictures or photographs.
• For learners with hearing diculties, use pictures or write the tasks to be done
on the chalkboard.
44
(c) Lesson development
1. Introduce the sub strand by guiding the learners through the suggested questions
in the Brainteaser section. is introduces the learners to the concept of a
laboratory and makes them appreciate eorts made by scientists around the
world.
2. Ask the learners to form groups. Ensure the groups are integrated.
3. Provide the learners with pictures or photographs of a laboratory or alternatively,
direct them to the one in the Learner’s Book.
4. Guide the learners on how to study the photographs and pictures.
5. Let the learners discuss the questions about the picture. is enhances
communication and collaboration as they discuss and work as a team.
6. Instruct the learners to note down their discussion points.
(d) Conclusion
Explain to the learners what a laboratory is.
Activity 2: Discussing laboratory safety rules and regulations
(Learner’s Book page 12)
Suggested learning resources
• Learner’s Book.
• A chart showing laboratory rules and regulations.
• Manila papers and marker pens.
Suggested learning experiences
(a) Lesson preparation
• Prepare a chart on laboratory rules and regulations in advance.
• Ensure availability of manila papers and marker pens.
• Provide school rules and regulation manual.
(b) Attention to learners with special needs
• Assist the learners with reading diculty.
• Assign a learner to read loudly the laboratory rules for those with visual
impairment.
(c) Suggested approaches to dierentiated learning
Instruct the learners who grasp concepts fast to summarise and present the
laboratory rules and regulations to the class.
(d) Lesson development
1. Ask the learners to name some of the rules at home and in school.
2. Let the learners discuss the rules and their importance in pairs.
3. Display the prepared chart in class and ask the learners to read aloud the rules
and regulations.
45
4. Explain to the learners the laboratory safety rules in the chart.
5. Let the learners discuss the suggested questions.
6. Provide manila papers and marker pens to each pair. Ask them to write the
laboratory rules and regulations on the manila paper.
7. Allow the learners to display their work in class.
Further Activity: Visiting the school laboratory
(Learner’s Book page 12)
(a) Lesson preparation
Ensure the laboratory is set for the activity; liaise with the laboratory technician.
(b) Attention to learners with special needs
Learners with physical impairment should be assisted during movements.
(c) Lesson development
1. Lead the learners to the school laboratory.
2. Remind the learners of the laboratory rules and regulations.
3. Caution the learners not to touch anything in the laboratory without permission.
4. Take the learners through the guidelines in the activity.
5. Point out to the learners to read the laboratory rules in case they are displayed.
6. Safety will be enhanced as the learners understand the importance of observing
the laboratory rules and regulations.
(d) Conclusion
Take the learners through the summary of the rules and regulations to be observed
in the laboratory.
Suggested assessment methods
(a) Oral questions: As the learners discuss laboratory safety rules and regulations.
(b) Observation: As the learners present their ndings in class.
(c) Written work: Check learners notes, display charts and presentations.
Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicator Exceeds
expectations
Meets
expectations
Approaches
Expectations
Below
Expectations
Discussing the
safety rules
and regulations
observed in the
laboratory.
Consistently
and correctly
discusses the
safety rules
and regulations
observed in the
laboratory.
Correctly
discusses the
safety rules
and regulations
observed in the
laboratory.
Tries to discuss
the safety rules
and regulations
observed in the
laboratory.
Has diculty
discussing the
safety rules
and regulations
observed in the
laboratory.
46
Assist the learners who are approaching expectations and those below expectations to
meet or exceed expectations.
Common hazards and accidents in the laboratory
Activity 3: Identifying common hazards and accidents
(Learner’s Book page 13)
Suggested learning resources
• Learner’s Book.
• Charts, pictures and photographs of common hazards and accidents in the laboratory.
Suggested learning experiences
(a) Lesson preparation
• Prepare or obtain charts, pictures and photographs of common hazards and
accidents in the laboratory in advance.
• Ensure all the learners have access to the Learner’s Book.
• Search from the internet or reference books for information on common hazards
and accidents in the laboratory
(b) Attention to learners with special needs
Give description of the pictures and photographs to the learners who are visually
impaired.
(c) Lesson development
1. Ask the learners to form suitable groups.
2. Guide the learners in studying and discussing the suggested pictures in the
activity.
3. Let the learners identify the hazards and accidents in the pictures.
4. Provide the learners with the pictures, photographs and charts of common
hazards and accidents in the laboratory.
5. Ask the learners to discuss the hazards and accidents in the pictures and
photographs. Respect is promoted as learners consider opinions of others when
working in groups.
6. Ask the learners to discuss and suggest ways of preventing hazards and accidents
in the laboratory. Let them note down their ndings. Disaster risk reduction
is promoted as they suggest ways of preventing hazards and accidents in the
laboratory.
(d) Conclusion
Highlight the key points in the summary of the common hazards and accidents in
the laboratory.
47
Activity 4: Identifying common hazards in the laboratory
(Learner’s Book page 13)
Suggested learning resources
• Learner’s Book.
• Laboratory and the laboratory technician.
Suggested learning experiences
(a) Lesson preparation
• Make prior arrangements with the laboratory technician on the activity to be
carried out in the laboratory.
• Alternatively, prepare a chart on the types of hazards or obtain the information
from reference materials.
(b) Attention to learners with special needs
Provide necessary assistance to the learners who are physically challenged as they
move to the laboratory.
(c) Lesson development
1. Introduce the activity by reviewing the laboratory rules and regulations.
2. Lead the learners to the school laboratory.
3. Guide the learners on how to nd out from the laboratory technician the
common laboratory hazards and their symbols.
4. Instruct the learners to note down the responses from the laboratory technician.
5. Guide the learners in classifying the hazards as physical, chemical or biological.
6. Ask the learners to discuss and present their ndings to the class.
Further Activity: Research
(Learner’s Book page 14)
Suggested learning resources
• Learner’s Book.
• Digital devices such as smartphones and computers with steady internet.
Suggested learning experiences
(a) Lesson preparation
Search from the internet for video clips or animations on laboratory hazards and
accidents.
(b) Attention to learners with special needs
Assist the learners who have challenges in handling digital devices.
48
(c) Lesson development
1. Direct the learners to a secure site on the internet.
2. Group the learners and ask them to carry out research on laboratory hazards and
accidents from reference materials in the library or the internet.
3. Let the learners download and watch video clips or animations on the laboratory
hazards and accidents. is promotes digital literacy.
4. Remind the learners to write notes on their ndings.
(d) Conclusion
Summarise for the learners the common hazards and accidents in the laboratory.
Discussion corner
(Learner’s Book page 14)
• Guide the learners in discussing the suggested questions and how to interpret
symbols.
• Ask the learners to note down their discussion points.
Activity 5: Interpreting common hazard symbols
(Learner’s Book page 15)
Suggested learning resources
• Learner’s Book.
• Laboratory hazard symbols chart.
• Reference materials on laboratory hazard symbols.
• Digital devices with internet connection.
• Manila papers and marker pens.
Suggested learning experiences
(a) Lesson preparation
• Prepare or obtain laboratory hazard symbols chart in advance.
• Ensure the availability of enough digital devices with steady internet.
• Collect reference materials in advance.
(b) Attention to learners with special needs
Assist the learners with visual impairment by describing the laboratory hazard
symbols.
(c) Lesson development
1. Organise the learners into groups. Ensure the groups are integrated.
2. Display the prepared chart or direct the learners to the pictures in the activity.
3. Ask the learners to study the pictures or charts.
4. Guide the learners in discussing and interpreting the meaning of each of the
hazard symbols in the picture.
49
5. Provide the learners with enough reference materials or digital devices.
6. Ask the learners to search for other laboratory hazard symbols.
7. Ask the learners to record the symbols and their meaning in their notebooks.
8. Let the learners draw the symbols on a manila paper and note their meaning.
9. Allow the learners to display their work in the classroom.
(d) Conclusion
Conclude the lesson by summarising to the learners the major laboratory hazard
symbols and their meaning.
Activity 6: Identifying common hazard symbols in the laboratory
(Learner’s Book page 15)
Suggested learning resources
• Chemical containers with hazard symbols.
• School laboratory.
Suggested learning experiences
(a) Lesson preparation
• Organise with the laboratory technician in advance to have chemical containers
with laboratory symbols.
• Search for more information from the internet or reference materials on common
laboratory hazard.
(b) Attention to learners with special needs
• Assist the physically challenged learners as they visit the school laboratory.
• Describe the safety symbols to the learners with visual impairement.
(c) Lesson development
1. Take the learners to the school laboratory.
2. Group the learners and provide them with the chemical containers with hazard
symbols.
3. Let the learners examine the containers and note the safety symbols on the
container packaging labels.
4. Caution the learners to handle the containers with care. is promotes
responsibility.
5. Ask the learners to draw the symbols in their notebooks.
6. Ask the learners to discuss the meaning of each symbol on the packaging labels.
Communication and collaboration is promoted as they discuss the meaning of
the chemical symbols in groups.
7. Guide the learners in comparing the hazard symbols on dierent containers.
8. Remind the learners to wash their hands thoroughly aer handling the containers.
50
Further Activity: Making posters on safety symbol posters
(Learner’s Book page 16)
Suggested learning resources
• Learner’s Book.
• Manila papers, scissors, marker pen and thumbtack or pins.
Suggested lesson development
1. Divide the learners into groups as per availability of resources.
2. Guide the learners through the instructions to follow.
3. Instruct the learners to carry out the activity as suggested.
4. Invite each group to present their role-play to the class.
5. Take the learners through the summary of hazard symbols and their meaning.
Suggested assessment methods
(a) Oral questions: As the learners discuss common laboratory hazards and their
symbols.
(b) Observation: As the learners identify common hazards and accidents in the
laboratory.
(c) Written work: Check the learners’ notes, presentations, display charts and reports.
Suggested assessment tool
Use the following Observation schedule to assess each learner.
Learner’s Name:_____________ Grade: 7
School:_________________________
Learning Area: Integrated Science
Strand: Scientic Investigation
Sub strand: Laboratory safety
Learning Activity: __________________________________________________
Competence(knowledge,skills, attitudes and values
assessed) 
Yes No Comments
Completes the assigned work within the specied time.
Identies common hazards and their symbols in the
laboratory.
Assists others in the group.
Learner’s signature
Teacher’s signature
51
Causes of common accidents in the laboratory
Specic learning outcome
By the end of the lesson(s), the learner should be able to analyse causes of common
accidents in the laboratory.
Key Inquiry Question,
• How do accidents happen in the laboratory?
• What causes common accidents in the laboratory?
Activity 7: Discussing causes of common accidents
(Learner’s Book page 16)
Suggested learning resources
• Learner’s Book.
• A chart on common causes of accidents in the laboratory.
Suggested learning experiences
(a) Lesson preparation
Prepare or obtain the chart on causes of common accidents.
(b) Attention to learners with special needs
Describe the chart to the learners with visual impairment or use large writing on
the chart.
(c) Lesson development
1. Organise the learners into manageable groups.
2. Guide the learners as they discuss the suggested questions.
3. Ask the learners to study and discuss the ow diagram or display the chart you
made in class.
4. Let the learners note down the causes of common accidents in the laboratory as
they discuss.
5. Allow each group to present their ndings to the class.
(d) Conclusion
Take the learners through the common factors that contribute to accidents in the
laboratory.
Activity 8: Analysing causes of common accidents
(Learner’s Book page 17)
Suggested learning resources
• Learner’s Book.
• Laboratory.
• Laboratory technician.
52
Suggested learning experiences
(a) Lesson preparation
Inform the laboratory technician in advance on the activity to be carried out in the
laboratory.
(b) Attention to learners with special needs
Position the learners with hearing disabilities to be near the laboratory technician.
(c) Lesson development
1. Remind the learners of the laboratory rules and regulations. is enhances
citizenship as the learners adhere to laboratory safety measures for self and others.
2. Encourage the learners to engage the laboratory technician with questions.
3. Instruct the learners to make short notes as they engage with the laboratory
technician.
4. Expound on the presentation from the laboratory technician.
5. Emphasise to the learners on the importance of proper disposal of waste in the
laboratory. Responsibility is enhanced as the learners become responsible for
own safety and safety of others when working in the laboratory. Also, prudent
usage of laboratory materials and proper disposal of waste is enhanced hence
promoting responsibility.
(d) Conclusion
• Emphasise on the key points and explanations given by the laboratory technician.
• Explain clearly what is expected of the learners in the Work to do section.
Suggested assessment methods
(a) Oral questions: As the learners discuss in groups.
(b) Observation: As the learners analyse causes of common accidents in the laboratory.
(c) Written work: Check learners notes.
Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to
analyse causes
of common
accidents in
the laboratory.
Correctly
and critically
analyses causes
of common
accidents in the
laboratory.
Correctly
analyses causes
of common
accidents in the
laboratory.
Sometimes
analyses
causes of some
common
accidents in the
laboratory.
With assistance,
analyses causes
of common
accidents in the
laboratory.
Assist the learners who are approaching expectations and those below expectations to
meet or exceed expectations.
53
First aid measures to common laboratory accidents
(Learner’s Book page 17)
Specic learning outcome
By the end of the lesson(s), the learner should be able to demonstrate rst aid safety
measures for common laboratory accidents.
Key inquiry question
What rst aid measures are administered to common laboratory accidents?
Discussion corner
(Learner’s Book page 18)
• Ask the learners to be in pairs.
• Encourage the learners to share their experiences about rst aid or where they have
watched it being carried out.
• Ask the learners to discuss the suggested questions and note down their ndings.
• Guide the learners in discussing common accidents and hazards in the laboratory
and their causes.
• Emphasise to the learners the importance of rst aid.
Activity 9: Discussing rst aid measures
(Learner’s Book page 19)
Suggested learning resources
• Learner’s Book.
• A rst aid kit and its contents.
Suggested learning experiences
(a) Lesson preparation
• Obtain rst aid kits.
• Alternatively, improvise where necessary. Ask the learners to assist in collecting
some of the rst aid components.
(b) Attention to learners with special needs
• Assist the learners with physical impairment when handling contents of the rst
aid kit.
• Describe the contents of the rst aid kit to learners with visual impairments.
(c) Lesson development
1. Organise the learners into manageable groups as per availability of resources.
2. Ask the learners to discuss the pictures showing rst aid kit and its contents.
3. Let the learners identify and discuss each component and its function.
4. Display the contents of the rst aid kit and ask the learners to compare them with
those in the picture.
54
5. Guide the learners in discussing the rst aid measures carried out when one has
a laboratory accident.
6. Instruct the learners to write their discussion points in their notebooks.
(d) Conclusion
Summarise for the learners through the main contents of the rst aid kit and the
functions of each components.
Research Activity: Watching videos
(Learner’s Book page 19)
(a) Lesson preparation
• Obtain the school’s safety manual
• Search for video clips on the internet showing measures for common laboratory
accidents and injuries.
(b) Lesson development
1. Organise the learners into suitable groups.
2. Ask the learners to read the school safety manual or watch video clips on rst aid
measures for common laboratory accidents and injuries.
3. Let the learners discuss the rst aid procedures they have read or watched.
4. Ask the learners to write a report and present to the class.
Further Activity: Making posters on rst aid measures
(Learner’s Book page 21)
• Instruct the learners on how to carry out the activity.
• Allow the learners to display their charts in the classroom.
• Encourage the learners to write articles on rst aid measures in the school magazine.
Activity 10: Demonstrating rst aid safety measures
(Learner’s Book page 22)
Suggested learning resources
• Learner’s Book.
• First aid kit and a camera.
• First aid safety manual.
Suggested learning experiences
(a) Lesson preparation
• Obtain the rst aid kit and a camera.
• Prepare the steps to be followed by the learners when role playing rst aid and
safety measures.
55
(b) Attention to learners with special needs
• Assign assistants to learners with physical impairment during the activity.
• Give personal attention to the learners with challenges when handling the rst
aid kit and camera.
(c) Lesson development
1. Introduce the lesson by reviewing the rst aid measures to be carried out on
various laboratory accidents.
2. Demonstrate to the learners rst aid safety measures for some common
laboratory accidents.
3. Guide the learners on how to follow the steps in role-playing the rst aid
measures.
4. Imagination and creativity is promoted as the learners prepare and role-play
rst aid procedures. is activity links to Home Science as learners’ role-play
and demonstrate safety.
5. Ask the learners to use a camera or a smartphone to record the activity by taking
photographs or a video.
6. Ask the learners to store the photographs and videos in a drive. ey can also
share them with others in the school.
(d) Conclusion
Emphasise on the key factors to consider when carrying out the rst aid procedures.
Suggested assessment methods
(a) Oral questions: As the learners discuss in groups.
(b) Observation: As the learners demonstrate rst aid safety measures for common
laboratory accidents.
(c) Written work: Check the learners’ report aer carrying out research on rst aid
measures for common laboratory accidents.
Suggested assessment tool
Use the following checklist to assess each learner.
Learning Activity: Identifying causes of common hazards and accidents in the
laboratory.
Competence (Knowledge, skills, attitude and values) assessed (Tick appropriately)
No Name Actively
participates in
the discussion
of rst aid
measures.
Makes posters
on rst aid
measures.
Demonstrates
rst aid safety
measures.
Practises and
appreciates safety
measures in the
laboratory and
school in general.
Teacher’s
comments
Yes No Yes No Yes No Yes No
1
2
3
Teacher’s Signature Date
56
Safety measures in the laboratory and the general school
Specic learning outcome
By the end of the lesson(s), the learner should be able to appreciate the importance of
safety in the laboratory and access to a healthy working environment.
Key inquiry question
What safety measures should be considered while constructing a laboratory?
Activity 11: Practising safety measures
(Learner’s Book page 22)
Suggested learning resources
• Learner’s Book.
• First aid training manual and school’s safety manual.
Suggested learning experiences
(a) Lesson preparation
Obtain rst aid training manual or the school’s safety manual.
(b) Attention to learners with special needs
• Read the manuals with a loud voice to cater for learners with visual and hearing
impairments.
• Assist learners with physical challenges during movements and handing of
equipment.
(c) Lesson development
1. In groups, guide the learners to read through the rst aid training manual.
2. Let the learners use the safety manual to conduct a re drill and practise how to
use a re extinguisher.
3. Ask the learners to visit the school kitchen, laboratory, dormitories, store, library
and any other key place to observe safety measures put in place. is activity
links to Health Education as learners practise safety and rst aid measures.
4. Let the learners discuss and write a report on their observation. From the report,
let them suggest recommendations.
5. Ask the learners to present their work to the class.
(d) Conclusion
Emphasise to the learners the importance of safety measures in the school buildings
and particularly in the laboratory.
Activity 12: Discussing the importance of safety measures
(Learner’s Book page 23)
Suggested learning resources
• Learner’s Book.
• A chart showing the importance of laboratory safety measures.
57
Suggested learning experiences
(a) Lesson preparation
Prepare a chart showing the importance of laboratory safety measures in advance.
(b) Attention to learners with special needs
Prepare a chart with large writing to cater for learners with visual impairments.
(c) Lesson development
1. Organise the learners into suitable groups.
2. Guide the learners as they study the picture in the activity.
3. Ask the learners to identify the protective clothing the scientists are wearing and
their importance.
4. Let the learners discuss the importance of safety measures in the laboratory.
5. Instruct the learners to write down the importance of laboratory safety measures
on a manila paper and display in the classroom.
(d) Conclusion
Summarise for the learners the importance of laboratory safety measures.
Integrated Activity
(Learner’s Book page 24)
1. Explain clearly what is expected of the learners in the activity. Where necessary, write
down a brief note to the parent(s) or guardian to assist the learners to carry out the task.
2. Instruct the learners to seek assistance from their parent(s) or guardian in carrying out
the task suggested and discuss their findings. This promotes parental empowerment
and engagement.
Suggested assessment methods
(a) Oral questions: As the learners discuss the importance of safety measures in the
laboratory.
(b) Observation: As the learners search for laboratory safety procedures from other
sources.
(c) Written work: Check the learners notes, presentations and reports.
58
Suggested assessment tool
Use the following Rating Scale to assess each learner.
Learner’sName:____________________________ Grade: ________________
School:_____________________________________________
LearningArea: Integrated Science
Strand: Scientic Investigation
Sub strand: Laboratory apparatus _____________________________________
LearningActivity:_____________________________________
Competence (knowledge, skills, attitudes
and values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
(a) Practises safety measures in the
laboratory and school in general.
(b) Appreciates the importance of safety in
the laboratory and access to a healthy
working environment.
Commentsonthelearner’sperformance_____________________________
Learner’ssignature:____________________________Date___________________
Teacher’sName:___________________Signature____________Date___________
Suggested Answers to Assessment 1b
(Learner’s Book page 24)
1. To be aware and prepare in case of an emergency.
2. Wash the part of the hand with a lot of cold water immediately.
3. Seek guidance, read the safety precautions on container packaging labels and take
necessary precaution.
4. Describe to the learner the apparatus and reagents used, let them feel the equipment
and explain to them the observations. Any other relevant answer
5.
(a) Press the re alarm bell. Evacuate the building in an organised manner. Locate
the re extinguisher and use it to put out the re.
(b) Raise and wash the injured part with clean water. Use a clean cloth to press
directly until bleeding stops. If bleeding persists, tie a cloth close to the wound.
(c) Flush the eyes with running water for about 15 minutes then seek medical
attention.
6. Aids in identifying chemicals to prevent usage of wrong chemicals, shows
instructions of use, safety symbols and hazards to watch out for and instructions
to follow in case of an accident.
59
7.
(a) When carrying out an activity that produces fumes or can splash onto the face.
(b) Use gloves and a dust pan to collect the broken glassware, dispose in a dedicated
dust bin for broken glasses.
(c) Switch o the equipment and electricity from the main switch then wipe the
water.
(d) e test tube should face away from you.
(e) e chemicals may react leading to explosion or pollute the environment.
Some may cause corrosion to the sink and the pipes.
(f) Perform the experiment in a fume chamber; ensure the laboratory is well
ventilated or do the experiment in an open space.
8. It may lead to suffocation due to inhaling of poisonous gases.
9.
C X C F R S P I R I T
I W D A L K M B B T V
T N H G D S S A X Z A
P Q W Y F E I N L K E
E S B G V P Q D W V H
S L V O D A G A X N Q
I I L P B T M G Z W Z
T G Z Y Z B N E B L P
N B R D A V X S F T H
A N T I B I O T I C T
10. Stay out of the laboratory until the fire has been put out.
11. Tie the part closer to the injured area to prevent excess bleeding then inform an
adult who is nearby.
60
1.3: Basic scientic skills
(Learner’s Book pages 26 - 53)
Number of lessons: 10 lessons
Background information
One of the most important goals of schooling is to teach learners to develop critical
thinking. Science contributes its unique skills, with its emphasis on hypothesising,
manipulating the physical world and reasoning from data.
e basic skills provide a foundation for learning the integrated skills. ese skills are
described below.
• Observing: Using the senses to gather information about an object or event.
• Inferring: Making an “educated guess” about an object or event based on previously
gathered data or information.
• Measuring: Using both standard and nonstandard measurements or estimates to
describe the dimensions of an object or event.
• Communicating: Using words or graphic symbols to describe an action, object or
event.
• Classifying: Grouping or ordering objects or events into categories based on
properties or criteria.
• Predicting: Stating the outcome of a future event based on a pattern of evidence.
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
• Identify basic skills in science.
• Use the International System of Units (SI) for basic and derived quantities in science.
• Appreciate the application of basic skills in science.
Links to core competencies
• Communication and collaboration are enhanced as the learners work in groups to
identify methods of communicating information in science.
• Citizenship is promoted as the learners identify and state the SI units for basic and
derived quantities for international awareness.
• Self-ecacy is promoted as the learners prastise presenting science information
appropriately.
Links to values
• Respect is enhanced as the learners learn how to value each other’s views in the
process of applying science skills in their learning.
• Unity is strengthened as the learners work in groups applying science skills.
61
Links to other learning areas
All the learning areas as the learners apply science skills in their daily life and learning.
Suggested assessment methods
• Assessment rubric.
• Practical work.
• Observation schedule.
• Checklist.
Suggested learning resources
• Basic laboratory apparatus, equipment and selected specimens.
• SEPU kit.
• Learner’s book.
Suggested non-formal activities
• Writing articles in school magazines on units (SI) for basic and derived quantities in
science.
• Engaging with resource persons to discuss basic science process skills.
Suggested approaches to developing competency based assessment tasks
• e task should assess knowledge, skills and attitude in the learners.
• Ensure the task is within the level of the learners.
• Support the learners with dierent learning styles.
• Begin with simple tasks.
Suggested guidance to the teacher on how to develop dierentiated learning
Taking care of varied learning needs, for example:
• Visual learners: ey learn by observing things including pictures, diagrams and
written directions. Give these learners opportunities to draw pictures and diagrams
on the board. Give them more time and space to process material as they observe
visual cues before them.
• Auditory learners: Ask auditory learners to repeat new concepts. Ask them questions
and let them answer. Watching and listening to videos and using music is helpful for
this group to grasp the concepts and information easily.
• Kinesthetic learners: ey learn best through experiencing and doing things.
Incorporate movement into lessons, have these learners write on the board as part
of the activity. Once kinesthetic learners physically sense what they are studying,
abstract ideas and dicult concepts become easier to understand.
• Reading and writing learners: Allow time for these learners to grasp information
through the written word and give them opportunities to write down their ideas on
paper.
62
Additional information to the teacher
• Learners have informally used measurement instruments to correctly measure some
quantities at home. Introduce this lesson by asking them to list down some of the
instruments they have used for measurement and quantities they have measured and
whether they know how to read the scales if any.
• Scientic skills are best taught throughhands-on activities, experiments and projects.
Some skills are easiest to teach and can be introduced through nature studies. e
more challenging skills are introduced through experiments over a period of time.
• Not all skills may be taught at once,a good science lesson will incorporate several
of these skills.Remember, as a teacher, you should always move from the material
that is concrete or familiar, to material that is more complex or abstract. Start with
observing and move towards predicting a result and interpreting what happened, or
forming a conclusion. ese skills can be reinforced on a regular basis, thus making
a scientist out of any learner.
Introduction to scientic investigation
(Learner’s Book page 26)
Key Inquiry Questions
• What is scientic investigation?
• What are the basic skills in science?
• How is science information communicated?
Specic learning outcome
By the end of the lesson(s), the learner should be able to explain the meaning of scientic
investigation and identify the basic skills in science.
Activity 1: Discussing the meaning of scientic investigation
(Learner’s Book page 26)
Suggested learning resources
• Learner’s Book.
• Reference materials on scientic investigation.
• Digital devices such as smartphones or computers with steady internet connection.
• Pictures and photographs showing how to apply basic skills in science.
Suggested learning experiences
(a) Lesson preparation
• Collect or organise to have reference materials on scientic investigation from a
nearby library.
• Ensure digital devices with internet connections are available.
63
(b) Attention to learners with special needs
• Assist the learners who are not able to read or have hearing challenges.
• Write the new words on the chalkboard.
(c) Suggested approaches to dierentiated learning
• Give personal attention to the learners with diculties in grasping concepts.
• Assign peer-learning roles to the learners who are fast in grasping concepts.
(d) Lesson development
1. Introduce the lesson by asking the learners probing questions on the meaning
of scientic investigation from their prior knowledge of science and nature as
suggested in the Brainteaser section. is question makes the learners to reect
on the meaning of scientic investigation. Let the learners respond. Correct
any wrong responses they give. Encourage the learners who attempt to answer
the question. is improves their self-esteem and encourages the learners to
participate in class.
2. Organise the learners into convenient groups as per availability of resources.
3. Ask each group to read the presented case study and discuss the questions. In
doing so, communication and collaboration is promoted.
4. Guide each group in answering the questions.
5. ereaer, provide the learners with digital devices with internet connectivity or
reference materials.
6. Ask each group to research on the meaning of scientic investigation. is will
develop their digital literacy and research skills.
7. Instruct the learners to observe safety when using digital devices. Safety and
security skills will be promoted as they use digital devices properly.
8. Invite each group to present their ndings to the class.
9. ereaer, discuss the importance of scientic investigation and how it is
applied in solving problems. For example, the steps used in the development of
COVID-19 and malaria vaccines.
10. Ask the learners to note down the steps of carrying out scientic investigation
and the basic skills in science.
Activity 2: Identifying basic skills in science
(Learner’s Book page 28)
Suggested learning resources
• Learner’s Book.
• Reference materials on basic skills in science.
Suggested learning experiences
(a) Lesson preparation
• Prepare a chart or obtain pictures and photographs showing identication of
basic skills in science.
• Alternatively, you can demonstrate the skills.
64
(b) Attention to learners with special needs
• Assist the learners with visual impairments by describing pictures and
photographs.
(c) Suggested approaches to dierentiated learning
• Give personal attention to the learners with diculties in grasping concepts.
(d) Lesson development
1. Organise the learners into convenient groups.
2. Ask the learners to study the pictures and photographs.
3. Let each group discuss the suggested questions. Encourage all the learners to
participate in the discussion. is promotes communication, collaboration and
respect among the learners.
4. Give the learners enough time to discuss the basic science skills identied from
the activity.
5. ereaer, discuss why it is important to know and understand the basic science
skills and how they are applied in solving problems in our daily life.
6. Instruct the learners to list the basic science skills in their notebooks.
Activity 3: Interactive talk
(Learner’s Book page 28)
Suggested learning resources
• Learner’s Book.
• Reference materials on basic skills in science.
• Resource person.
Suggested learning experiences
(a) Lesson preparation
• Identify and inform a resource person such as a research scientist in advance.
Brief the resource person what to emphasise on during the presentation.
• Inform the learners in advance to prepare questions.
• Alternatively, search for video clips and information from the internet and do
the presentation.
(b) Attention to learners with special needs
• Place learners with hearing and vision impairment at the front of the class during
the presentation.
(c) Lesson development
1. Introduce the resource person to the class.
2. Encourage the learners to engage the resource person with questions.
3. Instruct the learners to make short notes during the presentation.
4. Have a class discussion and expound on the points presented by the resource
person to the learners.
65
Activity 4: Identifying observation skills
(Learner’s Book page 29)
Suggested learning resources
• Learner’s Book.
• Reference materials on application of basic skills in science.
• Pictures and photographs on identifying observation skills.
Suggested learning experiences
(a) Lesson preparation
• Prepare or obtain pictures and photographs showing observation skills.
(b) Attention to learners with special needs
• Give personal attention to the learners with visual impairment when identifying
observation skills.
(c) Suggested approaches to dierentiated learning
• Give personal attention to the learners with diculties in grasping concepts.
• Assign peer-learning roles to the learners who are fast in grasping concepts.
(d) Lesson development
1. Ask the learners to be in pairs and do the activity as suggested. Alternatively,
display the prepared chart in the classroom and ask the learners to identify the
skills used.
2. Guide the learners in identifying observation skills and how they are used for
scientic investigation.
3. Point out to the learners that observation skills are very important as they are
applied in other learning areas.
4. Allow the learners to brainstorm on how observation skills are applied in other
learning areas and note down their ndings. is will enable the learners to link
the skills learnt in Integrated Science to other learning areas.
Parental empowerment and engagement
(Learner’s Book page 30)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write down a short note to the parent(s) or guardian to assist the learner
to carry out the task.
2. Instruct the learners to seek assistance from their parent(s) or guardian to find out
the knowledge and skills needed by anti-crime police unit to identify criminals and
investigating a crime scene. This is an application of basic science skills in our
day-to-day life.
66
Activity 5: Identifying manipulative skills
(Learner’s Book page 30)
Suggested learning resources
• Learner’s Book.
• Reference materials on basic skills in science.
• Pictures and photographs showing application manipulative skills.
Suggested learning experiences
(a) Lesson preparation
• Prepare or obtain pictures and photographs.
(b) Attention to learners with special needs
• Give personal attention to the learners with visual impairment when identifying
manipulative skills.
(c) Suggested approaches to dierentiated learning
• Give personal attention to the learners with diculties in grasping concepts.
• Assign peer-learning roles to the learners who are fast in grasping concepts.
(d) Lesson development
1. Organise the learners into convenient groups to enhance unity as they work
together. Alternatively, display the chart to the class and ask the learners to
identify the skills used.
2. Guide the learners as they discuss the questions and scenarios suggested.
3. Let the learners identify the skills required when handling equipment and
instruments or any other tools they are using.
4. Walk a round as the groups discuss and guide them appropriately.
5. Have a class discussion on the need for manipulative skills when handling
apparatus and tools.
Activity 6: Identifying measurement skills
(Learner’s Book page 31)
Suggested learning resources
• Learner’s Book.
• Reference materials on basic skills in science.
• Measuring tools such as a weighing balance.
Suggested learning experiences
(a) Lesson preparation
• Obtain measuring tools, their pictures or photographs or any other available
measuring tool that can be improvised.
67
(b) Attention to learners with special needs
• Assign physically challenged learners tasks they can handle. Also ensure other
learners support or guide them during the activity.
(c) Lesson development
1. Ask the learners to organise themselves into suitable groups.
2. Guide the learners appropriately as they discuss and identify measurement skills
and how they are applied in our day-to-day life.
3. Display the measuring tools in class and let the learners discuss them.
4. Allow each group to compare their ndings in class.
5. Instruct the learners to discuss measurement of quantities at home.
6. Ask the learners to write down their ndings.
7. Allow the learners to compare their ndings in class.
8. Note that the aim of this activity is to determine whether the learners know how
to measure quantities properly. Check their results and guide them appropriately.
Activity 7: Applying classication skills
(Learner’s Book page 32)
Suggested learning resources
• Learner’s Book.
• Reference materials on basic skills in science.
• Charts on classication.
Suggested learning experiences
(a) Lesson preparation
• Prepare or obtain charts on classication.
(b) Attention to learners with special needs
• Give personal attention to the learners with visual impairment when identifying
classication skills.
(c) Suggested approaches to dierentiated learning
• Give personal attention to the learners with diculties in grasping concepts.
• Assign peer-learning roles to the learners who are fast in grasping concepts.
(d) Lesson development
1. Divide the learners into suitable groups.
2. Guide each group in studying the chart and answering the questions provided.
3. Ask the learners to mention the methods they use to group things at home.
Learners should be able to identify classication skills from the discussion.
4. ereaer, have a class discussion on the need for acquiring classication skills
and how they are applied.
68
Activity 8: Identifying prediction skills
(Learner’s Book page 33)
Suggested learning resources
• Learner’s Book.
• Reference materials on application of basic skills in science.
• Pictures and photographs from a weather station.
Suggested learning experiences
(a) Lesson preparation
• Prepare or obtain pictures and photographs from a weather station.
(b) Attention to learners with special needs
• Give personal attention to the learners with visual impairment when identifying
prediction skills.
(c) Lesson development
1. Begin the lesson by asking the learners probing questions such as:
(a) What weather condition determines how you dress for the day?
(b) How do you predict or guess the weather condition and how does it
inuence activities to be done?
2. Inform the learners that they have been using a skill known as prediction as they
dress for the day.
3. Group the learners and ask them to study the photograph in their Learner’s Book
and discuss the questions suggested.
4. Emphasise that all guesses are pre-assumed to be right till proven otherwise
experimentally.
Further Activity: Field visit
(Learner’s Book page 34)
(a) Lesson preparation
• Ask for permission from the school management and relevant authority in case
the activity is being carried out of the school compound.
• In case the activity is to be carried outside the classroom or school compound,
inform the learners before the lesson begins.
• Make a pre-visit to the site.
• Plan on how you will assist the physically challenged learners.
• Take note of the weather condition before the activity day.
• Ensure the safety of the learners. Have a rst aid kit available.
• Arrange, collect or prepare all the required materials for the activity. Improvise
where necessary.
69
(b) Attention to learners with special needs
Assist the learners with physical disabilities during movements.
(c) Lesson development
1. Organise for the learners for an academic trip at a weather station nearby as
suggested or alternatively, direct the learners to the Kenya Meteorological
Department website and nd out the activities they are mandated to carry out.
2. Ask the learners to discuss how prediction of weather is important to the farmers
and to the public in general.
3. Allow each group to do a brief presentation of their ndings.
Activity 9: Communicating scientic results and conclusion
(Learner’s Book page 34)
Suggested learning experiences
(a) Lesson preparation
• Collect or obtain reference materials on communicating scientic results from a
nearby library.
• Prepare or obtain pictures and diagrams of graphs, pie charts and tables.
• Ensure the availability of digital devices such as smartphones or computers with
steady internet connectivity.
(b) Attention to learners with special needs
Assign the learners to assist those with visual impairment.
(c) Suggested approaches to dierentiated learning
Attend to the learners with diculty in grasping concepts, give them personalised
assistance and extra time.
(d) Lesson development
1. Begin the lesson by asking the learners probing questions on the ways they
present information or results of activities. Correct any wrong response.
2. Divide the learners into suitable groups.
3. Provide each group with reference materials or a digital device with internet
connectivity.
4. Ask each group to carry out a research on methods of communicating research
results and making conclusion aer experimentation.
5. Allow each group to do a brief presentation of their ndings.
6. Emphasise that aer carrying out the experiment, the result can be communicated
through various ways.
7. Ask the learners to read the suggested Work to do and identify the stages Sir
Isaac Newton followed during his investigative work on gravity.
70
(e) Conclusion
Emphasise to the learners the need for scientic investigation and the basic skills
required when solving science related challenges.
Suggested assessment methods
(a) Oral questions: As the learners discuss and answer questions on basic science skills.
(b) Observation: As the learners discuss and collaborate during the activities.
(c) Written exercise: Check learners’ answers to the questions, notes and presentation.
Suggested assessment tools
(a) Use the following Rubrics to assess each learner.
4 3 2 1
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identifying
the basic skills
in science.
Consistently
and correctly
identies the
basic skills in
science.
Correctly
identies the
basic skills in
science.
Identies some
basic skills in
science.
Has diculty
in identifying
basic skills in
science.
Assist learners who are approaching expectations and those below expectations to
meet or exceed expectations.
(b) Use the following Checklist to assess each learner.
Learner’s Name: __________________________ Grade: _____________
School:_________________________
Learning Area: Integrated Science
Strand: Scientic investigation
Sub strand: Basic skills in science
Date or period of assessment:_______________
Learning Activity or task:________________
Identifying basic skills in science ( Yes or No)
No: Name a.
Observation
b.
Manipulation
c.
Measurement
d.
Classication
e.
Prediction
f.
Communication
g.
Conclusion
Teacher’s
comments
1
2
3
4
71
SI units of basic and derived quantities
(Learner’s Book pages 36 - 50)
Additional information to the teacher
• Giving numerical values for physical quantities allows us to understand nature much
more deeply than qualitative descriptions alone.
• Measurements of physical quantities are expressed in terms ofunits, which are
standardised values. Without standardised units, it would be extremely dicult for
scientists to express and compare measured values in a meaningful way.
• Two major systems of units are used in the world:SI units(for the FrenchSystème
International d’Unités), also known as themetric system, andEnglish units(also
known as thecustomary orimperial system). English units were historically used
in nations once ruled by the British Empire and are still widely used in the United
States.
• Virtually every other country in the world except the United States of America now
uses SI units as the standard unit. e metric system is also the standard system
agreed on by scientists and mathematicians.
Specic learning outcome
By the end of the lesson(s), the learner should be able to use the International System of
Units (SI) for basic and derived quantities in science.
Key Inquiry Questions
What are the SI units of basic and derived quantities?
Activity 10: Research on basic and derived quantities
(Learner’s Book pages 36)
Suggested learning resources
• Learner’s Book.
• Relevant reference materials.
• Digital devices such as smartphones or computers with internet.
Suggested learning experiences
(a) Lesson preparation
• Collect relevant reference materials on basic and derived quantities.
• Ensure there are enough digital devices such as smartphones or computers with
internet.
• Create a chart showing basic and derived quantities to be displayed during
discussion and aer research.
(b) Attention to learners with special needs
• Assist the learners who are not able to read or hear properly.
• Write the new words on the chalkboard.
72
(c) Suggested approaches to dierentiated learning
• Give personal attention to the learners with diculties in grasping concepts.
• Assign peer-learning roles to learners who are fast in grasping concepts.
(d) Lesson development
1. Begin the lesson by asking the learners to discuss the units they use in mathematical
calculations and their signicance. is will make the learners to understand the
link between Integrated Science and Mathematics.
2. Probe further and ask the learners why containers and packages have units of
quantities on them.
3. Elaborate on their responses to explain the units they are aware of and introduce
the others they are not aware of.
4. ereaer, organise the learners into convenient groups.
5. Provide the learners with reference materials or digital devices with internet.
6. Let the learners do a research and discuss the basic and derived quantities giving
examples.
7. Walk around and observe as they research and guide them accordingly. is
promotes communication skills among the learners.
8. Encourage the learners to participate in group discussions. is enhances self-
esteem and respect among the learners.
9. Invite each group to do a brief presentation of their ndings.
Activity 11: Measuring length using a metre rule
(Learner’s Book page 37)
Suggested learning resources
• Learner’s Book.
• Relevant reference materials.
• Meter rules, 30 cm rulers and wooden blocks
Suggested learning experiences
(a) Lesson preparation
• Collect metre rules, wooden blocks, vernier callipers and micrometre screw
gauge.
• Alternatively, use pictures and photographs of the measuring tools.
(b) Attention to learners with special needs
• Give the learners with physical challenges tasks they can handle with ease and
ensure other learners support or guide them during various activities.
(c) Lesson development
1. Begin the lesson by asking the learners the kind of tools they use for measuring
length.
73
2. From their responses, inform them that there are standard measurement units
for length.
3. Organise the learners into groups and provide them with tape measures, metre
rules or 30 – centimetre rulers.
4. Guide the learners through the activity and assist where necessary when using
the instruments.
5. Point out to the learners the correct way of taking measurements especially when
positioning the eyes.
6. Remind the learners about what they learnt in Mathematics on how to convert
one unit to another.
7. Emphasise to the learners that the SI unit of length is the metre and other
commonly used units are kilometres, centimetres and millimetres.
8. Take the learners through the table given in the Learner’s Book page 37 as they
make notes.
Further Activity: Measuring length
(Learner’s Book page 39)
Suggested learning resources
• Learner’s Book.
• Reference materials on vernier callipers and micrometre screw gauge.
• Vernier callipers and micrometre screw gauge or their pictures and photographs.
• Manual for using vernier callipers and micrometre screw gauge.
• Digital devices such as computers and laptops.
Suggested learning experiences
(a) Lesson preparation
• Read the manual on how to read and use vernier callipers and micrometre screw
gauge.
• Ensure availability of digital devices with internet or reference materials.
(b) Attention to learners with special needs
• Give the learners with physical challenges tasks they can handle with ease and
ensure other learners support or guide them during various activities.
• Assist the learners with visual impairment when taking measurements.
(c) Lesson development
1. Ask the learners probing questions on the kind of instruments used to measure
small distances, for example, the thickness of a string or internal diagram of a
test tube.
2. Provide the learners with the instruments or show them a chart, pictures or
photographs of vernier callipers and micrometre screw gauge.
74
3. Let the learners examine the instruments and discuss on how to use them.
4. Provide the learners with the manual for using the instruments or alternatively,
search the internet for video clips on how to use the instruments.
5. Demonstrate on how to handle the instruments to when taking measurements
as the learners observe.
6. Instruct the learners to write short notes.
Parental empowerment and engagement
(Learner’s Book page 39)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write a short note to the parent(s) or guardian to assist the learner to carry
out the task.
2. Instruct the learners to seek the assistance of their parent(s) or guardian in carrying
out the suggested task and report their findings to the class.
Activity 12: Determining masses of dierent objects
(Learner’s Book page 40)
Suggested learning resources
• Learner’s Book.
• A brick, a jug of water and weighing machines such as a beam balance.
Suggested learning experience
(a) Lesson preparation
• Obtain the resources needed or improvise where necessary.
(b) Attention to learners with special needs
• If the activity involves handling and liing of things ensure learners with physical
challenges are given tasks they are comfortable with.
(c) Lesson development
1. Maintain the groupings and provide each group with a brick and a jug of water.
Alternatively, use readily available objects for comparison purposes.
2. Instruct the learners to follow the procedures laid down in the activity and
discuss the questions in class. ey should be able to conrm which is heavier
than the other.
3. Inform the learners that by using such methods of determining mass, it is not
possible to know by how much one item is heavier than the other. erefore,
there is need for weighing machines such as a beam balance.
4. Demonstrate on how to operate and use a beam balance. ereaer, guide the
learners on how to weigh and record dierent masses.
5. Remind the learners how to convert kilograms to other units.
6. Give the learners more examples such as the one suggested in the Work to do section.
7. Allow the learners to discuss their answers.
75
(d) Conclusion
Conclude this section by emphasising that the SI unit of mass is kilogram. Grams,
milligrams and tonnes are other units of mass.
Activity 13: Measuring time
(Learner’s Book page 41)
Suggested learning resources
• Learner’s Book.
• Watches, stopwatch, clock and other available instruments for measuring time.
Suggested learning experiences
(a) Lesson preparation
Obtain stopwatches, smartphones and other instruments for measuring time.
(b) Attention to learners with special needs
e activity involves handling instruments and running around a eld to measure
time taken. Give learners with physical challenges tasks they can handle.
(c) Lesson development
1. Guide learners on how to set the stopwatches using set button mode and start
buttons.
2. Ask learners to pair up and provide them with stopwatches.
3. Ask the learners to do the activity as suggested. Alternatively, they can measure
their pulse rate.
4. Emphasise that physical exercises is a way of promoting their health. is links
to Health Education.
5. Let the physically challenged learners do the recordings.
6. Guide the learners in discussing their ndings. is will enhance cooperation
and collaboration among the learners.
7. Summarise for the learners the learning points and the table provided in the
Learner’s Book page 42. Ask them to make short notes.
8. Emphasise to the learners that seconds is the standard unit for measuring time.
9. Give the learners more examples such as the one suggested in the Work to do
section.
10. Allow the learners to discuss their answers.
Activity 14: Measuring temperature of a substance
(Learner’s Book page 42)
Suggested learning resources
• Learner’s Book.
• ermometer and ethanol or any other disinfectant.
76
Suggested learning experiences
(a) Lesson preparation
• Obtain a thermometer or pictures and photographs of thermometer.
• A disinfectant such as alcohol.
(b) Attention to learners with special needs
e activity involves handling instruments. Give learners with physical challenges
tasks they can handle.
(c) Lesson development
1. Demonstrate to the learners how to use and read a thermometer.
2. ereaer, organise the learners into convenient groups as per availability of the
instruments.
3. Caution the learners to be careful when handling the thermometer.
4. Provide the learners with thermometers and instruct them to carry out the
activity as stipulated.
5. Let the learners discuss their ndings.
6. Remind the learners that infrared thermometers have been eectively used in
ght against COVID-19; ermal gun thermometers measure the temperature
of the body from a distance.
7. Guide the learners on how to convert degree Celsius to kelvin and verse visa.
Recall: To change to kelvin: T = Ɵ + 273
To change to degree Celsius: Ɵ =T–273
(d) Conclusion
Emphasise that the SI unit of temperature is kelvin (K) and not degree Celcius (
o
C).
Activity 15: Measuring electric current
(Learner’s Book page 44)
Suggested learning resources
• Learner’s Book.
• Ammeters, dry cells, cell holders, switches, connecting wires and resistors.
Suggested learning experiences
(a) Lesson preparation
• Obtain the materials needed from the school laboratory.
• If the materials are not available, improvise or search from the internet for video
clips.
(b) Attention to learners with special needs
Assist the learners who have challenges in connecting the circuit and taking
instrument readings.
77
(c) Lesson development
1. Demonstrate to the learners how to connect a circuit using the components and
taking measurements from an ammeter.
2. Organise the learners into convenient groups as per availability of resources.
3. Provide each group with the resources.
4. Guide the learners on how to correctly read the scale of the ammeter.
5. Assist the learners with challenges in correctly connecting a simple circuit using
the components and reading the ammeter correctly.
6. Summarise the learning points as suggested in the Learner’s Book page 44 to 45.
Parental empowerment and engagement
(Learner’s Book page 45)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write down a short note to the parent(s) or guardian to assist the learner
to carry out the task.
2. Instruct the learners to seek assistance from their parent(s) or guardian in carrying
out the suggested task and report back to you.
Derived quantities
(Learner’s Book page 45)
Learners have encountered derived units from other learning areas especially
Mathematics. erefore Integrated Science area links to other learning areas.
Activity 16: Determining the area of regular objects
(Learner’s Book page 45)
Suggested learning resources
• Learner’s Book.
• Metre rule, tape measures, boxes and planks of wood.
Suggested learning experiences
(a) Lesson preparation
Obtain dierent square and rectangular objects such as boxes and planks of wood,
metre rules, tape measures or any other available measuring instrument.
(b) Attention to learners with special needs
is activity involves handling and manipulating instruments, assist learners with
challenges.
(c) Lesson development
1. Organise the learners into convenient groups as per availability of resources.
2. Provide each group with a metre rule (to be shared).
78
3. Ask the learners to do the activity as suggested.
4. Guide each group as they carry out measurement and use the formula to calculate
the surface area of objects measured.
5. Remind the learners to convert one unit to another.
6. Emphasise that the SI unit of area is square-metres (m
2
).
7. Check the calculations and guide the learners appropriately.
8. Take the learners through the learning points section and the formulae for
calculating area of various shapes.
9. Give the learners more examples such as the one suggested in the Work to do
section.
10. Allow the learners to compare their answers with others in class. is promotes
peer review.
Activity 17: Measuring volume of liquids
(Learner’s Book page 47)
Suggested learning resources
• Learner’s Book.
• Water and beaker.
Suggested learning experiences
(a) Lesson preparation
Collect water and beakers or any other containers that can be used for measuring
volume.
(b) Attention to learners with special needs
Assist learners who are having challenges with handling the apparatus.
(c) Lesson development
1. Maintain the groupings for this activity.
2. Provide the learners with beakers and some water.
3. Instruct the learners to follow the steps provided in the Learner’s Book to the
activity.
4. Guide the learners to nd the volume of water and answer the suggested questions.
5. Go to each group and observe their discussions.
6. Lead the learners in discussing the conversion of units of volumes.
7. Remind the learners that the SI unit of volume is cubic metres (m
3
).
8. Take the learners through the discussion on the learning points section and
emphasise on instruments used to measure volume.
9. Give the learners more examples such as the one suggested in the Work to do
section and allow them to discuss their answers.
79
Activity 18: Determining the volume of an irregular object
(Learner’s Book page 48)
Suggested learning resources
• Learner’s Book.
• Measuring cylinders, stones, pieces of string, water and Eureka can
Suggested learning experiences
(a) Lesson preparation
• Prepare and obtain the materials needed, improvise if not available.
(b) Attention to learners with special needs
• Assist the learners with challenges when handling and manipulating apparatus.
(c) Lesson development
1. Begin the lesson by informing the learners that not all objects to be measured are
regular. Some objects such as stones are irregular. eir volume can be measured
using a special apparatus called Eureka can by displacement method.
2. Have a class demonstration on how to measure volume using a Eureka can.
3. ereaer, organise the learners into convenient groups and provide them with
the required apparatus.
4. Instruct the learners to follow the steps and carry out the activity.
5. Guide the learners during the activity, assisting where necessary.
6. Empasise to the learners that the volume of the object equals the volume of water
displaced.
Activity 19: Determining density of objects by sinking method
(Learner’s Book page 49)
Suggested learning resources
• Learner’s Book.
• A basin, pieces of wood, small piece of metals, cork, water and stone.
Suggested learning experiences
(a) Lesson preparation
• Prepare and collect the materials. Improvise where necessary.
(b) Attention to learners with special needs
• Assist the learners with challenges when handling and manipulating apparatus.
(c) Lesson development
1. Begin the lesson by asking the learners what they know about density and if they
have ever mixed immiscible liquids such as water and kerosene. ey should be
able to tell the liquid that came on top and give a reason for the answer.
2. ereaer, organise the learners into groups to carry out the activity.
80
3. Guide the learners through the activity and assist where necessary.
4. Let learners discuss the SI unit of density and its conversion from one unit to
another.
5. Emphasise that the SI unit of density is kilogram per cubic metres (kgm
-3
).
6. Give the learners more examples such as the one in the Work to do section.
7. Allow the learners to discuss their answers.
(d) Conclusion
Conclude the lesson by emphasising the following:
• Basic quantities also known as fundamental quantities are physical quantities
that cannot be dened in terms of other quantities.
• ey are ve basic quantities; time (seconds), length (metres), mass (kilograms),
electric current(amperes) and temperature(kelvin).
Note: Other basic quantities not covered at this level are amount of substance
(mole) and luminous intensity (candela).
• Derived quantities are quantities that are calculated from two or more
measurements. ey include area (square metres), volume (cubic metres) and
density ( kilogram per cubic metres).
Suggested assessment methods
(a) Oral questions: As the learners discuss questions on basic and derived quantities.
(b) Observation: As the learners carry out discussions and collaborate when answering
the questions on basic and derived quantities.
(c) Written exercise: Check the learners’ answers to the questions on basic and derived
quantities and their SI units.
Suggested assessment tool
Use the following Checklist to assess each learner.
Learner’s Name:________________________ Grade: 7
School:_________________________
Learning Area: Integrated Science
Strand: Scientic Investigation
Sub strand: Basic Science skills _________________________
Date or period of assessment:_______________
Learning Activity or task:________________
81
Uses the SI for basic and derived quantities in science ( Yes or No)
No: Name a.
Length
b.
Mass
c.
Time
d.
Temperature
e. Electric
current
f.
Area
g.
Volume
h.
Density
Teacher’s
comments
1
2
3
4
Applications of basic skills in science
(Learner’s Book page 50)
Additional information to the teacher
Basic science skills are vital for the learners to acquire in order to enable them to
eectively process information, make a hypothesis and prove it. Observation may be
the key pushing element in a scientic research. However, all the scientic skills learnt
should be applicable to real-life situations. So that there is not only theoretical research
but also obvious connection between the real-life problems and their solution.
Specic learning outcome
By the end of the lesson(s), the learner should be able to appreciate the applications of
basic skills in science.
Key inquiry question
Why are basic skills in science important?
Activity 20: Brainstorming the importance of reading quantities on packing labels
(Learner’s Book page 50)
Suggested learning resources
• Relevant reference materials.
• Dierent packaging containers with labelled quantities.
Suggested learning experiences
(a) Lesson preparation
Ask the learners to collect various empty packages with labelled quantities of items
such as sugar, salt, oor and cooking oil. If packages are not available, use their
pictures and photographs of the same.
(b) Attention to learners with special needs
Assist the learners with visual impairment and physical challenges as they handle
and read the packages.
82
(c) Lesson development
1. Introduce the lesson by asking probing questions on applications of basic and
derived quantities in our day-to-day life. Learners should be able to point out
where they have experienced the use of the basic quantities.
2. Ask the learners, in pairs, to examine the packages and discuss the quantities
displayed and other information contained. Let them also discuss the importance
of the quantities displayed.
3. Guide the learners in identifying the quantities displayed and their importance.
4. Invite each group to present their ndings to the class.
Parental empowerment and engagement
(Learner’s Book page 51)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write down a short note to the parent(s) or guardian to assist the learner
to carry out the task.
2. Instruct the learners to seek the assistance of the parent(s) or guardian to do the
suggested task and bring the report to you.
Activity 21: Discussing application of basic skills in science
(Learner’s Book page 51)
Suggested learning resources
• Relevant reference materials.
• Digital devices such as smartphones or computers with internet.
Suggested learning experiences
(a) Lesson preparation
Collect reference materials on application of basic skills in science from a nearby
library. Alternatively, you can download from the internet.
(b) Lesson development
1. Ask the learners, in groups, to brainstorm on the basic skills in science and how
they are applied.
2. Walk around and observe the group discussion.
3. Guide the discussions towards the outcome of the activity.
4. Provide the learners with reference materials or the internet to do a research and
compare their ndings.
5. Invite each group to do a presentation to the class.
6. From their presentation, elaborate on the applications of basic skills in science
as they take notes.
(c) Conclusion
Conclude the lesson by emphasising the highlighted points in the Learner’s Book.
83
Integrated Activity
(Learner’s Book page 52)
1. Organise the learners in groups and ask them to carry out the activity.
2. Give the learners guidelines on the scientific steps to follow, the experimentation,
how to record results and presenting their results.
3. Guide the learners through each step as they carry out the investigation.
4. Emphasis on how crucial basic science skills are applied when carrying out the activity.
5. Let each group do a presentation of their report.
6. Instruct the learners to use their report to sensitise the local community on the
importance of watering plants during the dry season.
Suggested assessment methods
(a) Oral questions: As the learners discuss and do research on applications of basic
skills in science and carry out the Integrated Activity.
(b) Observation: As the learners discuss and collaborate when answering questions on
applications of basic skills in science and carry out the Integrated Activity.
(c) Written work: Check the learners’ answers to the questions on applications of basic
skills in science and Work to do segment.
Suggested assessment tool
Use the following Rating Scale to assess each learner.
Learner’s Name____________________________ Grade: 7
School:_________________________
Learning Area: Integrated Science
Strand: Scientic Investigation
Sub strand: Basic Science Skills
Learning Activity:_______________
Competence(knowledge,skills, attitudes and
values assessed) 
Always
4
Usually
3
Sometimes
2
Never
1
a) Identies quantities in container packages.
b) Explains the importance of packaging labels.
c) Explains the importance of basic science skills.
Comments on the learner’s performance: __________________
Learner’s signature: _________________Date: _______________
Teachers Name: ________________Signature:_____________Date:_______
84
Suggested Answers to Assessment 1 c
(Learner’s Book page 52)
1.
Basic quantity SI unit
Length Metre (m)
Mass Kilogram (kg)
Time Seconds (s)
Temperature kelvin (K)
Electric current Amperes (A)
2.
(a) 2 m (b) 0.078 kg (c) 6.66 or 6
2
3
minutes
(d) 319 K (e) 0.006 m
2
(f) 0.0004 m
3
(g) 4500 kg/m
3
3. Fresh eggs are denser and will sink in water. Old and rotten eggs with adensity less
than that of water will float.
4. Scientists use observation to collect and record data. Observation enables scientists
to see the challenge or issue then think of a theory or construct an hypothesis.
5. Scientific investigation is a logically stepped process used for investigating and
acquiring or expanding our understanding. Non-scientific investigation isacquiring
knowledge and truths about the world using techniques that do not follow the
scientific method.
6. 3.3 cm, 33 mm or 0.033 m
7. Manipulation, observation, measuring
8. a) True b) True
9. Mass will remain same, volume will increase, density will decrease
10. (a) Tape measure (b) Metre rule (c) Tailor’s tape measure
11. Wrap the cotton thread around the test tube ten times; mark the beginning and the
end of the thread. Place the marked cotton thread on a metre rule and read off the
measurement. Divide the length by 10.
Precautions to take: Correct positioning of the eyes during measurement to avoid
parallax error.
12. 1 megatonne isequal to 1 000 000 000 kilograms, therefore, 2 megatonnes equals
to 2, 000 000 000 kg
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1.4: Laboratory Apparatus and Instruments
(Learner’s Book pages 54 - 79)
Number of lessons: 11 lessons
Background information
In sub strand 1.2, learners were introduced to the laboratory as a special room in which
scientic investigation is carried out. ey learnt that to carry out scientic investigation
safely, it is important to observe laboratory safety measures by rst identifying the
common hazards in the laboratory and the safety precautions to take to avoid accidents
and injuries.
In sub strand 1.3, the learners learnt about the basic science skills such as manipulation,
observation, measurement, classication, prediction, communication and conclusion.
ey also learnt how to apply the International System of Units (SI Units) to determine
dierent parameters and to display scientic information in various ways. ese
equipped the learners with the basic knowledge and skills required to carry out scientic
investigation in the laboratory.
In this section, the learners will be guided on how to identify the apparatus and
instruments used for measuring various parameters and those used for observation and
heating. ey will acquire the skills required to handle these apparatus and instruments
in the laboratory while they take the necessary precautions to observe their safety and
that of others.
e apparatus and instruments used in the laboratory are costly and should be handled
with care. e learners will learn how to care for and store the apparatus safely.
Some apparatus like glassware are breakable and if disposed of inappropriately, can
be a hazard in the environment. e learners will learn how to dispose of broken or
damaged apparatus in a way that does not pollute the environment or cause injury to
human beings or animals.
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
• Identify apparatus and instruments used in the laboratory.
• Handle and care for apparatus and instruments in the laboratory.
• Appreciate the importance of consumer protection when handling dierent apparatus
and chemicals in the laboratory.
Links to core competencies
• Communication and collaboration are enhanced as the learners work together in
using dierent apparatus and equipment to carry out laboratory experiments and
activities.
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• Citizenship is promoted as the learners observe their own safety and that of others
others when handling apparatus and instruments.
• Digital literacy is developed as the learners use digital devices to search for content
on safety precautions to observe when handling apparatus and instruments.
Links to Pertinent and Contemporary Issues (PCIs)
• Environmental education is promoted as the learners acquire skills on how to care
for the environment as they appropriately dispose of the consumables and any broken
equipment as they use laboratory equipment and apparatus to carry out experiments.
• Disaster risk reduction is promoted as the learners observe safety precautions when
handling apparatus and instruments in the laboratory.
Links to values
• Respect is promoted as learners consider others’ opinions while working in groups.
• Responsibility is promoted as the learners care for apparatus, chemicals and
specimens and as they handle laboratory equipment and apparatus during
experimental work.
Links to other learning areas
• Home Science as the learners carry out measurements of ingredients when preparing
meals.
• Mathematics as the learners carry out measurements of various quantities of
substances.
Suggested assessment methods
• Practical work
• Observation schedule
• Checklist
Suggested learning resources
• Learner’s Book.
• School Equipment Production Unit (SEPU). SEPU produces three secondary school
science kits: Biology, Chemistry and Physics kits. e kits can be improvised to teach
Integrated Science activities.
• Basic laboratory apparatus, equipment and selected specimens including permanent
microscope slides.
Suggested non-formal activities
• Engaging with resource persons to talk about how to safely handle and use apparatus
and instruments in the laboratory.
• Sensitising the local community on the importance of using correct weights and
measures to ensure fair trade practices.
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Suggested approaches to developing competency based assessment tasks
• e task should assess the learners knowledge, skills and attitude.
• Ensure the task is within the level of the learners.
• Support the learners with dierent learning styles.
• Begin with simple tasks.
Suggested guidance to the teacher on how to develop dierentiated learning
Taking care of varied learning needs, for example:
• Visual learners: ey learn by observing things including pictures, diagrams and
written directions. Give these learners opportunities to draw pictures and diagrams
on the board. Give them enough time and space to process material as they observe
visual cues before them.
• Auditory learners: Ask auditory learners to repeat new concepts. Ask them questions
and let them answer. Watching and listening to videos and using music is helpful for
this group to grasp concepts and information easily.
• Kinesthetic learners: They learn best through experiencing and doing things.
Incorporate movement into lessons and have these learners write on the board as
part of the activity. Once kinesthetic learners physically sense what they are studying,
the abstract ideas and dicult concepts become easier to understand.
• Reading and writing learners: Allow enough time for these learners to grasp
information through the written word and give them opportunities to write down
their ideas on paper.
Additional information to the teacher
Laboratory apparatus and instruments is a general term for all kinds of instruments,
vessels, and other tools needed for operations, synthesis and analysis. Laboratory
apparatus and instruments should provide accurate measurement results, be durable
and provide safety for the user. erefore, laboratory instruments should be of a high
quality in order to meet the high standards in laboratory technology.
Apparatus and instruments used in the laboratory
(Learner’s Book page 54)
Key Inquire Question
Which types of apparatus are used in the laboratory?
Specic learning outcome
By the end of the lesson(s), the learner should be able to:
• Identify apparatus and instruments used in the laboratory.
• Handle and care for the apparatus and instruments used in the laboratory.
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Activity 1: Identifying apparatus and instruments
(Learner’s Book page 54)
Suggested learning resources
• Learner’s Book.
• Laboratory apparatus and instruments or diagrams, pictures or photographs of the
same.
• Accompanying video.
• Reference materials on laboratory apparatus
Suggested learning experiences
(a) Lesson preparation
• Prepare a chart or obtain pictures and photographs showing the main groups
of laboratory apparatus and equipment. ese should include apparatus for
measuring, heating and observation.
• Alternatively, take the learners to the school laboratory or get the apparatus from
the laboratory. Inform the laboratory technician of the activity in advance.
• Arrange the apparatus in dierent stations in the laboratory as follows:
Station 1: Measuring apparatus - length, volume, temperature and mass.
Station 2: Apparatus used for heating.
Station 3: Apparatus used for observation.
• Inform the learners about the stations in advance.
(b) Attention to learners with special needs
• e activity involves identifying apparatus and instruments used in the
laboratory. Prepare large diagrams, charts, pictures or photographs for learners
with vision or hearing impairment or let them sit at the front while in the
laboratory.
• Organise on how to give assistance to the learners with physical disability
during movement.
(c) Suggested approaches to dierentiated learning
• Give personal attention to the learners with diculties in grasping concepts.
Allow these learners more time to interact with the apparatus.
• Assign learners who identify the apparatus and instruments quickly to assist the
slow learners to identify and name the apparatus.
(d) Lesson development
1. Introduce the lesson by asking probing questions as suggested in the Brainteaser
section. e questions make the learners relate the concept of apparatus and
instruments in the laboratory and to the familiar instruments and measurement
of quantities they use in the kitchen in their homes. Allow the learners to respond.
is improves their self-esteem and encourages the learners to participate in
class.
89
2. Take the learners to the laboratory, display pictures and photographs or play the
provided video of laboratory apparatus and instruments in the classroom.
3. Place the learners into groups. Ensure the groups are integrated.
4. Instruct the learners to identify the apparatus and instruments provided by
looking up for their names in the chart provided.
5. Ask the learners to copy and ll in the suggested table as they go to dierent
stations and examine each of the apparatus. ey will sort and group the
apparatus according to their specic use.
6. Guide each group in discussing the safety precautions that must be taken when
handling sharp, fragile, heavy and delicate equipment and apparatus in the
laboratory. is promotes disaster and risk reduction as learners observe safety
precautions when handling instruments and apparatus in the laboratory.
7. Ask the learners to suggest suitable ways of caring for glassware to prevent
damage or cause injuries.
8. Guide the learners in discussing how each of the apparatus and equipment are
cleaned and stored safely in the laboratory aer use.
9. Check the learners’ discussion points, diagrams and classication of the apparatus.
10. At the end of the lesson, pick apparatus at random and ask the learners to give
their names and suggest what each one of them is used for.
(e) Conclusion
• Emphasise to the learners that the science laboratory has specic instruments
and apparatus that are used for specic purposes.
• Highlight the importance of using the right apparatus and equipment when
performing experiments and the need to observe and follow safety measures
when handling and storing apparatus and instruments.
Apparatus used for measurement
(Learner’s Book page 56)
Measurementrefers to the comparison of an unknown quantity with a known quantity.
e result of themeasurementis a numeric value with certain units.
Apparatus for measuring length
Activity 2: Identifying and using apparatus for measuring length
(Learner’s Book page 56)
Suggested learning resources
• Metre rules, Standard 30 cm rulers, strings or pieces of thread and a tape measure, a
Vernier callipers, micrometer screw gauge, wooden blocks and test tubes.
• Reference books on laboratory apparatus and instruments.
• Pictures and photographs of measuring instruments.
• Learner’s Book.
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Suggested learning experiences
(a) Lesson preparation
• Obtain the materials required for the activity. Improvise where necessary.
• Use pictures, photographs or diagrams of Vernier callipers and micrometer
screw gauge if they are not available.
(b) Attention to learners with special needs
Give personalised attention to the learners with vision impairment when reading
measurements. If using pictures or diagrams, ensure they are large enough for
visually impaired learners to see.
(c) Lesson development
1. Introduce the lesson by asking probing questions such as: which apparatus are
used to measure the length of objects such as their desks, the chalkboard or
whiteboard and the teacher’s table.
2. Let the learners review the previous lesson by identifying the apparatus used for
measuring length. Allow learners to respond.
3. Draw attention to the learners the items they use on daily basis such as tables,
chairs and desks have denite measurements.
4. Let the learners suggest how the measurements are taken. If any learner has
experience in carpentry, allow them to share with the class how they take
measurements when making furniture. Correct any wrong responses they give.
5. Appreciate every learner who attempts to answer the questions. is improves
their self-esteem and encourages participation in class.
6. Pair up the learners and let them carry out the activity. Ensure that learners with
physical disability are paired with partners who will give them assistance while
allowing them to perform the tasks that they are able to do.
7. Guide the learners during the activity. Point out that when using a ruler, the
eye should be positioned perpendicularly above the scale to avoid error due to
parallax. is links to Mathematics as a learning area.
8. Ask the learners to copy and ll in the table in their notebooks and use it to
present the measurements that they have taken. is will promote self-ecacy as
the learners practise presenting scientic information accurately.
(d) Conclusion
Relate measurements to real life situations such as constructing buildings, making
furniture and tailoring.
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Apparatus for measuring temperature
Activity 3: Using a thermometer
(Learner’s Book page 57)
Suggested learning resources
• ermometers.
• Beakers with cold and hot water.
• Reference books on laboratory apparatus.
• Pictures and photographs of thermometers.
• Learner’s Book
Suggested learning experiences
(a) Lesson preparation
Obtain the following: thermometers (pictures and photographs) and cold and hot
water in containers or beakers.
(b) Attention to learners with special needs
• Use enlarged diagrams of the thermometers, for visually impaired learners.
• Use pictures and write down the tasks to be done on the chalkboard or whiteboard
for learners with hearing diculties.
(c) Suggested approaches to dierentiated learning
• Learners who grasp concepts faster should be given lead roles.
• Learners with diculty in grasping the concepts should be given personalised
attention and be allowed more time to interact with the apparatus.
(d) Lesson development
1. Introduce the lesson by asking suggested probing questions on the use of a
thermometer. Allow the learners to respond.
2. Relate the thermometer to learners own experiences by asking whether any of
them has had their body temperature measured in a health facility. Some may
have had their body temperature taken at the entrance of places of worship,
business and oce buildings as part of the measures of containing the spread
of COVID-19. Appreciate every learner who attempts to give a response. is
promotes respect as learners share experiences.
3. Organise the learners into convenient groups. Ensure the groups are integrated.
4. Instruct the learners to carry out the activity.
5. Point out to the learners that a thermometer is a delicate instrument and should
be handled with care.
6. Ask the learners to measure and record their body temperature and also the
temperature of cold and hot water and discuss their ndings.
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(e) Conclusion
Relate the use of thermometers to real life situations such as:
• e rise in body temperature when one has a fever.
• Measurement of body temperature at the entrance of business and oce
buildings.
• Checking the temperature of baby’s bathing water to ensure that the water is not
too hot to scald the baby’s delicate skin or too cold for the baby. is links to
Home Science as a learning area.
Apparatus for measuring mass and weight
Activity 4: Measuring mass and weights of the objects
(Learner’s Book page 58)
Suggested learning resources
• Weighing balance or any other balance available, spring balance, various objects
such as stone, piece of wood, some soil and a roll of cotton wool.
• Reference books on laboratory apparatus.
• Pictures and photographs of apparatus for measuring mass and weight.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
• Collect available weighing balance, a spring balance and various objects to be
weighed.
• Alternatively, use pictures, photographs or video clips on measuring weight and
mass.
(b) Attention to learners with special needs
Plan on how to assist the learners who have challenges with handling instruments.
(c) Suggested approaches to dierentiated learning
• Assign the learners who grasp concepts quickly leadership roles in class such as
collecting the apparatus aer each task.
• Learners who are slow to grasp concepts should be given more time to interact
with the apparatus by measuring additional objects and recording the mass and
weight.
(d) Lesson development
1. Introduce the lesson by asking the learners probing questions on instruments
used for measuring weight and mass. Allow them to respond by:
• Citing examples from their local communities.
• Giving examples of commodities that they use at home. is links to Home
Science as a learning area when measuring ingredients.
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• If any learner has experience in selling foodstus, detergents or any other
commodity, allow them to share their experiences on how they ensure that
their customers get the quantities of the commodities they pay for.
2. Build the learners self-esteem by appreciating every learner who attempts to
answer.
3. Divide the learners into suitable groups. is enhances communication and
collaboration as learners work together.
4. Guide the learners to carry out the activity by:
(a) Pointing out that when using the electronic balance, it important to place it
on a at surface and away from the edge of the table to ensure that it does
not fall.
(b) Setting the balance to zero before weighing any item.
(c) Accurately recording the mass and weight of each of the items that they have
weighed.
(d) Using the correct units to present their measurements.
5. Ask the learners to copy and complete the suggested table in the Learner’s Book.
Parental empowerment and engagement
(Learner’s Book page 59)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write down a brief note to the parent(s)or guardian to assist the learners
to carry out the task.
2. Instruct the learners to seek assistance from their parent(s) or guardian in carrying
out the task suggested and discuss their findings.
Conclusion
Relate measurement to real life situations such as buying various commodities. Highlight
the importance of consumer protection by pointing out that traders should use correct
weights and measures so that the customers get exactly what they pay for.
Apparatus for measuring volume
Activity 5: Identifying and using apparatus for measuring volume
(Learner’s Book page 60)
Suggested learning resources
• Burettes, pipettes, measuring cylinders, volumetric asks, graduated beaker and
water.
• Reference books on laboratory apparatus.
• Pictures and photographs of apparatus for measuring volume.
• Learner’s Book.
94
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare the materials required for the activity.
• Alternatively, obtain pictures, photographs or diagrams of the apparatus.
(b) Attention to learners with special needs
• Assist the learners who have challenges when handling the measuring instruments.
• Provide enlarged pictures or photographs of the apparatus for learners with
visual impairment.
(c) Suggested approaches to dierentiated learning
• Assign learners who grasp concepts quickly leadership roles in class such as
collecting the apparatus aer each task.
• Learners who are slow to grasp concepts should be given enough time to interact
with the apparatus.
(d) Lesson development
1. Introduce the lesson by asking probing questions such as: “Which apparatus are
used to measure the volume of liquids in the laboratory”? Allow the learners to
respond.
2. Guide the learners in relating the volume of substances in the laboratory to the
commodities they use at home.
3. Ask whether any of the learners have purchased commodities such as cooking oil
or milk from the local traders. Let them relate the experience on whether they
ensured that they got the right quantity of liquid that they paid for.
4. Probe the learners on how they measure the right quantities of milk and water
when preparing tea. To encourage the learners’ participation and boost their
self-esteem, appreciate each learner’s contribution.
5. Divide the learners into suitable groups.
en guide them to:
(a) Carry out the activity.
(b) Draw pictures or charts depicting the apparatus for measuring volume.
6. Aer identifying the apparatus, guide the learners to carry out the activity as
suggested.
7. Point out to the learners the concept of the meniscus; the eye level should be at
the bottom of the meniscus when reading o volumes.
8. Inform the learners to appreciate the use of each of the apparatus.
9. Point out that some of the apparatus such as the burette are delicate and should
be handled with care.
10. Emphasise on the need to clean and store each of the apparatus safely aer use.
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(e) Conclusion
Relate the apparatus used for measurement in the laboratory to real life situations
such as purchasing milk. is links to Home Science as a learning area.
Apparatus used for measuring time
Activity 6: Identifying and using apparatus for measuring time
(Learner’s Book page 62)
Suggested learning resources
• Instruments for measuring time such as a digital watch and stopwatch.
• Pictures and photographs of the instruments.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
• Obtain the resources required. Alternatively, use a wall clock or digital devices
such as smartphones.
(b) Attention to learners with special needs
• Give alternative tasks to the learners with physical impairments such as operating
the stopwatch when measuring pulse rate.
• To cater for the learners with visual impairment, obtain or draw enlarged pictures
or diagrams of the apparatus.
(c) Lesson development
1. Learners are already familiar with watches and clocks. Ask learners to name
some of the instruments they use to measure time.
2. Point out that most digital devices such as smartphones, tablets and computers
have inbuilt devices that measure time.
3. Ask the learners to pair up and carry out the activity as suggested.
4. Assist the learners who are experiencing challenges during the activity.
5. Listen to the learners’ discussions and guide them appropriately.
(d) Conclusion
Draw attention to the relationship between pulse rate and health. is links to
Health Education as a learning area.
Parental empowerment and engagement
(Learner’s Book page 63)
Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write a short note to the parent(s) or guardian to assist the learner to carry
out the task.
Ask the learners to seek assistance from their parent(s) or guardian to carry out the
suggested task and write a report.
96
Apparatus and equipment used for heating
Activity 7: Identifying parts of a Bunsen burner
(Learner’s Book page 63)
Suggested learning resources
• Bunsen burners, spirit lamp or a portable gas cylinder.
• Lighter or matchbox.
• Reference books on laboratory apparatus for heating.
• Pictures, photographs, drawn diagrams on charts and accompanying video.
• Learner’s Book.
Suggested learning experience
(a) Lesson preparation
• Collect and prepare all the materials required for the activity. If a Bunsen burner
is not available, use pictures, photographs and diagrams.
• Alternatively, use pictures, photographs and diagrams from the internet.
• Obtain alternative apparatus for heating such as a spirit lamp, portable gas
cylinder or a candle.
(b) Attention to learners with special needs
• Assist the learners with physical disabilities when handling the Bunsen burner.
• Draw large diagrams on the chalkboard or whiteboard to cater for the learners
with visual impairment.
• Speak with a loud voice and use gestures to cater for the learners with hearing
impairment.
(c) Lesson development
1. Introduce the lesson by asking the learners what they use as a source of heat for
cooking at home. e question will prompt the learners to relate what they use
for heating or cooking at home to the need for heating in the school laboratory.
2. Ask the learners to name apparatus used to heat solutions or substances in the
laboratory. Allow the learners to respond and appreciate a learner who gives a
response.
3. Organise the learners into groups and then ask them to carry out the activity.
Instruct them to allow each member of the group to participate in handling the
Bunsen burner.
4. Guide each group in identifying and naming each of the parts of a Bunsen burner
using the charts.
5. Guide the learners as they discuss the functions of each part of the Bunsen
burner.
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6. Instruct the learners to draw the parts of the Bunsen burner and write down the
function of each part.
7. Ask the learners to mention other apparatus used as the source of heat in the
laboratory.
8. ereaer, show the learners the alternative sources of heat that can be used in
the laboratory.
(d) Conclusion
Highlight the main parts of a Bunsen burner and the function of each part.
How to light a Bunsen burner
(Learner’s Book page 65)
Activity 8: Lighting a Bunsen burner safely in the laboratory
(Learner’s Book page 65)
Suggested learning resources
• A Bunsen burner.
• A lighter or matchbox.
• A video showing how to light a Bunsen burner safely.
Suggested learning experiences
(a) Lesson preparation
• Obtain Bunsen burners and make sure the gas supply is steady. Also avail a
lighter or a matchbox.
• Preview the suggested video prior to the lesson.
• Alternatively, search from the internet for video clips or information on how to
light a Bunsen Burner safely. Download and save the video clips or provide the
links to the video clips.
• Liaise with the laboratory technician to prepare and organise the laboratory for
safe use.
(b) Attention to learners with special needs
• Assist the visually challenged learners when handling and lighting the Bunsen
burner safely.
• Give the learners with physical disability manageable tasks during the activity.
ey can read the instructions as other group member perform the activity.
Make sure they participate fully.
• Ask learners with visual and hearing impairment to sit at the front of the class
when playing the video.
98
(c) Suggested approaches to dierentiated learning
• Learners who grasp concepts faster should be given lead roles such as cleaning
and storing the apparatus aer use.
• Learners with diculty in grasping concepts should be given personalised
attention and be allowed more time to interact with the apparatus.
• Allow the learners who learn best by listening to watch the video clips several
times as they make notes.
(d) Lesson development
1. Instruct the learners to be attentive as you play the video on how to light the
Bunsen burner.
2. ereaer, have a class demonstration on the steps to follow when lighting the
Bunsen burner.
3. Organise the learners into convenient groups as per availability of resources.
4. Ask the learners to follow the steps they noted down to light the Bunsen burner
safely. rough this activity, responsibility is promoted as the learners handle the
apparatus with care.
5. Guide the learners as they follow the steps in lighting the Bunsen burner.
6. Caution the learners on the dangers of an open re and on the need to always take
the necessary precautions. is promotes citizenship as the learners promote
their own safety and that of others.
7. Instruct the learners to do the activities suggested in Work to do section and
write a report.
(e) Conclusion
Emphasise on the need to always follow and observe safety precautions when
lighting the Bunsen burner.
Further Activity: Making a spirit burner
(Learner’s Book page 66)
1. Explain clearly what is expected of the learners in the Further activity. Emphasise
the need to improvise where the suggested materials are not available.
2. Instruct the learners to seek assistance from their parent (s) or guardian in obtaining
materials and making the spirit lamp as suggested.
Other apparatus used in the laboratory
Activity 9: Identifying other apparatus used in the laboratory
(Learner’s Book page 66)
Suggested learning resources
• Apparatus such as test tubes, tripod stand, deagrating spoon, wire gauze, tongs,
pipe-clay triangle, round-bottomed asks and stand and clamp.
99
• Reference books on laboratory apparatus.
• Pictures, photographs and diagrams of the apparatus.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
• Obtain the materials required for the activity.
• Prepare a chart showing the apparatus or obtain pictures and photographs of the
apparatus in advance.
• Alternatively, download the apparatus from the internet and make printouts.
(b) Attention to learners with special needs
• Prepare large diagrams of the apparatus to cater for the learners with visual
impairments.
• Assist the learners with diculty in handling the apparatus.
(c) Suggested approaches to dierentiated learning
• Learners who grasp concepts faster should be given leadership roles.
• Learners with diculty in grasping concepts should be given personalised
attention and be allowed enough time to interact with the apparatus.
• Allow the learners who learn best by listening to watch the video several times as
they draw the apparatus.
(d) Lesson development
1. Introduce the lesson by displaying charts showing the apparatus. Ask the learners
to identify each one of them.
2. Give clear instructions on how to handle glassware and other breakable items.
3. Encourage the learners to observe their own safety and that of the others when
handling laboratory apparatus and instruments thus promoting citizenship.
4. Guide the learners on how to group the items according to their specic uses,
such as to ensure safety, hold small amounts of substances and those that hold
large amounts of substances.
5. Guide the learners in identifying other apparatus used in the laboratory and to
draw them in their notebooks.
Parental empowerment and engagement
(Learner’s Book page 68)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write down a brief note to the parent(s) or guardian requesting them to
assist the learner to carry out the task.
2. Check each learner’s report.
100
Apparatus used for magnication: the hand lens
Activity 10: Using a hand lens to observe specimen
(Learner’s Book page 68)
Suggested learning resources
• Hand lens.
• Reference books on magnifying instruments.
• Pictures, photographs or diagram of a hand lens.
• Various objects to be viewed such as leaves, print documents and specimen of insects.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
Obtain hand lenses or pictures, photographs or a chart with diagrams of hand
lenses.
(b) Attention to learners with special needs
Draw large diagrams on the chalkboard for the learners with visual impairment.
(c) Lesson development
1. Introduce the aspect of magnication by asking learners who wear spectacles to
describe the dierence in the objects they view when wearing glasses and when
viewing with unaided eyes. Allow the learners to respond.
2. Ask the learners to work in pairs.
3. Guide the learners on how to carry out the activity as suggested.
4. Assist the learners who have challenges when using the hand lens.
5. Ask the learners to suggest the areas in which a hand lens can be used in real life.
6. Encourage the learners to observe random items such as a crystal of salt or a
strand of hair.
7. Point out that when using a hand lens, it is important to move the lens away from
the object until one obtains a sharp and clear view of the image.
8. Ask the learners to draw the specimens as observed using the hand lens.
9. Introduce the aspect of magnication of drawing by explaining that when the
real object is larger than the drawing, the drawing is said to be a reduction.
(d) Conclusion
Emphasise to the learners that magnifying lens, though useful, is limited in
enlarging the object, hence the need to use combined lenses in a microscope.
101
e microscope: parts and functions of a light microscope
Activities 11 and 12: Identifying parts of a light microscope and their functions
(Learner’s Book page 70)
Suggested learning resources
• Microscopes or pictures, photographs, chart, diagrams and accompanying video.
• Reference materials on the light microscope.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
• Conrm that the microscopes in the school laboratory are in good working
condition. If any require cleaning of lenses or replacing bulbs, make the
necessary arrangements in advance.
• Prepare a chart or obtain pictures or photographs showing the parts of a
microscope.
• Alternatively, get the pictures, photographs and diagrams from the internet.
(b) Attention to learners with special needs
• Let one learner read the story aloud to assist learners with hearing
impairments.
• Attend to learners with physical challenges in handling the microscope.
(c) Lesson development
1. Introduce the lesson by asking the learners to read the story in the Learner’s
Book. Ask whether any one of them has had to take a laboratory test to determine
the nature of their sickness. Allow the learners to respond.
2. Lead the learners in discussing the suggested questions and noting down their
discussion points.
3. Organise the learners into groups and instruct each group to carry out the activity
as suggested in the Learners’ Book.
4. Using the chart provided, ask the learners to identify and label the parts of the
microscope.
5. Guide the learners in discussing the functions of each of the parts of the
microscope.
6. Check drawn and labelled diagrams.
(d) Conclusion
Emphasise on the role of each part of the microscope and how to handle and use
the microscope.
102
Using a light microscope
Activity 13: Observing dierent objects using microscope
(Learner’s Book page 73)
Suggested learning resources
• Microscopes.
• A video clip showing how to handle and use a microscope.
• Reference materials on usage of a microscope.
• Pictures, photographs and charts.
• Learner’s Book.
• Digital devices.
• A laboratory.
• Various specimens such as a string and a hair piece.
Suggested learning experiences
(a) Lesson preparation
• Obtain or draw a chart showing the procedure of handling a microscope.
• Arrange the microscopes in advance.
• Search and download video clips on how to handle and use a microscope.
• Preview the provided video clip and arrange to have digital devices for the
learners.
(b) Attention to learners with special needs
Assist the learners having challenges when handling the microscope.
(c) Suggested approaches to dierentiated learning
• Learners who grasp concepts faster should be given leadership roles.
• Learners with diculty in grasping concepts should be given personalised
attention and be allowed enough time to handle and use the microscope.
• Allow the learners who learn best by listening to watch and listen to the video
several times as they make notes.
(d) Lesson development
1. Remind the learners that the microscope is a delicate and expensive equipment
which should be handled with care as other equipment they use at home or for
business such as computers, mobile phones or thermos asks. is will assist the
learners to link the concept to Home Science.
2. Point out the basic guidelines of handling the microscope such as:
• It should not be placed near the edge of the table where it can fall o.
• Do not touch the glass part of the lenses with your ngers. Use only special
lens paper to clean the lenses.
103
• Always keep your microscope covered with a dust jacket when not in use.
• Always carry a microscope with both hands. Hold the arm with one hand and
place the other hand under the base for support.
• Hold the plug (not the cable) when unpluging the illuminator.
• Since bulbs are expensive and have a limited life, turn the illuminator o
when not in use.
• Always make sure the stage and lenses are clean before storing the microscope.
• Use good quality lens tissue on any optical surface, with appropriate lens
cleaner or distilled water. Note: organic solvents may separate or damage the
lens elements or coatings.
3. Point out the basic guidelines of using the microscope:
• Place the sample on the stage and turn on the LED light.
• Look through the eyepiece and move the focus knob until the image comes
into focus.
• Adjust the distance between the eyepiece until you can see the sample clearly
with both eyes simultaneously.
• A microscope uses light hence concentrate the source of light onto the stage.
4. ereaer, hold a class demonstration or show the learners the video clip on how
to handle and manipulate the light microscope.
5. Organise the learners into groups and guide them as they handle and manipulate
the microscope to view the specimens.
6. Ensure each learner handles and manipulates the microscope.
7. Let the learners discuss their observations.
8. Guide the learners on how to calculate total magnication.
9. Check the drawn diagrams of the specimen observed.
Parental empowerment and engagement
(Learner’s Book page 74)
• Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write a short note to the parent(s) or guardian to assist the learner to carry
out the task.
• Instruct the learners to seek assistance from their parents or guardian to do the
suggested task and write down closely a report.
Conclusion
Emphasise on the importance of following the correct procedure of handling and using
the microscope.
104
Suggested assessment methods
(a) Oral questions: As the learners identify and handle the apparatus and instruments
found in the school laboratory.
(b) Observation: As the learners manipulate laboratory apparatus and instruments.
(c) Written work. Check the learners notes, drawn diagrams and reports.
Suggested assessment tool
Use the following Checklist to assess each learner.
Learner’s Name: ___________________ Grade 7
School: _________________________
Learning Area: Integrated Science
Strand: Scientic Investigation
Sub strand: Laboratory apparatus and instruments
Date or period of assessment_______________
Learning Activity or task: Activities 1 to 13
Identies and handles apparatus and instruments ( Yes or No)
No: Name a.
Measuring
length
b.
Measuring
mass and
weight
c.
Measuring
volume
d.
Measuring
weight
e.
Measuring
temperature
f.
Heating
g.
Aid in
observation
Teacher’s
comments
1
2
3
4
Safety precautions when handling and caring for apparatus and
instruments in the laboratory
Key Inquiry Question
Which safety precautions should be followed and observed when handling and caring for
apparatus and instruments in the laboratory?
Activity 14: Research activity
(Learner’s Book page 75)
Suggested learning resources
• Digital devices with internet.
• Reference materials on handling and caring for apparatus and instruments in the
laboratory.
• Laboratory technician.
• Learner’s Book.
105
Suggested learning experiences
(a) Lesson preparation
• Obtain digital devices with steady internet. Alternatively use reference
materials.
• Preview video clips and sites that are relevant to the research activity.
• Liaise with the laboratory technician in advance.
• Inform the learners in advance to prepare questions to engage the laboratory
technician.
(b) Attention to learners with special needs
Assist the learners with challenges during the research activity.
(c) Lesson development
1. Divide the learners into convenient groups as per availability of resources.
2. Direct the learners to safe sites on the internet to do research. is promotes
digital literacy as learners use digital devices safely.
3. Instruct the learners to make short notes from their ndings.
4. Invite the laboratory technician to do a presentation to the class.
5. Encourage the learners to share and compare their ndings.
(d) Conclusion
Emphasise on the need to follow and observe safety precautions when handling
and caring for apparatus and instruments.
Suggested assessment methods
(a) Oral questions: As the learners research on safety precautions.
(b) Observation: As the learners discuss and collaborate when doing research.
(c) Written work: Check the learners’ notes and presentation in class.
Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Observing
safety
precautions
when handling
apparatus and
instruments in
the laboratory.
Consistently
and correctly
observes safety
precautions
when handling
apparatus and
instruments in
the laboratory.
Correctly
observes safety
precautions
when handling
apparatus and
instruments in
the laboratory.
Some times
observes safety
precautions
when handling
apparatus and
instruments in
the laboratory.
Has diculty
observing safety
precautions
when handling
apparatus and
instruments in
the laboratory.
106
Assist learners who are approaching expectations and those below expectations to meet
or exceed expectations.
Importance of consumer protection when handling apparatus and
chemicals in the laboratory
Key inquiry question
Why is there need for consumer protection?
Specic learning outcome
By the end of the lesson, the learners should be able to appreciate the importance of
consumer protection when handling apparatus and chemicals in the laboratory.
Activity 15: Interactive talk
(Learner’s Book page 75)
Suggested learning resources
• A resource person (laboratory technician).
• Laboratory safety manual.
• Protective clothing.
Suggested learning experience
(a) Lesson preparation
• Identify and inform the resource person in advance to give a presentation on
handling chemicals and apparatus in the laboratory.
• Obtain a laboratory safety manual and protective clothing including gloves and
masks.
• Inform the learners in advance to prepare questions for the session.
(b) Attention to learners with special needs
Let the learners with hearing and visual impairments occupy the front seats during
the session.
(c) Lesson development
1. Invite the resource person to give a presentation, and demonstration on how to
use protective clothing.
2. Encourage the learners to engage the resource person during the session and
make short notes.
3. Ask the learners to discuss their notes in groups.
4. Invite each group to do a presentation.
Further Activity: Role-play
(Learner’s Book page 76)
• Engage the learners in doing the suggested activity by practising safety precautions
when carrying out experiments.
• Group the learners and instruct them to role-play the safety procedures.
107
Parental engagement and empowerment
(Learner’s Book page 76)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write down a short notes to the parent(s) or guardian to assist the learner
to carry out the task.
2. Instruct the learners to seek assistance from their parent(s) or guardian to do the
suggested task and write a report.
Integrated Activity
(Learner’s Book page 76)
Suggested learning resources
Bunsen burners, beakers, stand and clamps, a tripod stand, wire gauze, a thermometer,
a smartwatch, measuring cylinder and a lighter.
Suggested learning experiences
(a) Lesson preparation
• Collect all the required apparatus.
• Liaise with the laboratory technician to arrange for the activity in advance.
(b) Attention to learners with special needs
e activity involves manipulating and handling apparatus. It also involves
observing safety measures. erefore, assist the learners with challenges during
the activity.
(c) Lesson development
1. Carry out a class demonstration on how to perform the activity.
2. ereaer, group the learners and ask them to follow the procedure laid down
in the activity.
3. Give appropriately guidance to the learners as they carry out the activity while
observing safety measures.
4. Invite each group to present their nding to the class.
5. Instruct the learners to do the suggested Assessment 1d.
Suggested assessment methods
(a) Oral questions: As the learners carry out the activities.
(b) Observation: As the learners discuss and collaborate when doing tasks.
(c) Written work: Check the learners’ answers to the Assessment questions.
108
Suggested assessment tool
Use the following Observation schedule to assess each learner.
Learner’s Name:______________________ Grade: 7
School:_________________________ Teacher’s Name:_____________
Learning Area: Integrated Science
Strand: Scientic Investigation Sub strand: Laboratory apparatus and instruments
Date or period of assessment_______________
Learning Activity or task: Observing safety measures
Competency (Knowledge, skills, attitude and values)
assessed (Tick appropriately)
Yes No Comments
(a) Discussing the importance of consumer protection.
(b) Observing safety procedures when handling dierent
apparatus and chemicals in the laboratory.
(c) Leads others to ensure the group targets are achieved.
Learner feedback
Learner’s signature
Teacher’s signature
Suggested Answers to Assessment 1 d
(Learner’s Book page78)
1. (a)
• Chimney – a metallic cylinder where laboratory gas mixes with air to produce
a ame.
• Air hole – e opening that allows air to enter the chimney.
• Base – It provides support for the Bunsen burner.
(b) Stove, spirit lamp
2.
(a) A pipette
(b) Used for precise dilutions and preparation of standard solutions.
(c) Spreading the ame uniformly during heating.
(d) A glass beaker
3. Glass is transparent, allows reactions to be observed and does not react with most
of the reagents used in the laboratory. It is also easy to clean.
4.
(a) Beaker (d) Measuring cylinder
(b) ermometer (e) Test tube holder
(c) Biurette (f) Electronic balance
109
5.
(a) When taking a closer look at a part of big organisms.
(b) It has a magnifying lens.
(c) It uses light to magnify specimen.
6. Inside a closed bag
7. a – Hand lens b – Hand lens
c – Hand lens d – Microscope
8.
(a) E – Base
F – Mirror
H- Objective lenses
(b) C- brings the object into sharp focus.
G – Receives and directs light to the specimen on the stage.
I – Used to select objective lenses.
J – Supports the eyepiece and objective lenses.
(c) Hold the microscope with both hands: one hand on the base and the other one
on the handle. Place it on the teachers desk away from the edge.
(d) By cleaning with a special lens material.
9.
(a) 10 minutes and 35 seconds past 10 (am or pm)
(b) 12.60 seconds or 12 seconds and 60 milliseconds
(c) 7 hours, 53 minutes and 26 seconds
110
2: Mixtures, Elements and Compounds
(Learner’s Book page 80 - 122)
Background information
Substances can be classied into two broad categories: pure substances and mixtures.
Apure substanceis a form of matter that has a constant composition.
A material composed of two or more substances is amixture. Elements and compounds
are both examples of pure substances. A substance that cannot be broken down into
chemically simpler components is anelement. A substance that can be broken down into
chemically simpler components because it has more than one element is acompound.
For example, water is a compound composed of the elements hydrogen and oxygen.
• A mixture is a physical blend of two or more components, each of which retains its
own identity and properties in themixture.
• Ahomogeneousmixture is a mixture in which the composition is uniform
throughout the mixture. Oen, it is easy to confuse a homogeneous mixture
with a pure substance because they are both uniform. e dierence is that the
composition of the substance is always the same.
• Aheterogeneousmixtureis a mixture in which the composition is not uniform
throughout the mixture.
Attention to learners with special needs education and multi-ability learning
Support for multi – ability learning Support for special needs learning
Give both time takers and fast learners
equal chances to participate in class
activities. Ensure they accommodate one
another and work together despite their
dierences.
Learners with diculty in grasping
concepts
• Engage them in activities that draw
their attention.
• Give them personalised assistance and
extra time.
• Give them extra work that is of their
level to make them more interested.
Learners with hearing diculties
• Write new vocabulary on the
chalkboard or ip charts.
• Allow these learners to observe the
way others perform dierent activities
and see things for themselves without
necessarily being told.
• Use simple and familiar items or
pictures that they can easily relate to.
Visually challenged learners
• Allow learners with limited vision to
occupy the front seats in class where
they can easily observe.
111
Learners who are fast in grasping concepts
• Assign them leadership roles to keep
them occupied.
• Give them extra work when they nish
before others.
• Ensure that the learners are positioned
evenly in the class.
• Ensure you use large pictures, which
the learners can see.
• Explain the learning resources, written
texts, and drawings for them to
understand better.
Physically challenged learners
• Give them tasks they can handle.
• Ensure other learners support or guide
them during various activities.
2.1: Mixtures
(Learner’s Book page 80)
Number of lessons: 14 lessons
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
• Classify dierent types of mixtures as homogeneous or heterogeneous.
• Distinguish between pure and impure substances using melting and boiling points.
• Separate mixtures using dierent methods.
• Appreciate the use of dierent methods of separating mixtures in day-to-day life.
Links to core competences
• Communication and collaboration as the learners work together in carrying out
simple experiments to determine the boiling and melting points of substances.
• Digital literacy as the learners search, watch and discuss videos and animations on
mixtures.
• Learning to learn as the learners search for more content on mixtures.
Links to Pertinent and Contemporary Issues (PCIs)
• Social cohesion as the learners work in groups to separate mixtures.
• Safety as the learners observe safety precautions while carrying out experiments on
mixtures.
Links to values
• Respect and love as the learners work harmoniously in groups while carrying out
simple experiments on mixtures.
• Integrity as the learners separate mixtures and report ndings honestly.
112
Links to other learning areas
• Home Science as the learners handle dierent recipes.
• Agriculture as the learners apply the knowledge of separating mixtures in agricultural
processes like straining milk, winnowing grains and straining honey among others.
• History as the learners relate traditional methods of separating mixtures to modern
methods.
Suggested assessment methods
• Written test
• Assessment rubrics
• Checklist
• Anecdotal records
• Oral questions and answers
Suggested learning resources
• Learner’s Book.
• Basic laboratory apparatus, equipment and selected specimens.
• Ice, candle wax, water, salty water, sieve and magnet.
Suggested non-formal activities
Organising and participating in exchange programmes or eld trips to acquire
knowledge on how to distinguish between pure and impure substances using melting
and boiling points.
Suggested approaches to developing competency based assessment tasks
• e task should assess knowledge, skills and attitude in the learners.
• Ensure that the task is within the level of the learners.
• Support the learners with dierent learning styles.
• Begin with simple tasks.
Suggested guidance to the teacher on how to develop dierentiated learning
Taking care of varied learning needs, for example:
• Visual learners: ey learn by observing things including pictures, diagrams and
written directions. Give these learners opportunities to draw pictures and diagrams
on the board. Give them enough time and space to process material as they observe
visual cues before them.
• Auditory learners: Ask auditory learners to repeat new concepts. Ask them questions
and let them answer. Watching and listening to videos and using music can be helpful
for this group to grasp the concepts and information easily.
• Kinesthetic learners: ey learn best through experiencing and doing things.
Incorporate movement into lessons and have these learners write on the board as
part of the activity. Once kinesthetic learners physically sense what they are studying,
the abstract ideas and dicult concepts become easier to understand.
113
• Reading and writing learners: Allow enough time for these learners to grasp
information through the written word and give them opportunities to write down
their ideas on paper.
Introduction
Specic learning outcome
By the end of the lesson(s), the learner should be able to classify dierent types of
mixtures as homogeneous or heterogeneous.
Key Inquiry Question
How can mixtures be classied?
Activity 1: Investigating the dierence between pure substances and mixtures
(Learner’s Book page 81)
Suggested learning resources
• Learner’s Book
• Table salt, sugar, containers, water and a stirrer or a spoon.
Suggested learning experiences
(a) Lesson preparation
• Collect the resources needed in advance such as table salt, sugar, containers,
water and a stirrer.
• Ask the learners to assist you to collect some of the materials.
(b) Attention to learners with special needs
Assign the learners with physical impairment other tasks such as reading the steps
to follow or writing down the results.
(c) Suggested approaches to dierentiated learning
• Give personal attention to learners with diculties in grasping concepts. Allow
these learners enough time to interact with the materials.
• Assign learners who are able to do the activity quickly to assist the slow learners.
(d) Lesson development
1. Ask the learners to discuss the dierence between a mixture and a pure substance
as suggested in the Brainteaser section.
2. Let the learners give some of the examples of mixtures and pure substances they
know.
3. Guide the learners on how to study the photographs in the Learner’s Book. Ask
them to identify mixtures and pure substances from the photographs.
4. Let the learners study the diagram and suggest examples in each category of matter.
5. Organise the learners into manageable groups and ask them to mix sugar and table
salt in a container. As the learners work in groups, they promote communication
and collaboration skills.
114
6. Instruct the learners to add water to the sugar and salt then stir. Ask them
whether it is possible to separate the salt from sugar.
7. Guide the learners to discuss the questions suggested in the activity.
8. Instruct the learners to note down their discussion points.
(e) Conclusion
Emphasise to the learners the dierence between pure substances and mixtures.
Types of mixtures
Activity 2: Discussing types of mixtures
(Learner’s Book page 82)
Suggested learning resources
• Learner’s Book.
• Reference materials on types of mixtures.
Suggested learning experiences
(a) Lesson preparation
• Obtain the relevant reference materials from a nearby library.
• Alternatively, search for information from the internet.
(b) Attention to learners with special needs
Read the information with a loud voice for the learners with visual impairment or
assign a learner in each group to do so.
(c) Lesson development
1. Introduce the activity by reviewing the meaning of pure substances and mixtures.
2. Organise the learners into convenient groups as per availability of resources.
3. Guide the learners in nding out the dierent types of mixtures.
4. Let the learners use the information they have obtained to discuss the ow chart.
5. Guide the learners in discussing the dierence between homogeneous and
heterogeneous mixture.
6. Ask the learners to note down their ndings.
(d) Conclusion
Emphasise to the learners the dierences between homogeneous and heterogeneous
mixtures.
Activity 3: Investigating types of solid - liquid mixtures
(Learner’s Book page 83)
Suggested learning resources
• Learner’s Book.
• Beakers, sugar, our, potassium permanganate, stirring rod, sodium chloride
(common table salt) sand and copper (II) sulphate crystals.
115
Suggested learning experiences
(a) Lesson preparation
Ask the learners to assist you to collect the resources required for the activity.
(b) Attention to learners with special needs
• Assist the learners with challenges when handling apparatus.
• Read the steps with a loud voice to cater for learners with visual challenges.
(c) Lesson development
1. Organise the learners into suitable groups.
2. Guide the learners through the activity as suggested.
3. Ask the learners probing questions as they carry out the activity.
4. Instruct the learners to copy the table and record their results.
5. Let the learners compare their results. is promotes peer review.
6. Invite each group to present their results to the class.
(d) Conclusion
Have a class discuss on the results obtained aer the activity. Explain to the learners
the dierence between soluble and insoluble solids citing examples.
Activity 4: Investigating types of liquid - liquid mixtures
(Learner’s Book page 84)
Suggested learning resources
• Learner’s Book.
• Test tubes, test tube rack, kerosene, cooking oil, alcohol (ethanol), water and
propanone.
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare the apparatus and the reagents needed for the activity.
• Organise with the laboratory technician to arrange for the activity in case it is to
take place in the laboratory.
• Liaise with the laboratory technician.
(b) Attention to learners with special needs
Assist learners who have challenges when handling the measuring instruments.
(c) Suggested approaches to dierentiated learning
• Assign learners who grasp concepts quickly leadership roles in class such as
collecting and cleaning the apparatus aer each task.
• Learners who are slow to grasp concepts should be given enough time during
the activity.
116
(d) Lesson development
1. Organise the learners into convenient groups as per availability of resources.
2. Caution the learners against smelling directly and drinking the reagents. is
promotes safety.
3. Guide the learners on how to mix dierent liquids as instructed in the activity.
4. Instruct the learners to copy and record their results in the suggested table.
5. Allow each group to present and discuss their results to class.
(e) Conclusion
Explain to the learners the meaning of terms miscible and immiscible liquids and
homogeneous and heterogeneous mixtures.
Activity 5: Research activity
(Learner’s Book page 85)
Suggested learning resources
• Reference materials on separation of mixtures: solid - solid, gas - liquid and gas - gas
mixtures.
• Learner’s Book.
• Digital devices such as smartphones and computers with internet.
Suggested learning experiences
(a) Lesson preparation
• Collect or obtain the relevant reference materials available for the learners.
• Ensure availability of digital devices with steady internet.
• Search the internet for information on types of mixtures. Alternatively download
the information and print or save the link and site.
(b) Attention to learners with special needs
• Assist the learners who have challenges when handling the digital devices.
• Assign learners in each group to read aloud to cater for learners with hearing
impairment.
(c) Lesson development
1. Instruct the learners on what to do in the research.
2. Divide the learners into manageable groups.
3. Provide each group with reference materials and digital devices.
4. Let the learners use the reference materials or the internet to carry out the research
on homogeneous and heterogeneous mixtures. Digital literacy is enhanced as
learners use the internet safely.
5. Ask the learners to nd out the types of mixtures and how they are separated.
6. Let the learners discuss their ndings and do a presentation to the class.
117
(d) Conclusion
Have a class discussion on the research ndings.
Suggested assessment methods
(a) Oral questions: As the learners discuss the dierence between homogeneous and
heterogeneous mixture.
(b) Observation: As the learners carry out an activity to determine the dierence
between homogeneous and heterogeneous mixtures.
(c) Written work: Check the learners’ feedback from the research activity.
Suggested assessment tool
Use the following Observation Schedule to assess each learner.
Learner’s Name:__________________________ Grade: 7
School:_________________________
Learning Area: Integrated Science
Strand: Mixtures, Elements and Compounds
Sub strand: Mixtures
Learning Activity: Types of mixtures
Competence(knowledge,skills, attitudes and values
assessed)
Yes No Comments
(a) Identify dierent types of mixtures such as solid
- solid, solid - liquid, liquid-liquid and gas-gas
mixtures.
(b) Classify dierent mixtures as either homogeneous or
heterogeneous.
(c) Discuss the dierence between homogeneous and
heterogeneous mixtures.
(d) Assist others in the group to categorise dierent
mixtures as homogeneous (uniform) and
heterogeneous (non-uniform).
Pure and impure substances
(Learner’s Book page 86)
Specic learning outcome
By the end of the lesson(s), the learner should be able to distinguish between pure and
impure substances using melting and boiling points.
Key Inquiry Question
How can we distinguish pure and impure substances?
118
Discussion corner
(Learner’s Book page 86)
1. Guide the learners in forming suitable groups and discussing the suggested questions.
2. Allow the learners to compare their discussion points.
3. Correct the learners where appropriate.
Activity 6: Determining the melting points of ice and candle wax
(Learner’s Book page 87)
Suggested learning resources
• Learner’s Book.
• A beaker, a thermometer, tripod stand, a clamp and stand, Bunsen burner, wire
gauze, ice, candle wax and stopwatch.
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare the resources needed for the activity.
• Ensure the laboratory is set for the activity; liaise with the laboratory technician.
• Search for more information on the melting points of ice and candle wax.
• Obtain graph papers or alternatively, used squared exercise book.
(b) Attention to learners with special needs
• Give alternative tasks to the learners with physical impairments such as reading
activity instructions or recording results.
• e learners with visual impairment should be assisted in reading the
thermometer.
(c) Lesson development
1. Introduce the lesson by asking the learners to discuss the dierence between
candle wax and ice cubes.
2. Organise the learners into manageable groups.
3. Guide the learners through the suggested steps of the activity. Communication
and collaboration is promoted as the learners actively participate and share
tasks.
4. Caution the learners to be careful when handling sources of heat; this enhances
safety of self and others.
5. Instruct the learners to record the temperature aer every 30 seconds.
6. Ask the learners to copy and complete the table in the Learner’s Book using the
results obtained.
7. Guide the learners on how to plot the graph of temperature against time. You
can provide the graph papers if available or the learner to use a squared exercise
book.
119
8. Ask the learners to discuss the dierences in the melting points.
9. Allow the learners to compare their ndings.
10. Invite each group to present their ndings to the class.
(d) Conclusion
• Discuss with the learners their ndings.
• Explain the dierence in the melting points.
Activity 7: Determining the boiling points of distilled water and salty water
(Learner’s Book page 89)
Suggested learning resources
• Learner’s Book.
• Boiling tubes, stopper, a measuring cylinder, a thermometer, clamp and stand,
Bunsen burner, distilled water and salty water.
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare the resources needed for the activity.
• Ensure the laboratory is set for the activity; liaise with the laboratory technician.
• Search for more information on the boiling points of distilled water and salty
water.
(b) Attention to learners with special needs
• Give alternative tasks to the learners with physical impairments such as reading
activity instructions or recording results.
• e learners with visual impairment should be assisted in reading the
thermometer.
(c) Suggested approaches to dierentiated learning
• Assign learners who grasp concepts quickly leadership roles in the class such as
arranging the apparatus.
• Learners who are slow to grasp concepts should be given enough time to handle
the apparatus.
(d) Lesson development
1. Introduce the lesson by reviewing determination of melting points of substances.
2. Organise the learners into manageable groups and guide them through the
suggested steps of the activity.
3. Ensure all the learners actively participate in the activity.
4. Caution the learners to be careful as they heat the substances.
5. Let the learners record the temperature at which each of the substance boils.
6. Guide the learners in copying and completing the table with their results.
120
7. Ask the learners to discuss the dierences in the boiling points and compare
their ndings in class.
8. Invite each group to present their ndings to the class.
(e) Conclusion
• Give a summary of the dierence in the boiling points.
• Explain to the learners that impurities raise the boiling points of liquids.
Digital corner
(Learner’s Book page 89)
Suggested learning resources
• Learner’s Book.
• Digital devices such as smartphones or computers.
Suggested learning experiences
(a) Lesson preparation
• Ensure availability of digital devices with internet.
• Search the internet for secure sites that have video clips and animations on ways
of determining melting and boiling points of substances. Download the video
clips and animations or alternatively, save the link.
(b) Attention to learners with special needs
• Assist the learners with challenges in handling digital devices.
• Ensure that the sound of the video clips and animations are loud enough for
learners with hearing impairment.
(c) Lesson development
1. Organise the learners into convenient groups.
2. Provide the learners with digital devices.
3. Direct the learners to the secure sites and instruct them to search, download
and play video clips and animations. Digital literacy is enhanced as the learners
carry out the activity.
4. Ask the learners to discuss their ndings in class.
Further Activity: Field trip
(Learner’s Book page 90)
(a) Lesson preparation
• Inform the school management and relevant authority about the eld trip.
• Plan on how you will assist the physically challenged learners.
• Take note of the weather patterns before the activity.
121
• Ensure the safety of the learners. Have a rst aid kit available.
• Arrange, collect or prepare all the required materials for the activity. Improvise
where necessary.
(b) Lesson development
1. Guide the learners in preparing questionnaires.
2. Encourage the learners to engage the person in charge of the factory with
questions.
3. Explain the areas that are not clear to the learners.
4. Guide the learners as they ll the questionnaires.
5. Aer the eld trip, ask the learners to write a report and present to the class.
Suggested assessment methods
(a) Oral questions: As the learners discuss the dierence between pure and impure
substances.
(b) Observation: As the learners use melting points and boiling points to determine
pure and impure substances.
(c) Written work: As the learners present the report aer the eld trip.
Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Distinguishing
between pure
and impure
substances
using melting
and boiling
points.
Consistently
and correctly
distinguishes
between pure
and impure
substances
using melting
and boiling
points.
Correctly
distinguishes
between pure
and impure
substances
using melting
and boiling
points.
Tries to
distinguish
between pure
and impure
substances
using melting
and boiling
points.
Has diculty
distinguishing
between pure
and impure
substances
using melting
and boiling
points.
Assist the learners who are approaching expectations and those below expectations to
meet or exceed expectations.
122
Methods of separating mixtures
(Learner’s Book page 90)
Specic learning outcome
By the end of the lesson(s), the learner should be able to separate mixtures using dierent
methods.
Key Inquiry Question
What should be considered when separating various mixtures?
Activity 8 and the discussion corner: Discussion
(Learner’s Book page 91)
Suggested learning resource
Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
Ensure every learner has access to the Learner’s Book.
(b) Lesson development
1. Introduce the activity by asking the learners to discuss some of the substances
that are miscible and those that are immiscible. Also, remind the learners about
soluble and insoluble substances they have learnt about.
2. Ask the learners to be in pairs.
3. Instruct the learners to study the diagram in the Learner’s Book.
4. Guide the learners as they study the diagram.
5. Ask the learners to discuss the properties of substances from the diagram.
6. Lead the learners in discussing the suggested questions and the ones in the
discussion corner.
7. Remind the learners to note down their ndings.
(c) Conclusion
Summarise for the learners the properties of substances and how they are used
when separating mixtures.
Activity 9: Separating a mixture of sand and water
(Learner’s Book page 92)
Suggested learning resources
• Learner’s Book.
• Beakers, stirrer, sand and water.
123
Suggested learning experiences
(a) Lesson preparation
Collect and prepare all the required materials; ensure beakers, stirrer, sand and
water are available for the activity.
(b) Attention to learners with special needs
• Give personal attention to the learners with challenges when handling apparatus.
• Explain the observations to the learners with visual impairment.
(c) Lesson development
1. Introduce the lesson by asking the learners to give examples of solid-liquid
mixtures.
2. Organise the learners into manageable groups and guide them through the steps
of the activity in the Learner’s Book. Social cohesion is enhanced as the learners
work in groups to separate mixtures.
3. Ensure all the learners actively participate as they carry out the activity.
4. Instruct the learners to record their observations in their notebooks and draw
the experimental set-up.
5. Have a class discussion on the learners’ ndings.
(d) Conclusion
Summarise the learning points.
Activity 10: Separating soil and water mixture by ltration
(Learner’s Book page 93)
Suggested learning resources
• Learner’s Book.
• A beaker, conical asks, lter paper, funnel, glass rod and a mixture of soil and water.
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare all the required materials.
• Ensure the laboratory is set for the activity; liaise with the laboratory technician.
• Search for more information on ltration from the internet and reference
materials.
(b) Attention to learners with special needs
• Give personal attention to the learners with challenges when handling apparatus.
• Explain observations to the learners with visual impairment.
• Use hand gestures when explaining to assist the learners with hearing impairment.
124
(c) Lesson development
1. Introduce the lesson by reviewing the previous activity on decanting.
2. Organise the learners into manageable groups and guide them through the steps
provided in the Learner’s Book.
3. Ensure all the learners actively participate in the activity on ltration. Respect
and love is promoted as the learners work harmoniously in groups.
4. Guide the learners through the steps as suggested in the activity.
5. Instruct the learners to record the observations and draw the set-up in their
notebooks.
6. Allow the learners to discuss their ndings in class.
7. Discuss with the learners other examples of mixtures which can be separated
through decanting.
(d) Conclusion
Summarise the main points of the separation of mixtures by ltration for the
learners.
Parental engagement and empowerment
(Learner’s Book page 94)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write down a short note to the parent(s) or guardian to assist the learner
to carry out the task.
2. Instruct the learners to seek assistance from their parent(s) or guardian to do the
suggested task and write a report.
Discussion corner
(Learner’s Book page 94)
Suggested learning resources
• A separating funnel or alternatively, a picture, photograph and diagram.
• Water and kerosene.
Suggested learning experiences
1. Ask the learners to be in pairs.
2. Guide the learners in discussing on how they will separate a mixture of kerosene
and water.
3. Ask the learners probing questions such as: how efficient is the filtration method?
4. Provide the learners with the separating funnel and show them how to use it.
5. Ask the learners to draw the set-up in their notebooks.
6. Instruct the learners to discuss the questions and present their findings to the class.
125
Activity 11: Separating mixtures using simple distillation
(Learner’s Book page 95)
Suggested learning resources
• Learner’s Book.
• A round-bottomed ask, Bunsen burner, stand and clamp, conical ask, Liebig
condenser, wire gauze, pieces of porous pot or porcelain, thermometer, beaker,
spatula, common salt (sodium chloride) and water.
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare all the required materials.
• If the activity is to be carried in the laboratory, have the materials arranged in
advance. Ensure the laboratory is set for the activity; liaise with the laboratory
technician.
• Search for more information on simple distillation from the internet and
reference materials.
(b) Attention to learners with special needs
• Give personal attention to the learners with challenges when handling apparatus.
• Explain the observations to the learners with visual impairment.
• Use hand gestures when explaining to aid learners with hearing impairment.
Have them occupy the front seats.
(c) Lesson development
1. Introduce the lesson by reviewing soluble solid in liquid mixture.
2. Organise the learners into manageable groups and guide them through the steps
of the activity.
3. Ensure that all the learners actively participate in carrying out the activity on
simple distillation.
4. Caution the learners to be careful as they handle heat.
5. Instruct the learners to record their observations in their notebook and draw the
experimental set-up.
6. Alternatively, the learners can take photographs and record videos as they carry
out the activity.
7. Have a class demonstration of simple distillation using a Liebig condenser.
8. Let the learners discuss the observations made. Let them draw the set-up.
Integrity is promoted as the learners separate the mixture and report ndings
honestly.
9. Ask the learners to discuss the suggested questions and note down their answers.
10. Discuss with the learners other examples of mixtures, which can be separated by
simple distillation.
126
(d) Conclusion
Emphasise on the main steps when separating mixtures by simple distillation.
Parental engagement and empowerment
(Learner’s Book page 96)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write down a short note to the parent(s) or guardian to assist the learner
to carry out the task.
2. Instruct the learners to seek assistance from their parent(s) or guardian to do the
suggested task and write a report.
Activity 12: Separating iodine crystals from sodium chloride
(Learner’s Book page 97)
Suggested learning resources
• Learner’s Book.
• Sodium chloride (common salt), iodine, Bunsen burner, boiling tube, a beaker and
a test tube holder.
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare all the required materials.
• If the activity is to be carried out in the laboratory, have the materials arranged
in advance. Ensure that the laboratory is set for the activity; liaise with the
laboratory technician.
• Search for more information on separation of solid-solid mixtures from the
internet and reference materials.
(b) Attention to learners with special needs
• Give personal attention to learners with challenges when handling apparatus.
• Explain the observations to the learners with visual impairment.
• Use hand gestures when explaining to aid the learners with hearing impairment.
Have them occupy the front seats.
(c) Suggested approaches to dierentiated learning
• Learners who grasp concepts faster should be given lead roles.
• Learners with diculty in grasping the concepts should be given personalised
attention and be allowed enough time to complete their work.
(d) Lesson development
1. Introduce the lesson by discussing examples of solid-solid mixtures.
2. Organise the learners into manageable groups and guide them through the steps
of the activity on separating iodine crystals from sodium chloride.
127
3. Ensure all the learners actively participate in the activity.
4. Caution the learners to be careful as they heat the mixture.
5. Instruct the learners to hold the test tube facing away from them and others as a
safety measure.
6. Ask the learners to record the observations in their notebook and draw the
experimental set-up.
7. Allow the learners to discuss the questions and present their ndings to the class.
8. Discuss with the learners other examples of mixtures, which can be separated
through sublimation.
(e) Conclusion
Summarise the learning points on separation of mixtures by sublimation.
Activity 13: Separating a mixture of iron lings and sulphur
(Learner’s book page 98)
Suggested learning resources
• Learner’s Book.
• A magnet, iron lings, beaker, sulphur powder and pieces of white paper.
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare all the required materials.
• If the activity is to be carried out in the laboratory, have the materials arranged
in advance. Ensure the laboratory is set for the activity; liaise with the laboratory
technician.
• Search for more information on separation of mixtures by use of a magnet from
the internet and reference materials.
(b) Attention to learners with special needs
• Give personal attention to the learners with challenges when handling apparatus.
• Explain observations to learners with visual impairment.
• Use hand gestures when explaining to aid the learners with hearing impairment.
Have them sit at the front.
(c) Lesson development
1. Introduce the lessons by discussing examples of magnetic and non-magnetic
materials. Inform the learners that they will cover this in Strand 4.
2. Organise the learners into manageable groups and guide them through the steps
shown in the activity on separating a mixture of iron lings and sulphur.
3. Ensure all the learners actively participate in the activity on separating solid-
solid mixture using a magnet.
128
4. Caution the learners to be careful as they handle iron lings.
5. Guide the learners on how to record their observations in their notebooks.
6. Ask the learners to discuss the suggested questions and note down their ndings.
7. Discuss with the learners other examples of mixtures that can be separated using
a magnet.
(d) Conclusion
Summarise the learning points on separation of mixtures using a magnet.
Activity 14: Investigating whether black ink is a single colour liquid
(Learner’s Book page 99)
Suggested learning resources
• Learner’s Book.
• Teat pipettes, a beaker, black ink, lter paper and water.
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare all the required materials.
• If the activity is to be carried out in the laboratory, have the materials arranged
in advance. Ensure the laboratory is set for the activity; liaise with the laboratory
technician.
• Search for more information on separation of mixtures by paper chromatography
from the internet and reference materials.
(b) Attention to learners with special needs
• Give personal attention to the learners with challenges when handling apparatus.
• Explain the observations to the learners with visual impairment.
• Use hand gestures when explaining to aid learners with hearing impairment.
Have them occupy the front seats.
(c) Lesson development
1. Introduce the lesson by having a class discussion on the dierent colours of the
ink in the pens they use.
2. Point out to the learners that the ink in the pens such as red, blue and black are
not made of one component.
3. Inform the learners that the components of the black ink can be separated by
using paper chromatography.
4. Guide the learners in forming suitable groups.
5. Guide the learners through the steps shown in the activity.
6. Ensure all the learners actively participate in the activity on paper chromatography.
7. Ask the learners to be patient as they wait for the results.
129
8. Ask the learners to record the observations and draw the set up in their notebooks.
9. Allow the learners to discuss and compare their ndings in class. is promotes
peer assessment.
Activity 15: Separating components of a green leaf extract
(Learner’s Book page 100)
Suggested learning resources
• Learner’s Book.
• A beaker, mortar and pestle, lter paper, droppers, propanone or ethanol, green
leaves and a smartphone with internet.
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare all the required materials.
• If the activity is to be carried out in the laboratory, have the materials arranged
in advance. Ensure that the laboratory is set for the activity; liaise with the
laboratory technician.
• Search for more information from the internet and reference materials on
separation of mixtures by paper chromatography.
(b) Attention to learners with special needs
• Give personal attention to the learners with challenges when handling apparatus.
• Explain observations to learners with visual impairment.
• Use hand gestures when explaining to aid the learners with hearing impairment.
Have them sit at the front.
(c) Lesson development
1. Introduce the lesson by reviewing separation of black ink by paper
chromatography.
2. Organise the learners into manageable groups and guide them through the steps
provided in the activity.
3. Ensure that all the learners actively participate during the activity.
4. Point out to the learners to be keen and patient when using the dropper to place
the green extract at the centre of the lter paper.
5. Instruct the learners to record the observations in their notebooks.
6. Ask the learners to discuss their observations and note them down.
7. Guide the learners to discuss their ndings using the suggested questions.
(d) Conclusion
Summarise the learning points and explain the dierence between adsorption and
absorption.
130
Activity 16: Extracting oil from nut seeds
(Learner’s Book page 102)
Suggested learning resources
• Learner’s Book.
• Mortar and pestle, evaporating dish, propanone, a white paper and nut seeds for
example groundnuts.
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare all the required materials.
• If the activity is to be carried out in the laboratory, have the materials arranged
in advance. Ensure the laboratory is set for the activity; liaise with the laboratory
technician.
• Search for more information from the internet and reference materials on
separation of mixtures by paper chromatography.
(b) Attention to learners with special needs
• Give personal attention to the learners with challenges when handling apparatus.
• Explain observations to the learners with visual impairment.
• Use hand gestures when explaining to aid the learners with hearing impairment.
Have them sit at the front.
(c) Lesson development
1. Introduce the lesson by asking the learners to suggest how cooking oil is made.
2. From the learners’ response, explain to them how oil is extracted from nut seeds.
3. Ask the learners to form suitable groups as per availability of resources.
4. Ensure all the learners actively participate during the activity on extraction of oil.
5. Guide the learners through the steps and assist those who have challenges.
6. Caution the learners to be careful when crushing the nuts using the mortar and
pestle. ey should not attempt to taste the seed nuts and propanone.
7. Ask the learners to discuss their observations and note them down.
8. Guide the learners in discussing how extraction of oil from nuts is applied in
day-to-day life.
(d) Conclusion
Summarise the learning points on extraction of oils from nuts.
131
Activity 17 Preparing saturated solution
(Learner’s Book page 103)
Suggested learning resources
• Learner’s Book.
• Beaker, stirring rod, measuring cylinder, lter paper, sodium chloride and water.
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare all the required materials.
• If the activity is to be carried out in the laboratory, have the materials arranged
in advance. Ensure the laboratory is set for the activity; liaise with the laboratory
technician.
• Search for more information from the internet and reference materials on
separation of mixtures by crystallisation.
(b) Attention to learners with special needs
• Give personal attention to learners with challenges when handling apparatus.
• Explain observations to the learners with visual impairment.
• Use hand gestures when explaining to aid the learners with hearing impairment.
Have them sit at the front.
(c) Lesson development
1. Introduce the lesson by asking the learners to discuss on how to separate solids
that are soluble in water.
2. From the learners’ response, inform them that crystallisation is one of the
methods used for separation of mixtures.
3. Divide the learners into manageable groups.
4. Instruct the learners to follow the outlined procedure to carry out the activity.
5. Ensure all the learners actively participate in the activity.
6. Caution the learners to follow the procedures carefully as they add sodium
chloride a little at a time while stirring.
7. Guide the learners to discuss their observations in class and note them down.
Activity 18: Preparing crystals of copper(II) sulphate solution
(Learner’s Book page 103)
Suggested learning resources
• Learner’s Book.
• Evaporating dish, wire gauze, lter papers, measuring cylinders, tripod stand, copper
(II) sulphate solution and water.
132
Suggested learning experiences
(a) Lesson preparation
• Collect and prepare all the required materials.
• If the activity is to be carried out in the laboratory, have the materials arranged
in advance. Ensure the laboratory is set for the activity; liaise with the laboratory
technician.
• Search for more information from the internet and reference materials on
separation of mixtures by crystallisation.
(b) Attention to learners with special needs
• Give personal attention to the learners with challenges when handling apparatus.
• Explain observations to the learners with visual impairment.
• Use hand gestures when explaining to aid the learners with hearing impairment.
Have them sit at the front.
(c) Lesson development
1. Introduce the lesson by reviewing Activity 17 on preparation of a saturated
solution.
2. Organise the learners into manageable groups.
3. Instruct the learners to follow the laid down steps and carry out the activity.
4. Caution the learners to be careful when piercing the lter papers. e learners
should also exercise patience when waiting for formation of the crystals.
5. Ask the learners to label and store the ltrate in a safe place and keep on checking
for about 2-3 weeks.
6. Guide the learners in discussing their observations.
7. Lead the learners in discussing the application of crystallisation in day-to-day
life.
(d) Conclusion
Summarise the learning points on the preparation of crystals of copper (II) sulphate
solution.
Parental engagement and empowerment
(Learner’s Book page 104)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write a short note to the parent(s) or guardian to assist the learner to carry
out the task.
2. Instruct the learners to seek assistance from their parent(s) or guardian to do the
suggested task and write a report.
133
Suggested assessment methods
• Oral questions: As the learners discuss methods of separating dierent mixtures.
• Observation: As the learners separate dierent mixtures using the appropriate
method.
• Written work: Check the learners’ reports, notebooks and drawings of the
experimental set-up.
Suggested assessment tool
Use the following Checklist to assess each learner.
Learner Name: __________________________ Grade: 7
School: _________________________
Learning Area: Integrated Science
Strand: Mixtures, Elements and Compounds
Sub strand: Mixtures
Date or period of assessment_______________
Learning Activity or task: Activities 1 to 19
Competence (Knowledge, skills, attitude and values) assessed (Tick appropriately)
No. Name Correctly
separates
mixtures
and actively
participates in
the separation
of mixtures.
Correctly
follows the
steps to
separate
mixtures
using relevant
materials.
Gives the
correct
observations
on every
activity.
Writes correct
and relevant
report on
every activity
on separation
of mixtures.
Teacher’s
comments
YES NO YES NO YES NO YES NO
1
2
3
Teacher’s Signature Date
Applications of separating mixtures in day-to-day life
(Learner’s Book page 105)
Specic learning outcome
By the end of the lesson(s), the learner should be able to appreciate the use of dierent
methods of separating mixtures in day-to-day life.
Key Inquiry Question
How are the methods of separating mixtures applied in day-to-day life?
134
Activity 19: Discussing applications of separating mixtures in day-to-day life
(Learner’s Book page 104)
Suggested learning resources
• Digital devices such as computers with internet.
• Reference materials on applications of separating mixtures.
Suggested learning experiences
(a) Lesson preparation
Ensure availability of digital devices with internet and relevant reference
materials.
(b) Attention to learners with special needs
• Give attention to the learners with challenges when handling digital devices.
• Assign a learner in each group to read aloud to aid the learners with hearing
impairment.
(c) Lesson development
1. Review various methods used in separating mixtures.
2. Organise the learners into suitable groups.
3. Provide each group with digital devices or reference materials.
4. Instruct the learners to do research on application of separating mixtures
in day-to-day life. is promotes learning to learn as the learners search for
application of mixtures.
5. Let the learners note down their ndings as they answer the guiding questions
suggested.
6. is concept of separating mixtures links to Social Studies as learners relate
traditional methods of separating mixtures to modern methods. It also links to
Agriculture as learners apply knowledge of separating mixtures to processes
such as straining milk and honey and winnowing. Separation of mixtures is
applied in Home Science when handling dierent recipes.
7. Ask the learners to write a report and present to the class.
(d) Conclusion
Emphasise to the learners on the importance of separating mixtures.
Integrated Activity
(Learner’s Book page 105)
Instruct the learners to seek assistance from their parent(s) or guardian to do the
suggested task and write a report. is activity promotes parental engagement and
empowerment.
135
Suggested Answers to Assessment 2 a
(Learner’s Book page 105)
1. A homogeneous mixture is a composition of two or more substances whose
components distribute uniformly into each other, for example, water and fresh milk
while heterogeneous mixture is a composition whose components are unevenly
distributed into each other, for example, water and cooking oil.
2. (a) Use of a magnet.
(b) Sulphur is non-magnetic while iron lings are magnetic.
(c) Pass a magnet over the mixture. e magnet will attract iron lings leaving
sulphur.
3. (a) Paper chromatography
(b) Fractional distillation
(c) Using separating funnel
(d) Using a magnet
(e) Sublimation
4. (a) A-Solvent front
B- Baseline
(b) X
(c) Solubility; adsorption/density
(d) It does not dissolve in organic solutions
(e) To detect presence of additives in food or in sports to detect presence of illegal
substances in urine and blood of athletes.
5. (a) i. Iodine
ii. Sodium chloride
(b) To cool iodine vapour.
(c) When iodine vapour sublimes.
(d) Sublimation of iodine.
(e) Iodine sublimes while sodium chloride does not.
6. (a) Melting
(b) Melting point will be lowered.
7. Winnowing
8. Dissolve the mixture in water then decant, filter to remove soil and stones and
evaporate to obtain your salt.
9. Y is denser than X
Y and X are immiscible
136
2.2: Acids, Bases and Indicators
(Learner’s Book pages 108-122)
Number of lessons: 16 lessons
Background information
Acid-base indicators are chemicals used to determine whether an aqueous solution is
acidic, neutral or alkaline. Acidity and alkalinity relate to pH, they may also be known
as pH indicators.
An acid-base indicator is either aweak acidorweak basethat exhibits a colour change
as the concentration of hydrogen (H
+
) or hydroxide (OH
-
)ionschanges in anaqueous
solution. Acid-base indicators are most oen used in a titration to identify the endpoint
of an acid-base reaction. ey are also used to gauge pH values and for interesting
colour-change science demonstrations.
An example of an acid-base indicator is a universal indicator, which is a mixture of
multiple indicators that gradually changes colour over a wide pH range. e indicators
are chosen such that mixing a few drops with a solution will produce a colour that can
be associated with an approximate pH value.
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
• Use plant extracts as acid-base indicator.
• Categorise dierent household solutions as either acidic or basic using indicators.
• Determine the strength of acids and bases using universal indicator.
• Outline applications of acids, bases and indicators in real life.
• Appreciate the applications of acids and bases in real life.
Links to core competences
• Critical thinking and problem solving as the learners explore applications of acids
and bases.
• Creativity and imagination as the learners work in groups to classify acidic or basic
solutions as either strong or weak.
• Learning to learn as the learners classify dierent household solutions as either
acidic or basic.
Links to Pertinent and Contemporary Issues (PCIs)
• Citizenship as the learners test for the acidity or alkalinity of soil samples for food
security.
• Life skills as the learners acquire knowledge on applications of acids and bases and
apply it in day-to-day life.
• Safety as the learners carefully handle acids and bases in the laboratory.
137
• Environmental conservation as the learners carefully extract plant indicators and
dispose of the waste appropriately.
Links to values
• Peace, love and unity as the learners classify household solutions as either acidic or
basic.
• Responsibility as the learners carefully pick owers from the environment.
• Respect as the learners work in groups to classify acidic or basic solutions as either
strong or weak.
• Integrity as learners apply proper laboratory waste disposal measures.
Links to other learning areas
• Agriculture as the learners use lime and fertilisers to improve soil fertility in day-to-
day life and learn how to test for the level of acidity in the soil.
• Health Education as the learners acquire knowledge on the use of antiacid to relieve
stomach upsets.
Suggested assessment methods
• Assessment rubrics
• Checklist
• Oral questions and answers
• Written test
Suggested learning resources
• Learner’s book.
• Basic laboratory apparatus, equipment and selected reagents.
• Universal indicator, pH scale and pH chart.
• Antiacid tablets, common fruits in the locality, fertilisers, liming of soil and detergents.
Suggested non-formal activities
Engaging actively with resource persons on how to use plant extracts as acid-base
indicator.
Suggested approaches to developing competency based assessment tasks
• e task should assess knowledge, skills and attitude in the learners.
• Ensure the task is within the level of the learners.
• Support the learners with dierent learning styles.
• Begin with simple tasks.
138
Suggested guidance to the teacher on how to develop dierentiated learning
Taking care of varied learning needs, for example:
• Visual learners: ey learn by observing things including pictures, diagrams and
written directions. Give these learners opportunities to draw pictures and diagrams
on the board. Give them enough time and space to process material as they observe
visual cues before them.
• Auditory learners: Ask auditory learners to repeat new concepts. Ask them questions
and let them answer. Watching and listening to videos and using music will assist this
group to grasp the concepts and information easily.
• Kinesthetic learners: ey learn best through experiencing and doing things.
Incorporate movement into lessons and have these learners write on the board as
part of the activity. Once kinesthetic learners physically sense what they are studying,
abstract ideas and dicult concepts become easier to understand.
• Reading and writing learners: Allow enough time for these learners to grasp
information through the written word and give them opportunities to write down
their ideas on paper.
Additional information to the teacher
Many dierent substances can be used as indicators, depending on the particular reaction to
be monitored. For example, red cabbage juice contains a mixture of coloured substances
that change from deep red at low pH to light blue at intermediate pH to yellow at high
pH. In all cases, though, a good indicator must have the following properties:
• e colour change must be easily detected.
• e colour change must be rapid.
• e indicator molecule must not react with the substance being titrated or tested.
Introduction
Specic learning outcome
By the end of the lesson(s), the learner should be able to use plant extracts as acid- base
indicator.
Key Inquiry Questions
• How can you identify a substance as being acidic or basic?
• How can we prepare plants extracts as acid-base indicators?
Discussion corner
(Learner’s Book page 108)
1. Introduce the lesson by asking the learners to discuss the questions suggested in the
Brainteaser section.
2. Remind the learners of what they did in Grade 5, in identifying common acids and
bases using litmus papers.
139
3. Let the learners mention the substances they know which have a sour and sharp taste.
Citrus fruits (lemon and oranges) and sour milk will be good examples.
4. Warn the learners on the corrosive nature of these acids, especially mineral acids.
Demonstrate on how they can eat away cloth, paper and some metals. Do not
demonstrate how they can eat away skin, but caution them!
5. Let the learners know that some acids have a sour and sometimes pleasant taste.
6. Ask the learners to form suitable groups and direct them to the suggested Discussion
corner.
7. Guide the learners during the discussion to deduce the meaning of the term
acid-base indicators.
Preparation of plant extract as indicators
Activity 1: Preparing acid-base indicator from ower petals
(Learner’s Book page 109)
Suggested learning resources
• Ethanol or propanone
• Boiled water
• Mortar and pestle
• Measuring cylinder
• Distilled water
• Petals of owers or red cabbages
• Beaker and a conical ask
• Filter funnel
• Knife
• Safety clothing
Suggested learning experiences
(a) Lesson preparation
• Collect or obtain the required resources.
• Liaise with the laboratory technician on the arrangement of the experiment and
space.
• Identify a place within the school compound or in the neighbourhood where
ower petals can easily be picked for the activity.
• Alternatively, you can use red cabbages.
• Set the required apparatus in separate stations for each group.
• Note that the plant-extract indicator prepared in this activity should be used
for Activity 2 while still fresh. It is highly recommended to do Activity 1 and 2
concurrently. Always use freshly prepared plant-extract indicators.
(b) Attention to learners with special needs
• Assign a learner to assist or guide the learners with physical disabilities during
various activities.
• Allow the learners with vision impairment to occupy the front seats in class,
during group activities and demonstrations where they can easily observe
without obstruction.
140
(c) Suggested approaches to dierentiated learning.
• Give the visual learners a chance to draw experimental set-up on the board.
Show them the dierent apparatus and allow them to manipulate them.
• Read out instructions to the auditory learners or ask them to read the instructions
of the activity aloud.
• Allow the kinaesthetic learners to manipulate the apparatus when crushing the
ower petals, red cabbage or beetroot. Give them a chance for a hands-on activity
with the apparatus.
• Allow the reading and writing learners to write down the instructions of the
procedure, take note of the observations and record the ndings.
(d) Lesson development
1. Introduce the activity by reviewing what the learners did in Grade 5 on
classication of substances as acids and bases.
2. Organise the learners into convenient groups according to availability of
resources.
3. Take the learners into the identied site to pick ower petals.
4. Remind the learners to apply safety precautions they learnt on how to handle
plants.
5. Caution the learners to be careful when picking owers. ey should only pick
what they will use. is promotes responsibility.
6. Back in class, assign the learners workstations with apparatus for the activity.
7. Guide the learners through the procedure for the activity to make plant extract
indicators.
8. Alternatively, you can demonstrate the activity to the learners.
9. Caution the learners to be careful when handling sharp tools.
10. Guide and direct the learners as they carry out the activity.
11. Instruct the learners to dispose of properly the remains of plants they have used.
Integrity and environmental conservation is achieved as learners apply proper
waste disposal measures.
12. Ask the groups to discuss their ndings and note them down.
13. Point out to the learners to store their extract properly for the next activity.
(e) Conclusion
Emphasise to the learners that an acid-base indicator is a substance which shows
one colour when in an acidic solution and a dierent colour when in a basic
solution.
Suggested assessment methods
(a) Oral questions. Ask the learners to name the parts of plant that can be used as
acid-base indicators.
(b) Observation. Monitor the learners as they manipulate the apparatus and correct
them in case they handle the apparatus inappropriately.
141
Using plant extracts as acid-base indicator
Activity 2: Using plant extracts as acid-base indicator to classify common
household solutions
(Learner’s Book page 110)
Suggested learning resources
• Prepared plant extract.
• Measuring cylinder.
• Distilled water.
• Test tubes and test tube rack.
• Labels.
• Dropper or rubber teat pipette.
• Common household solutions such as wood ash solution, antiacid tablet solution,
toothpaste solution, lemon juice, orange juice, baking power solution, sugar solution,
soap solution and sour milk.
Suggested learning experience
(a) Lesson preparation
• Collect or obtain the required resources.
• Liaise with the laboratory technician on the arrangement of the experiment and
space.
• Ask the learners to assist you to collect some common household solutions.
• Obtain the apparatus and reagents required for the activity. If Activities 1 and 2
are done at dierent times, make a fresh plant-extract indicator for this activity.
• Set the required apparatus in separate stations for each group.
(b) Attention to learners with special needs
• Assign a learner to help or guide the learners with physical disabilities during
various activities.
• Allow the learners with vision impairment to occupy the front seats in class, in
group activities and in class demonstrations where they can easily observe.
• Learners who are physically challenged should be assisted to make them
comfortable while handling apparatus.
• Assist the visually challenged learners to manipulate the apparatus or assign
other learners to assist them.
(c) Lesson development
1. Review Activity 1 on the preparation of plant-extract indicators. Prepare the
plant-extract indicator where necessary.
2. Have a class demonstration on how to conduct the experiment.
3. Encourage the learners to ask questions for clarity of any information.
142
4. Ask the learners to maintain their groupings and assign workstations with
apparatus for the activity.
5. Provide each group with the resources required.
6. Instruct the learners to follow the suggested steps.
7. Caution the learners to handle acids and bases with care. Safety is achieved as
the learners handle acids and bases.
8. Ensure that each learner participates in the activity.
9. Ask the learners to copy and ll in the table suggested. is promotes peace, love
and unity, as well as Learning to learn is also enhanced as the learners classify
household solutions as either acidic or basic.
10. Guide the learners as they discuss their ndings in class.
11. Invite each group to present their ndings to the class.
(d) Conclusion
Emphasise that plant-extract indicators give inconsistent results. Explain that
inconsistent results are obtained since the composition of the plant-extract
indicator changes with time.
Suggested assessment methods
(a) Oral questions. Ask learners to state the colours obtained during the experiment
when the plant-extract indicator is added to various household solutions.
(b) Observation. Check the learners’ notebooks to see if they recorded their ndings
correctly.
(c) Written test. Prepare questions on the use of plant-extract indicators and
administer. Allow the learners to write the responses in their notebooks.
Further Activity: Interactive talk
(Learner’s Book page 111)
Suggested learning resource
• A resource person.
Suggested learning experiences
(a) Lesson preparation
• Identify a resource person, for example, the school laboratory technician. Inform
the person in advance.
• Request the laboratory technician to prepare a talk and demonstration on use
and disposal of plant extract indicators.
• Ask the learners to prepare questions in advance for engaging with the resource
person.
(b) Attention to learners with special needs
• For visually challenged learners, ensure they sit near the laboratory technician so
that they observe the demonstration clearly.
143
• Learners with hearing diculties to be allowed to sit closer to the laboratory
technician.
• Learners who are physically challenged should be assisted when moving to and
from the classroom.
(c) Lesson development
1. Introduce the resource person to the class.
2. Encourage the learners to engage with the resource person.
3. Instruct the learners to take notes during the session.
4. Allow the learners to discuss their ndings in class.
Suggested assessment methods
(a) Oral questions: Ask the learners leading questions on plant extracts.
(b) Observation: As the learners discuss and collaborate in group activities.
(c) Practical work: Check the learners’ classication table and notes.
Suggested assessment tool
Use the following Observation schedule to assess each learner.
Learner’s Name:______________________ Grade: 7
School:_________________________ Teacher’s Name:_____________
Learning Area: Integrated Science
Strand: Mixtures, Elements and Compounds
Sub strand: Acid, bases and indicators
Date or period of assessment: _______________
Learning Activity or task: ________________
Competency (Knowledge, skills, attitude and values)
assessed (Tick appropriately)
Yes No Comments
(a) Collecting owers responsibly.
(b) Observing safety procedures when handling dierent
apparatus and chemicals in the laboratory.
(c) Prepares and uses plant extracts as acid-base indicator.
(d) Leads others to ensure the group targets are achieved.
(e) Classies common household solutions as acids and
bases using plant extracts.
Learner feedback
Learner’s signature
Teacher’s signature
144
Classifying acids and bases using commercial indicators
Specic learning outcomes
By the end of the lesson(s), the learner should be able to categorise dierent household
solutions as either acidic or basic using indicators.
Key Inquiry Question
Which indicators are used to classify substances as either acids or bases?
Activity 3: Determining colour changes of indicators
(Learner’s Book page 112)
Suggested learning resources
• Indicators such as litmus, methyl orange and phenolphthalein.
• Distilled water.
• Test tubes and test tube rack.
• Measuring cylinder.
• Dropper or teat pipette.
• Common house-hold solutions.
Suggested learning experiences
(a) Lesson preparation
• Collect or obtain the required resources.
• Liaise with the laboratory technician on the arrangement of the experiment and
space.
• Ask the learners to assist you collect some common household solutions.
• Set the required apparatus in separate stations for each group.
(b) Attention to learners with special needs
• Assign a learner to assist or guide the learners with physical disabilities during
various activities.
• Assist the learners with diculty in handling apparatus.
• Allow the learners with vision impairment to occupy the front seats and front
lines in class, group activities and class demonstrations where they can easily
observe.
(c) Lesson development
1. Introduce the activity by reviewing the use of plant-extract indicators to classify
household solutions as acids and bases.
2. Encourage the learners to ask questions for clarity of the information.
3. Have a class demonstration on how to conduct the experiment.
4. Organise the learners to form suitable groups.
5. Assign the learners workstations with apparatus for the activity.
6. Instruct the learners to follow the suggested steps of the activity.
145
7. Caution the learners to be careful when handling acids and bases because they
are corrosive.
8. Instruct the learners on safe disposal of acids and bases. Solid wastes should be
disposed in appropriate waste bins.
9. Remind the learners to make sure they clean the test tubes and rubber teat pipette
thoroughly aer every use.
10. Ask the learners to copy and ll in the table with their results.
11. Invite each group to present their ndings to the class.
Digital corner
(Learner’s Book page 113)
(a) Lesson preparation
• A video clip and animation on colour changes in acid-base indicators.
• Ensure the availability of digital devices with internet.
(b) Lesson development
1. Play the suggested video clip to the class. is develops digital literacy.
2. Ask the learners to watch and discuss the video.
3. Caution the learners against visiting unauthorised sites while using the digital
devices. Proper use of digital gadgets promotes safety and security.
4. ereaer, instruct the learners to search the internet for video clips and
animations on colour changes by indictors.
5. Allow the learners to discuss their observations in class.
(c) Conclusion
Explain that commercial indicators give consistent results unlike plant-extract
indicators. e composition of commercial indicators does not change with time
and hence the colour of the indicator remains the same even aer some time.
Parental empowerment and engagement
(Learner’s Book page 114)
1. Explain to the learners clearly what is expected of the learners in the Work to do
section. Where necessary, write a short note to the parent(s) or guardian to assist the
learner to carry out the task.
2. Ask the learners to seek assistance of their parent(s) or guardian in carrying out the
suggested task and bring a report.
Suggested assessment methods
(a) Oral questions: Ask the learners leading questions on indicators.
(b) Observation: Monitor the learners as they manipulate the apparatus and as they
discuss and collaborate in group activities.
(c) Practical work: Check the learners’ classication table and notes.
146
Suggested assessment tool
Use the following Checklist to assess each learner.
Learner’s Name:__________________________ Grade: 7
School:_________________________
Learning Area: Integrated Science
Strand: Mixtures, Elements and Compounds
Sub strand: Acid, bases and indicators
Date or period of assessment: _______________
Learning Activity or task: ________________
Categorising dierent household solutions as either acidic or basic using
indicators ( Yes or No)
No: Name a. Using
litmus
paper
b. Using
methyl
orange
c.
Using
phenolphthalein
Teacher’s comments
1
2
3
4
e pH scale and the universal indicator
(Learner’s Book page 114)
Specic learning outcome
By the end of the lesson(s), the learner should be able to determine the strength of acids
and bases using universal indicator.
Key Inquiry Questions
• How do we measure the strength of acids and bases using universal indicator?
• What is the pH scale and pH chart?
Discussion corner
(Learner’s Book page 114)
1. Organise the learners into groups and ask them to discuss the suggested questions.
2. Guide the discussion towards understanding the necessity of soil testing and pH. This
links to Agriculture as a learning area as the learners understand the use of fertilisers
and lime to improve soil fertility and how to test for the level of acidity in the soil.
147
Parental empowerment and engagement
(Learner’s Book page 115)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write down a short note to the parent(s) or guardian to assist the learner
to carry out the task.
2. Ask the learners to seek assistance from their parent(s) and guardian to carry out the
suggested task and report back to you.
Activity 4: Determining the strength of acids and bases
(Learner’s Book page 115)
Suggested learning resources
• Universal indicator solution or paper.
• pH chart or scale.
• Test tubes and test tube racks.
• Droppers.
• Measuring cylinders.
• Rain water.
• Soap solution.
• Distilled water.
• Dilute hydrochloric acid and sulphuric (VI) acid.
• Sodium hydroxide solution.
• Sodium hydrogen carbonate.
• Ammonia solution.
• Calcium hydroxide.
• Vinegar.
• Digital devices with internet.
Suggested learning experiences
(a) Lesson preparation
• Collect or obtain the required resources.
• Liaise with the laboratory technician on the arrangement of the experiment and
space.
• Ask the learners to assist you to collect some solutions such as soap, lemon juice
and rain water.
• Set the required apparatus in separate stations for each group.
(b) Attention to learners with special needs
• Assign a learner to assist or guide the learners with physical disabilities during
various activities.
148
• Assist the learners with diculty in handling apparatus.
• Allow the learners with vision impairment to occupy the front seats in class, and
strategic position during group activities and class demonstrations.
(c) Lesson development
1. Begin the lesson by informing the learners that the indicators used do not help
us to know the degree of acidity or alkalinity of our solutions. ey just show us
that the solutions are either acidic, basic (alkaline) or neutral.
2. Inform the learners that a universal indicator is used to determine the strength
of acids and bases.
3. Show the learners the colour chart of the universal indicator. e pH colour
chart should have the full range of colours and the corresponding pH scale.
4. ereaer, organise the learners into convenient groups.
5. Assign the learners workstations with apparatus for the activity.
6. Demonstrate on how to use the universal indicator to determine the pH of a
solution.
7. Instruct the learners to follow the procedure outlined in the experiment. Assist
where necessary. Respect is promoted as the learners work in groups to classify
acids and bases.
8. Caution the learners to handle acids and bases with care.
9. Guide the learners on safety disposal of acids and bases. Solid wastes should be
disposed in appropriate waste bins.
10. Ask the learners to copy the table and ll it as they perform the experiment.
11. Let the learners discuss their ndings.
12. Assist the learners to classify the solutions. Creativity and imagination is
enhanced as learners classify acidic or basic solutions as either strong or weak.
13. Invite each group to present their ndings to the class.
Digital corner
(Learner’s Book page 116)
Suggested learning requirement
A smartphone or computer with stable internet. Alternatively, use reference materials.
(a) Lesson preparation
• Search the internet for video clips that show the use of universal indicator to
determine the pH of a solution.
• Download and save video clips or note down the link.
(b) Lesson development
1. Assist the learners to form suitable groups.
2. Provide each group with digital devices.
149
3. Guide the learners on how to search the internet for video clips that show the use
of universal indicator to determine the pH of a solution.
4. Ask the learners to play and watch the video clips.
5. Allow the learners to compare their ndings in class.
(c) Conclusion
Explain that universal indicators show the degree of acidity and alkalinity of a
solution. Commercial indicators only show whether a substance is an acid or a
base.
Suggested assessment methods
Oral questions: Ask the learners leading questions on classication of acids and bases.
Observation: As the learners discuss and collaborate during the experiment.
Practical work: Check the learners as they carry out the activity.
Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Determining
the strength of
acids and bases
using universal
indicator.
Consistently
and correctly
determines
the strength of
acids and bases
using universal
indicator.
Correctly
determines
the strength of
acids and bases
using universal
indicator.
Sometimes
determines
the strength of
acids and bases
using universal
indicator.
Has diculty
determining
the strength of
acids and bases
using universal
indicator.
Assist the learners who are approaching expectations and those below expectations to
meet or exceed expectations.
Applications of acids and bases
Specic learning outcome
By the end of the lesson(s), the learner should be able to outline the applications of
acids, bases and indicators in real life.
Key Inquiry Question
What is the signicance of acids and bases?
150
Activities 5: Discussing applications of acids and bases
(Learner’s Book page 117)
Suggested learning resources
• Learner’s Book.
• Charts showing a bag of fertiliser, a car battery and antacid tablets.
• Alternatively, look for realia of a small bag of fertiliser, a car battery and antiacid
tablets.
Suggested learning experiences
(a) Lesson preparation
• Collect pictures and photographs or prepare charts.
• Obtain a small bag of fertiliser, a car battery and antiacid tablets.
(b) Attention to learners with special needs
Prepare large charts to cater for learners with visual impairment.
(c) Lesson development
1. Begin the lesson by asking the learners to mention common acids and bases used
at home.
2. Encourage the learners to share application of acids and bases in their locality.
3. Display the chart, pictures, photographs and the realia in the classroom.
4. Group the learners and ask them to observe and identify applications of acids
and bases.
5. Use their responses to explain the applications of acids and bases.
6. Ask the learners to work in pairs to identify the items in the pictures.
7. Guide the learners as they discuss the items and relating their day-to-day use.
8. Check the learners’ ndings from the activity.
Activity 6: Outline applications of acids and bases
(Learner’s Book page 118)
Suggested learning resources
• Learner’s Book.
• Charts showing uses of acids and bases in agriculture, medicine, food industry and
detergent industry.
• Add more uses of acids and bases in other industries.
Suggested learning experiences
(a) Lesson preparation
Prepare a chart in advance showing the uses of acids and bases in various industries.
(b) Attention to learners with special needs
Make the chart large to cater for visually impaired learners.
151
(c) Suggested approaches to dierentiated learning
Describe the pictures displayed in the chart to cater for auditory learners.
(d) Lesson development
1. Assist the learners to form suitable groups.
2. Display a chart of the uses of acids and bases in various industries such as
medicine, food and agriculture. Alternatively, ask the learners to look at the
pictures in the Learner’s Book.
3. Guide the learners in discussing application of acids and bases in agriculture,
medicine, industries and in food preparation. is promotes Life Skills as
learners acquire knowledge on application of acids and bases in day-to-day life.
4. is activity also links to Health Education as the learners acquire knowledge
on the use of antiacid to relieve stomach upsets.
5. Instruct the learners to write down short notes.
(e) Conclusion
Emphasise to the learners that acids and bases have various applications in dierent
industries.
Activity 7: Exploring application of acids and bases
(Learner’s Book page 118)
Suggested learning resources
• Learner’s Book.
• Common fruits in the locality.
• Fertilisers.
• Soil liming substances.
• Detergents.
• Medicine.
• Digital devices with internet.
Suggested learning experiences
(a) Lesson preparation
• Collect the resources needed for the activity. Alternatively, you can request the
learners to assist you.
• Ask the learners to explore their environment and collect common fruits,
packages of fertilisers, detergents, soil liming substances and medicine.
• Ensure availability of digital devices.
(b) Attention to learners with special needs
• Assign a learner to help or guide the learners with physical disabilities during
various activities.
• Describe the taste to the learners who have allergies to certain fruits.
• For visually challenged learners, assist them to read the packages labels if the
writings are very small.
152
(c) Suggested approaches to dierentiated learning.
Allow the reading and writing learners to read and write down the chemical names
of the substances in the packages.
(d) Lesson development
1. Group the learners and ask them to check and list down the information on the
labels of the packages they collected.
2. Guide the learners in discussing the information on the labels.
3. Ask the learners to describe the taste of common fruits and conrm whether
they contain acids or bases.
4. is activity promotes critical thinking and problem solving as the learners
explore application of acids and bases.
5. Invite each group to present their ndings to the class.
Digital corner
(Learner’s Book page 119)
Suggested learning resources
Digital devices such as smartphones or computers with stable internet.
(a) Lesson preparation
Search the internet for video clips that show the applications of acids and bases.
(b) Suggested lesson development
1. Ask the learners to maintain their groups.
2. Provide each group with digital devices.
3. Direct the groups to secure internet sites and search for video clips on application
of acids and bases.
4. Allow the learners to compare their ndings. is develops peer assessment.
5. Instruct the learners to nd out the uses of water in the laboratory as suggested
in the Work to do and note down.
(c) Conclusion
Have a class discussion on applications of acids and bases.
Suggested assessment methods
(a) Oral questions: Ask the learners leading questions on application of acids and
bases.
(b) Observation: As the learners discuss and collaborate during the experiment.
(c) Written work: Check the learners’ notes and presentations.
153
Suggested assessment tool
e following Rating Scale used to assess each learner.
Learner’s Name:______________________ Grade:7
School:_________________________
Learning Area: Integrated Science
Strand: Mixtures, Elements and Compounds
Sub strand: Acids, bases and indicators
Learning Activity:_______________
Competence (knowledge, skills,
attitudes and values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
(a) Discussing the application of acids
and bases.
(b) Outlining the application of acids
and bases.
(c) Using digital devices properly
in searching for application of
illustrations.
(d) Exploring the application of acids
and bases.
Comments on the learner’s performance___________
Learner’s signature: _____________ Date: _______
Teacher’s Name: ______________ Date: _______
Integrated Activity Testing soil pH
(Learner’s Book page 120)
Key Inquiry Question
How can you test for soil pH?
Suggested learning resources
• Shovel or jembe.
• Teaspoons.
• Beaker.
• Universal indicator.
• pH scale or chart.
• Filter funnel and paper.
• Distilled water.
154
(a) Activity preparation
• e activity will be carried out in the school farm or eld.
• Collect and prepare the materials required for the activity.
• In case the activity will be done outside the school, inform the authority
concerned in advance.
• Ensure that the required materials for the activity are all available. Improvise
where necessary.
• Search for information from reference books or the internet on how to test for
soil pH. Alternatively, use the suggested steps in the Learner’s Book.
• All the learners facing challenges to be assisted by others to gain from this activity.
• Ensure that the learners know the time frame for the project.
• Ensure the safety of the learners. Have a rst aid kit and protective clothing
available.
• Identify a suitable site within the school or in the neighbourhood.
(b) Attention to learners with special needs
• For the visually challenged learners, assist them to manipulate the apparatus or
other learners may assist them in the manipulation of the apparatus.
• Learners who are physically challenged should be assisted to move from the class
to the school farm.
(c) Activity development
1. Give the learners the list of materials required for the activity.
2. Instruct the learners to collect the materials.
3. Take the learners to the identied site.
4. Carry out a demonstration on the activity as the learners watch.
5. Ask the learners to form groups and carry out the task as suggested.
6. Guide the learners in determining the pH of the soil by matching the universal
paper with pH chart.
7. is activity promotes citizenship as the learners test for the acidity and alkalinity
of soil samples for food security.
8. Ask the learners to discuss their ndings and the questions suggested.
9. Invite each group to present their ndings to the class.
Suggested assessment methods
(a) Oral questions: As the learners carry out the activity.
(b) Observation: As the learners discuss and collaborate during the activity.
(c) Project work: Check the learners’ results from the activity.
155
Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicator Exceeds
expectations
Meets
expectation
Approaches
expectations
Below
expectations
Ability to test
for the acidity
and alkalinity
of soil samples.
Consistently
and correctly
tests for the
acidity and
alkalinity of soil
samples.
Correctly tests
for the acidity
and alkalinity
of soil samples.
Sometimes tests
for the acidity
and alkalinity
of soil samples.
Has diculty
testing for the
acidity and
alkalinity of soil
samples.
Assist learners who are approaching expectations and those below expectations to meet
or exceed expectations.
Suggested Answers to Assessment 2 b
(Learner’s Book page 121)
1. Acids: pineapple, yoghurt
Bases: toothpaste, baking soda, limewater
2. Check for correct description and use of reagents and apparatus.
Collect hibiscus ower petals. Cut the petals into small pieces. Crush the ower
petals in a mortar using a pestle. Add a small amount of ethanol or propanone
as you continue crushing until a deep coloured extract is obtained. Filter the
mixture into a clean conical ask to obtain the extract as the ltrate.
3. When the level of acidity in the soil is high, crop yields are affected.
4. • Mineral water – 6 - 6.5 • Distilled water – 7.0
• Sour milk – 4 - 5 • Wood ash – 10 - 11
• Soap solution -10 - 12 • Baking powder solution – 11 -12
• Toothpaste solution – 8
5. (a) Acidic – solutions B, C and E
Basic – solutions A and F
(b) i. Solution F
ii. Solution B
6. (a) True (b) True (c) False
156
7. (a) Food avouring
(b) Manufacture of fertilisers, dyes and paints. It is also used in car batteries.
(c) Manufacture of detergents.
8. Wear rubber gloves since the solution is corrosive.
9. (a) Yellow (b) Litmus solution (c) Colourless in acid, pink in base
10. Add a weak base such as ammonia solution to neutralise the methanoic acid in the
bee sting.
11. A universal indicator is used to test for the strength of an acid or a base. It is used
together with a pH chart, which has different pH values corresponding to colours.
12. (a) Sulphuric (VI) acid
(b) Sodium hydroxide
(c) Vinegar
(d) Ammonia solution
(e) Sodium chloride
157
3: Living things and their environment
(Learner’s Book page 123 - 154 )
Background information
In Primary School, learners were taught about characteristics of living things and the
environment. In this level, you are going to expound further on reproduction and
excretion in human beings.
Attention to learners with special needs education and multi-ability learning
Support for multi – ability learning Support for special needs learning
Give both time takers and fast learners
equal chances to participate in class
activities. Ensure they accommodate one
another and work together despite their
dierences.
Learners with diculty in grasping
concepts
• Engage them in activities that draw
their attention.
• Give them personalised assistance and
extra time.
• Give them extra work that is of their
level to make them more interested.
Learners who are fast in grasping concepts
• Assign them leadership roles to keep
them occupied.
• Give them extra work when they nish
before others.
• Ensure that the learners are positioned
evenly in class.
Learners with hearing diculties
• Write new vocabulary on the
chalkboard or ip charts.
• Allow these learners to observe the
way the others perform dierent
activities.
• Use simple and familiar items or
pictures that they can easily relate to.
Visually challenged learners
• Allow learners with limited vision to
occupy the front seats in class where
they can easily view the blackboard or
ip chart.
• Ensure you use big picture which the
learners can observe easily.
• Explain the learning resources,
written texts and drawings for them to
understand better.
Physically challenged learners
• Give them tasks that they can handle.
• Ensure that the other learners
support or guide them during various
activities.
3.1: Reproduction in human beings
(Learner’s Book page 123 - 137)
Introduction
In Grade 6, learners were taught about the structure of the male and female reproductive
systems. ey also learnt about changes that take place in the bodies of both boys and
girls during adolescence.
158
In this section, you will guide the learners to understand how reproduction (fertilisation
and implantation) takes place in human beings. You will also guide the learners
to understand the menstrual cycle and appreciate the challenges associated with
menstruation especially in young girls and how best to manage the issues related to the
menstrual cycle. You will also introduce them to the existence of sex -related challenges
such as intersex.
Number of lessons: 16 lessons
Specic learning outcomes
By the end of the sub strand, the learners should be able to:
• Describe the menstrual cycle in human beings.
• Describe the challenges related to menstrual cycle.
• Describe the process of fertilisation and implantation in human beings.
• Appreciate the existence of sex- related challenges.
Links to core competencies
• Creativity and imagination are enhanced as the learners make sanitary towels using
locally available materials and sensitise the community on sex-related disorders.
• Citizenship is promoted as the learners appreciate the signicance of protecting life
from inception to birth.
• Digital literacy is developed as the learners use various digital devices in the learning
of reproductive process.
• Critical thinking and problem solving are promoted as the learners make improvised
sanitary towels.
• Self-ecacy is promoted as the learners share experiences and discuss the
management of challenges facing intersex persons and menstruation.
• Learning to learn is enhanced as learners work in groups to search for information
and develop capacity to continue learning while doing projects.
Links to Pertinent and Contemporary Issues (PCIs)
• Social cohesion is promoted as the learners collaborate in their groups during
project.
• Life skills and human sexuality are developed as the learners develop self-awareness
and skills to guard against early pregnancies.
Links to values
• Respect is enhanced as the learners embrace those with menstrual disorders and sex-
related disorders. ey also learn to respect one another opinions during discussions.
• Responsibility is developed as the learners take up various tasks assigned and
sharing the same fairly.
159
• Social justice is promoted as the learners practise equity, equality and gender
consideration in distribution of learning resources as well as assigning
responsibilities during the learning process and as they appreciate sex-related
challenges.
Links to other learning areas
• Health Education as the learners study about healthy living during pregnancy.
• Home Science as the learners study about proper nutrition for healthy expectant
mothers and babies.
Suggested assessment methods
• Observation
• Practical work
• Assessment rubrics
• Checklist
• Anecdotal records
• Written test
• Oral questions and answers
Suggested learning resources
• Charts.
• Learner’s Book.
• Basic laboratory apparatus equipment and selected specimens.
Suggested non-formal activities
• Engaging in straight talk on reproduction in human beings.
• Engaging a resource person to talk about reproduction in human being.
Suggested approaches to developing competency based assessment tasks
• e task should assess knowledge, skills and attitude in the learners.
• Ensure that the task is within the level of the learners.
• Support the learners with dierent learning styles.
• Begin with simple tasks.
Suggested guidance to the teacher on how to develop dierentiated learning
Taking care of varied learning needs, for example:
• Visual learners: ey learn by observing things including pictures, diagrams and
written directions. Give these learners opportunities to draw pictures and diagrams
on the board. Give them enough time and space to process material as they observe
visual cues before them.
• Auditory learners: Ask auditory learners to repeat new concepts. Ask them questions
and let them answer. Watching and listening to videos and using music will assist this
group to grasp the concepts and information easily.
160
• Kinesthetic learners: ey learn best through experiencing and doing things.
Incorporate movement into lessons and have these learners write on the board as
part of the activity. Once kinesthetic learners physically sense what they are studying,
abstract ideas and dicult concepts become easier to understand.
• Reading and writing learners: Allow enough time for these learners to grasp
information through the written word and give them opportunities to write down
their ideas on paper.
e structure of the male and female reproductive organs
Activity 1: Reviewing the structure of the male and female reproductive organs
(Learner’s Book page 124)
Suggested learning resources
• Pictures, photographs or charts showing the male and female reproductive organs.
• Reference books on reproduction in human beings.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
Prepare charts or diagrams on the male and female reproductive organs. Ensure
that details in the chart are appropriate.
(b) Attention to learners with special needs
Draw large diagrams to cater for learners with visual impairment.
(c) Suggested approaches to dierentiated learning
• Learners who grasp concepts faster should be given more complex tasks to retain
their attention and interest.
• Learners with diculty in grasping concepts should be given individual
attention and be allowed enough time to interact with the diagrams.
• Allow the learners who learn best by listening to listen to the video several times
as they make notes.
• Learners who learn best by doing should be given leading roles in tasks such as
drawing the structure of the male and female reproductive systems.
(d) Lesson development
1. Introduce the lesson by asking learners to study the diagram in the Brainteaser
section.
2. Guide the learners in discussing the stages shown in the diagram and their
signicance in reproduction.
3. Ask the learners to be in pairs and provide them with charts showing the male
and female reproductive systems.
4. Let the learners review what they learnt in Grade 6 about the parts and functions
of the male and female reproductive system.
161
5. Mention briey that in some people, the reproductive system may fail to develop
normally due to genetic factors hence the existence of intersex individuals.
6. Ask the learners to draw and label the male and female reproductive system in
their notebook.
(e) Conclusion
Emphasise on the need to embrace all individuals, irrespective of any biological
dierences.
Menstruation
(Learner’s Book page 124)
Specic learning outcomes
By the end of the lesson(s), the learner should be able to describe the menstrual cycle
in human beings.
Key Inquiry Questions
• What is menstruation?
• What are the stages of the human menstrual cycle?
Activity 2: Case study
(Learner’s Book page 124)
Suggested learning resources
• A resource person
• Learner’s Book
Suggested learning experiences
(a) Lesson preparation
• Identify and alert a resource person in advance. Brief the resource person on the
scope of presentation.
(b) Attention to learners with special needs
Ensure that the presentation is read loudly to cater for learners with hearing
impairment.
(c) Suggested approaches to dierentiated learning
• Learners who grasp concepts faster should be given more complex tasks to retain
their attention and interest.
• Learners with diculty in grasping concepts should be given individual attention
and be allowed more time to interact with the diagrams showing the menstrual
cycle.
• Allow learners who learn best by listening more time to interact with the resource
person and ask additional questions.
162
(d) Lesson development
1. Introduce the lesson by inviting the resource person to give a brief presentation.
2. Encourage the learners to engage the resource person with questions during and
aer the presentation and take notes.
3. Organise learners into suitable groups.
4. Let each group appoint one person to read the story loudly as the rest listen.
5. Guide the learners in discussing the questions in class.
6. Ask learners to write down the meaning of the terms menses, menstruation and
monthly period in their notebooks.
(e) Conclusion
Explain the meaning of the terms menses, menstruation and monthly period.
e menstrual cycle
Activity 3: Describing the menstrual cycle
(Learner’s Book page 125)
Suggested learning resources
• Book with information on the menstrual cycle.
• A chart showing the menstrual cycle.
• Learner’s Book.
• Manila paper and marker pens.
Suggested learning experiences
(a) Lesson preparation
• Search for information on menstrual cycle from reference materials or the
internet.
• Obtain or draw a chart showing the menstrual cycle.
(b) Attention to learners with special needs
Provide large diagrams and pictures to learners with visual impairment.
(c) Suggested approaches to dierentiated learning
• Learners who grasp concepts faster should be given more complex tasks to retain
their attention and interest.
• Learners with diculty in grasping concepts should be given individual attention
and be allowed more time to interact with the diagrams showing the menstrual
cycle.
• Provide the learners with manila paper and marker pens to make charts showing
the menstrual cycle and display in the classroom.
163
(d) Lesson development
1. Organise the learners into convenient groups.
2. Provide each group with reference materials.
3. Ask each group to do a research on the menstrual cycle.
4. Guide the learners to identify the main stages of the menstrual cycle from the
charts provided.
5. Let the learners discuss the stages of the menstrual cycle and the changes that
take place in the female body during each stage of the cycle.
6. Allow each group to share their ndings with the class.
(e) Conclusion
Highlight the main stages of the menstrual cycle and the experiences expected.
Hygiene measures during menstruation
(Learner’s Book page 128)
Key Inquiry Question
What hygiene measures should be taken during menstruation?
Activity 4: Case study
(Learner’s Book page 128)
Suggested learning resources
• Learner’s Book.
• Reference materials on hygienic practices during menstruation.
Suggested learning experiences
(a) Lesson preparation
• Search for information from the internet or reference materials on hygiene
measures that should be observed during menstruation.
• Obtain or draw a chart showing the necessary hygiene measures that should be
observed during menstruation.
(b) Attention to learners with special needs
Read loudly the case study to cater for learners with hearing impairment.
(c) Suggested approaches to dierentiated learning
• Learners who grasp concepts faster should be given harder tasks to retain their
attention and interest.
• Learners with diculty in grasping concepts should be given personalised
attention and taken through the stages of the menstrual cycle step by step.
164
(d) Lesson development
1. Introduce the lesson by reviewing the previous lesson on menstrual cycle.
2. ereaer, ask the learners to suggest the hygiene measures that should be
followed during the menstrual cycle. e question triggers the learners to think
of the hygiene measures that are necessary during menstruation. Correct any
wrong responses they give.
3. Encourage all the learners to attempt to answer the questions. is improves their
self-esteem and encourages the learners to participate in class. is activity links
to Health Education as learners discuss hygienic measures during menstruation.
4. Organise the learners into manageable groups.
5. Let each group read the case study in turn and answer the questions that follow.
6. Guide the learners as they discuss the answers to the questions.
7. Allow the learners to share their ndings in class.
(e) Conclusion
Emphasise on the importance of hygiene measures observed during menstruation
by explaining the content in the Learning point section.
Project Activity: Making sanitary towels from locally available materials
(Learner’s Book page 129)
Suggested learning resources
• Learner’s Book.
• Reference materials.
• Manual describing how to make improvised reusable sanitary towels.
• Digital devices with internet.
• Samples of locally available materials for making sanitary towels.
Suggested learning experiences
(a) Project preparation
• Ensure that the required materials for the activity are all available. Improvise
where necessary. Collect samples of locally available materials to show the
learners.
• Arrange for the learners facing challenges to be assisted by others so that they
gain from this activity.
• Ensure that the learners know the time frame for the project.
• Ensure the safety of the learners. Have a rst aid kit and protective clothing
available.
165
• Search for more information on how to improvise sanitary towels from manuals,
internet and reference materials.
(b) Attention to learners with special needs
Plan on how to assist the learners with physical challenges to handle equipment
and materials when making sanitary towels.
(c) Project development
1. Introduce the project activity by asking the learners probing questions on how
to make sanitary towels from locally available materials. Allow them to respond.
2. Organise the learners into suitable groups. Provide each group with reference
materials, a manual or digital devices with internet.
3. Let the learners research on the materials required and how to make sanitary
towels, and then write down. Learning to learn is enhanced as well as social
cohesion as learners work in groups to search for information when carrying out
the project.
4. Guide learners in discussing their notes.
5. Let the learners come up with proposals on how to source for locally available
materials for making sanitary towels. is promotes creativity and imagination.
Review their proposal to make it viable.
6. Ask the learners to assign dierent roles to the group members as they obtain the
required materials so that everyone participates. is promotes responsibility.
7. Ask the learners to use the materials required to make sanitary towels by following
the steps in the manual. Critical thinking and problem-solving are promoted as
the learners make improvised sanitary towels.
8. Instruct each group to present their work in class.
9. Ask the learners to identify the need for sanitary towel in their community for
easy distribution. is promotes the value of social justice and respect.
Suggested assessment methods
(a) Oral questions: Ask the learners to describe the menstrual cycle and the hygiene
measures taken during menstruation.
(b) Observation: As the learners discuss and collaborate when describing the
menstrual cycle.
(c) Project Activity: Check the learners’ work as they make sanitary towels from
locally available materials and as they do presentations.
166
Suggested assessment rubric
Use the following Rubrics to assess each learner.
4 3 2 1
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Describing
the menstrual
cycle in human
beings.
Consistently
and correctly
describes the
menstrual
cycle in human
beings.
Correctly
describes the
menstrual
cycle in
human beings.
Sometimes
describes the
menstrual
cycle in human
beings.
Has diculty
describing
the menstrual
cycle in human
beings.
Making
improvised
sanitary towels
from locally
available
materials.
e sanitary
towel is
functional,
appealing and
reusable.
e sanitary
towel is
functional and
reusable.
e sanitary
towel is
appealing.
e sanitary
towel is not
appealing.
Assist the learners who are approaching expectations and those below expectations to
meet or exceed expectations.
Challenges associated with the menstrual cycle
Specic learning outcomes
By the end of the lesson(s), the learner should be able to describe the challenges related
to the menstrual cycle.
Key Inquiry Questions
• What challenges are related to the menstrual cycle?
• How best can we manage challenges related to the menstrual cycle?
Activity 5: Interactive talk
(Learner’s Book page 130)
Suggested learning resources
• Resource person such as a reproductive health ocer.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
• Identify a resource person and inform them in advance which aspects of the
menstrual cycle to speak about.
• Draw a table showing the challenges associated with the menstrual cycle.
• Search for more information from the internet or reference materials.
167
(b) Attention to learners with special needs
• Provide large writing on the chart to cater for learners with visual impairment.
• Let the learners with visual and hearing impairment occupy the front seats
during the session.
(c) Lesson development
1. Introduce the lesson by reviewing the previous lesson on hygiene measures
observed during the menstrual cycle.
2. Instruct the learners to engage the resource person with questions and make
short notes.
3. Introduce the resource person and invite him or her to do the presentation.
4. Display the table to the class and ask the learners to read and discuss.
5. Encourage the learners to share what they know about the challenges and
management of the menstrual cycle. Self-ecacy is promoted as the learners
share their experiences on what they know about management of the menstrual
cycle.
6. Invite each group to make a presentation to the class.
(d) Conclusion
Emphasise on the challenges associated with the menstrual cycle by explaining
to the learners the challenges and their eect as indicated in the Learning point
section.
Activity 6: Identifying ways of managing challenges related to the menstrual
cycle
(Learner’s Book page 131)
Suggested learning resources
• Digital devices such as computers, laptops or smartphones with internet.
• Learner’s Book.
• Reproductive health reference materials.
• A chart or ash cards showing ways of managing challenges related to the menstrual
cycle.
Suggested learning experiences
(a) Lesson preparation
• Prepare a chart or ash cards showing ways of coping and managing the
challenges associated with the menstrual cycle.
• Search for secure sites from the internet with relevant content for the learners.
Save the link or download the information and print.
168
• Ensure the availability of digital devices with steady internet.
• Obtain reproductive health reference materials from the school library or a
nearby library.
(b) Attention to learners with special needs
• Give personalised attention to the learners with challenges in handling digital
devices.
• Ensure that the wordings on the chart is visible to everyone in class.
(c) Lesson development
1. Introduce the lesson by reviewing the previous lessons on the challenges related
to the menstrual cycle.
2. Display the charts or ash cards in class and ask the learners to read and discuss
the challenges.
3. ereaer, organise the learners into suitable groups.
4. Encourage the learners to share their experience on ways to cope with menstrual
challenges. is enhances respect as the learners embrace those with challenges.
5. Provide each group with a digital device. Direct the learners to the internet site
and instruct them to search for the information on how to manage challenges
associated with the menstrual cycle. is activity develops digital literacy.
Work to do
(Learner’s Book page 132)
1. Explain clearly what is expected of the learners in the Work to do section.
2. Ask the learners to seek the assistance of their parent(s) or guardians to extend the
same campaign at home and in the community.
Conclusion
Emphasise on the need to embrace girls and women with challenges associated with
menstruation and seek ways to oer them the support they need.
Suggested assessment methods
(a) Observation and listening: As the learners use reference material to search for
information and as they share what they know or experience.
(b) Oral questions: As the learners discuss and share information.
169
Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Describing
the challenges
related to the
menstrual
cycle.
Consistently
and correctly
describes the
challenges
related to the
menstrual
cycle.
Correctly
describes the
challenges
related to the
menstrual
cycle.
Sometimes
describes the
challenges
related to the
menstrual
cycle.
Has diculty
describing
the challenges
related to the
menstrual
cycle.
Assist learners who are approaching expectations and those below expectations to meet
or exceed expectations.
e process of reproduction
Activity 7: Researching on the male and female gamete
(Learner’s Book page 132)
Suggested learning resources
• Learner’s Book.
• Charts showing the sperm and ovum.
• Reference materials on the male and female gametes.
Suggested learning experiences
(a) Lesson preparation
Search for the information on the male and female gametes from the library.
(b) Lesson development
1. Introduce the lesson by reviewing what the learners know about the reproduction
process.
2. Inform the learners that for reproduction to take place, special cells called
gametes are involved. e male gamete is referred to as the sperm while the
female gamete is known as ovum.
3. Ask the learners to pair up and carry out the activity as suggested.
4. Guide the learners as they discuss their ndings.
5. Invite the learners to present their ndings to the class.
170
e process of fertilisation
Key Inquiry Questions
• How does fertilisation take place in human beings?
• Which stages are involved during fertilisation?
Activities 8 and 9: Describing and watching video clips on the process of
fertilisation
(Learner’s Book page 133)
Suggested learning resources
• Digital devices such as computers, laptops or smartphones.
• Learner’s Book.
• Chart and video clips showing the process of fertilisation.
• Reference materials on the process of fertilisation.
Suggested learning experiences
(a) Lesson preparation
• Obtain or prepare a chart showing the stages of fertilisation.
• Search and download an animated video showing how fertilisation occurs.
(b) Attention to learners with special needs
• Draw large diagrams to cater for the learners with visual challenges.
• Let the learners with visual and hearing impairments to occupy the front seats.
• Plan on how to assist the learners with challenges in handling digital devices.
(c) Lesson development
1. Introduce the lesson by pointing out that fertilisation occurs when a sperm
comes into contact with an ovum.
2. Organise the learners into suitable groups.
3. Guide learners on how to carry out the activity.
4. Display the chart in classroom and ask the learners to observe, interpret then
discuss in their groups.
5. ereaer, guide the learners in identifying the stages of fertilisation.
6. Play the video in class and ask the learners to write down short notes.
7. Allow the learners to discuss their notes in class.
(d) Conclusion
Highlight the organs through which the sperms pass to reach the ovum and
describe how fertilisation takes place.
171
e process of implantation
Key Inquiry Question
How does the zygote attach to the wall of the uterus?
Activity 10 and 11: Describing and watching video clips on the process of
implantation
(Learner’s Book page 134 and 135)
Suggested learning resources
• Digital devices such as computers, laptops or smartphones with steady internet.
• Learner’s Book
• Chart and video showing how implantation takes place.
• Reference materials on the process of implantation.
Suggested learning experiences
(a) Lesson preparation
• Obtain or prepare a chart showing the process of implantation.
• Search and download an animated video showing how implantation occurs.
(b) Attention to learners with special needs
• Draw large diagrams to cater for learners with visual challenges.
• Assist the learners having challenges handling digital devices.
(c) Lesson development
1. Introduce the lesson by pointing out that aer the process of fertilisation, the
zygote formed moves through the fallopian tube to the uterus to be implanted.
2. Organise the learners into suitable groups.
3. Ask the learners to carry out the activity as suggested.
4. Display the chart in the classroom and ask the learners to observe, interpret then
discuss in their groups.
5. ereaer, guide the learners in identifying the stages of the process of
implantation.
6. Play the video in class and ask learners to write down short notes.
7. Allow the learners to discuss their notes in class.
Parental empowerment and engagement
(Learner’s Book page 135)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write a short note to the parent(s) or guardian to assist the learner to
carry out the task.
172
2. Instruct learners to do the suggested task. Learners will engage their parent(s)
or guardian in nding out care practices given to pregnant mothers especially on
nutrition. is activity links to Health Education and Home Science.
(d) Conclusion
Summarise the lesson by explaining to the learners the process of fertilisation and
implantation.
Suggested assessment methods
(a) Observation: As the learners watch the video and charts showing how fertilisation
and implantation takes place.
(b) Oral questions: As the learners discuss the parts and functions of the male and
female gametes and the process of fertilisation and implantation.
(c) Written work: Check the learners’ drawn diagrams and written notes.
Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Describing
the process of
fertilisation and
implantation.
Consistently
and correctly
describes the
process of
fertilisation and
implantation.
Correctly
describes the
process of
fertilisation and
implantation.
Sometimes
describes the
process of
fertilisation and
implantation.
Has diculty
describing
the process of
fertilisation and
implantation. .
Assist the learners who are approaching expectations and those below expectations to
meet or exceed expectations.
Sex-related disorders and challenges
Specic learning outcomes
By the end of the lesson(s), the learners should be able to appreciate the existence of
sex-related challenges.
Key Inquiry Question
How best can we manage sex-related challenges?
173
Activity 12: Discussing the challenges and management of sex-related disorders
(Learner’s Book page 136)
Suggested learning resources
• Learner’s Book.
• Chart showing the challenges and management of sex-related disorders.
• Reference materials on challenges and management of sex-related disorders.
Suggested learning experiences
(a) Lesson preparation
• Search for information on sex-disorders such as intersex, their challenges and
management, and prepare a chart.
Note: Intersex is a complex biological condition where children are born either
with both male and female sex organs or one visible organ while the other is either
hidden, malformed or deformed but present.
• Alternatively, you can invite a resource person to educate the learners on intersex
individuals.
(b) Attention to learners with special needs
• Prepare charts that are visible to the visually challenged learners.
• Give personal attention to the learners with diculties in grasping concepts.
(c) Lesson development
1. Introduce the lesson by reviewing the previous lessons on the events that lead to
pregnancy.
2. Point out to the learners that some people are born with sex-related disorders
such as intersex. Such people have certain challenges that require management.
3. Ask the learners, in groups, to share what they know about intersex persons.
Self-ecacy is promoted as the learners share experiences.
4. Guide the learners as they discuss the challenges and management of sex-related
disorders. Social justice and respect is promoted as learners embrace persons
with sex-related disorders.
5. Display your chart in the classroom and ask the learners to discuss and note
down the challenges and management of sex-related disorders.
(d) Conclusion
Emphasise on the ways of coping with the challenges associated with sexual
disorders.
174
Suggested assessment tool
Use the following Learner prole to assess each learner.
Learner’s Name:___________________________ Grade: 7
School:_________________________
Learning Area: Integrated Science
Strand: Living things and their environment
Sub strand: Reproduction
Learning Outcome:_______________
Criteria Learner
strengths
Learner
weaknesses
Preferences
or interests
(a) Writing a report.
(b) Preparing campaign posters.
(c) Appreciating existence of sex-related
disorders.
Suggested Answers to Assessment 3a
(Learner’s Book page 136)
1. Oviduct or fallopian tube
2. (a) To prepare for possible implantation
(b) B
3. (a) Oviduct or fallopian tube
(b) e ovum disintegrates and is shed together with the uterine lining during
menstruation.
4. B
5. Abstaining
6. Alex
7. (a) False (b) True (c) False (d) True
175
3.2: Human Excretory System
(Learner’s Book pages 138 - 154)
Number of lessons: 12 lessons
Background information
Excretion is the process where the metabolic wastes are removed from the body. e
human body carries outlife processes such as respiration, circulation and digestion that
take place simultaneously. As a result, various waste products are formed in the body.
e waste that include carbon (IV) oxide, excess water and nitrogenous products like
urea, ammonia and uric acid.
In addition to these, the chemicals and other toxic compounds from medications and
hormonal products are also formed.Simple diusion is not sucient to eliminate these
wastes from our body. More complex and specic processes are required in order for the
body to eliminate the various waste products.
Excretion in human beings is carried through dierent body parts and internal organs
in a series of processes. e organs used for excretion in human beings include kidneys,
lungs and the skin. At this level, we will look at the skin and the urinary system.
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
• Identify parts of the human skin and their functions.
• Identify the parts of the urinary system and their functions.
• Describe causes of kidney disorders.
• Adopt a healthy lifestyle to promote kidney and skin health.
• Appreciate the importance of proper use of cosmetics for health.
Links to core competencies
• Citizenship is promoted as the learners sensitise the community on proper use of
cosmetics and promote use of locally made cosmetics.
• Digital literacy is developed as the learners use various digital devices in the learning
process (for example searching and watching videos showing the structure of the
human skin and kidney as excretory organs).
• Imagination and creativity is promoted as the learners develop and carry out
projects on cosmetics from available materials.
• Critical thinking and problem solving is enhanced when the learners use locally
available materials to make cosmetics which are not harmful to the skin.
• Self-ecacy is developed when the learners associate with others and work on
activities that assist them discover their areas of strength and weaknesses thus
enhancing scientic skills development. Learners understand and appreciate their
unique skin characteristics.
176
• Learning to learn is enhanced as the learners develop self awareness on healthy
living to keep their skins and kidneys healthy and promoting the same amongst
peers and community.
Links to Pertinent and Contemporary Issues (PCIs)
• Life skills as the learners develop self-awareness while learning about the eects of
cosmetics on the skin.
• Environmental education as the learners discuss the eects of cosmetics on the
environment.
• Financial literacy as the learners improvise teaching and learning resources using
locally available materials.
(a) Economical use of available resources.
(b) Planning of projects.
Links to values
• Respect is promoted as the learners work, together in groups on projects and
activities. ey also learn to respect other opinions.
• Responsibility is promoted as the learners practise taking care of equipment and
apparatus.
a) Taking care of their skin and the environment.
b) Observing a healthy diet.
• Peace and unity is promoted as learners assign specic tasks to individuals for the
benet of the whole group while carrying out project work and activities.
• Integrity is promoted as learners report true ndings from activities and projects.
Links to other learning areas
• Health Education as the learners study about lifestyle diseases and taking care of
the skin.
• Home Science as learners learn about nutrition for a healthy skin and kidney.
Suggested assessment methods
• Practical work
• Observation
• Oral questions and answers
• Assessment rubrics
• Checklist
• Anecdotal records
• Written test
Suggested learning resources
• Basic laboratory apparatus, equipment and selected specimens.
• Charts.
• Salts and water.
• Learner’s Book.
177
Suggested non-formal activities
• Conducting document analysis on human excretory system (the skin and kidneys).
• Holding discussions on the causes of kidney diseases and disorders.
• Inviting a resource person to talk about how to adopt a healthy lifestyle that promotes
kidney and skin health.
Suggested approaches to developing competency based assessment tasks
• e task should assess knowledge, skills and attitude in the learners.
• Ensure that the task is within the level of the learners.
• Support the learners with dierent learning styles.
• Begin with simple tasks.
Suggested guidance to the teacher on how to develop dierentiated learning
Taking care of varied learning needs, for example:
• Visual learners: ey learn by observing things including pictures, diagrams and
written directions. Give these learners opportunities to draw pictures and diagrams
on the board. Give them enough time and space to process material as they observe
visual cues before them.
• Auditory learners: Ask auditory learners to repeat new concepts. Ask them questions
and let them answer. Watching and listening to videos and using music will assist this
group to grasp concepts and information easily.
• Kinesthetic learners: ey learn best through experiencing and doing things.
Incorporate movement into lessons and have these learners write on the board as
part of the activity. Once kinesthetic learners physically sense what they are studying,
abstract ideas and dicult concepts become easier to understand.
• Reading and writing learners: Allow enough time for these learners to grasp
information through the written word and give them opportunities to write down
their ideas on paper.
Introduction
(Learners’ Book page 139)
Key Inquiry Questions
• Why is excretion important to the human body?
• What are the parts and functions of the human skin?
Specic learning outcome
By the end of the lesson(s), the learner should be able to identify the parts of the human
skin and their functions.
178
Activity 1: Discussing the need for excretion
(Learner’s book page 139)
Suggested learning resources
Reference materials on the need for excretion.
Suggested learning experiences
(a) Lesson preparation
• Obtain reference materials from a nearby library.
• Alternatively, search the internet for the information and do a presentation.
(b) Suggested approaches to dierentiated learning
Instruct the fast learners to assist the learners with diculty in grasping concepts
to understand the need for excretion.
(c) Lesson development
1. Introduce the lesson by asking the learners to discuss the questions as suggested
in the Brainteaser section.
2. ereaer, relate the removal of substances from vehicles to excretion in human
beings.
3. Ask the learners to pair up and do the activity.
4. Provide the learners with reference materials and instruct them to do a research
and answer the suggested questions in the activity.
5. Allow the learners to compare their ndings in class.
(d) Conclusion
Emphasise the need for excretion in human beings.
e human skin
Activity 2: Identifying the external parts of the human skin
(Learner’s Book page 140)
Suggested learning resources
Hand lenses. If hand lenses are not available, convex lenses can be used.
Suggested learning experience
(a) Lesson preparation
Obtain hand lenses. is activity can be done in groups or as an individual
depending on the availability of the hand lenses.
(b) Attention to learners with special educational needs
Give the learners with physical impairment, especially of the hands, other tasks.
Let them be assisted to observe parts of the skin.
179
(c) Suggested approaches to dierentiated learning
• Learners who grasp concepts slowly should be given enough time to use the
hand lens in observing external structure of the skin.
• Give the learners who grasp concepts fast leadership roles in the class such as
collecting the hand lenses aer the experiment.
(d) Lesson development
1. Introduce the lesson by asking the learners to brainstorm on the parts of the
skin as a class. As the learners discuss, they develop communication skills and
respect as they listen to the opinion of other learners. Correct wrong responses
in a positive way. is encourages learners to participate in class.
2. Provide hand lens for learners to observe their skin. is can be done in turns.
3. Guide the learners in identifying the parts of the skin from their observation.
4. Ask the learners to draw their observations in their notebooks. Instruct them on
how to label the parts.
5. Check learners’ drawn diagrams.
(e) Conclusion
Emphasise to the learners that the human skin is externally made of the epidermis,
hair and sweat pore.
Suggested assessment method
Observation. Check and correct the diagram drawn by the learners.
Activity 3: Discussing the parts and function of the human skin
(Learner’s Book page 140)
Suggested learning resource
Chart or a model of the external parts of the human skin
Suggested learning experiences
(a) Lesson preparation
• Obtain a model or prepare a chart showing the parts of the human skin.
• Digital devices such as smartphones or laptops with internet.
• Search for secure sites of the internet and save the link or download and save the
information oine.
(b) Attention to learners with special educational needs
• Draw large diagrams to cater for the visually impaired learners.
• Ensure the video clips and digital devices are audible enough to cater for the
learners with hearing impairment.
(c) Suggested approaches to dierentiated learning
Instruct the learners on how to make drawing of the human skin and cater for
those who understand concepts by doing.
180
(d) Lesson development
1. Organise the learners into groups and provide them with a chart of the human
skin. As the learners work in groups, unity is promoted.
2. Instruct the learners to use the chart to identify the parts of the human skin.
3. Guide the learners in discussing the functions of parts of the human skin as they
take notes.
4. Ask the learners to maintain their groups and provide them with digital devices.
5. Let the learners search for video clips and information on the parts of the skin.
is develops their digital literacy skills.
6. Invite the groups to present their ndings to the class. is enhances their
condence and communication skills.
(e) Conclusion
Emphasise to the learners the location of dierent parts of the skin. is can be
done through drawing of the human skin.
Suggested assessment methods
• Drawing: Ask the learners to redraw the external parts of human skin and label
them correctly.
• Written tests: Prepare some questions on functions of the external parts of the
human skin and administer.
Digital corner
(Learner’s Book page 140)
(a) Lesson preparation
• A video clip and animation on parts of the human skin.
• Ensure the availability of digital devices with internet.
(b) Lesson development
1. Ask the learners to search for video clips animations from the internet.
2. Play the suggested video clip to the class.
3. Let the learners to play and watch the video clips and discuss. is develops
digital literacy.
4. Caution the learners against visiting unauthorised sites while using the digital
devices. Proper use of digital gadgets promotes safety and security.
5. Allow the learners to discuss their observations in class.
Activity 4 : Demonstrating the cooling eect of sweat
(Learner’s Book page 141)
Suggested learning resources
• Methylated spirit or pure ethanol can be used in place of methylated spirit.
• Dropper.
• Beaker
181
Suggested learning experiences
(a) Lesson preparation
• Collect the materials needed for the activity.
• Place the container of methylated spirit at dierent points of the classroom or
laboratory. It is not necessary to provide a dropper for each learner. Several
learners can use one dropper.
(b) Attention to learners with special needs
• Assist the learners with challenges when handling apparatus.
• Give the learners with physical impairment, especially of the hands, other tasks.
Let them be assisted during the activity.
(c) Lesson development
1. Demonstrate this activity to the learners.
2. Caution the learners against tasting and smelling the methylated spirit.
3. Instruct the learners on safety precaution to take when handling and using
methylated spirit since it is highly ammable.
4. Inform the learners that one of the roles of sweat is to cool the body.
5. Ensure each learner participates fully in the activity.
6. Ask the learners to relate the cooling eect of methylated spirit with increased
sweat production during hot days. Critical thinking is developed as the learners
relate this phenomenon.
7. Inform the learners that everyone has a dierent skin type. e skin types are
normal, oily, dry, combination (oily and dry) and sensitive.
8. Point out to the learners that all these are healthy skins. is promotes self – ecacy
as the learners understand and appreciate their unique skin characteristics.
(d) Conclusion
Emphasise to the learners that during hot days, the skin produces more sweat that
evaporates hence cooling the body.
Suggested assessment methods
• Observation: Assess the learners’ ability to carry out the experiment successfully.
Pay attention as they give explanations of the phenomenon.
182
Suggested assessment tools
Use a checklist such as the one shown below to assess each learner.
Learner’s Name:______________________________ Grade: 7
School:_________________________
Learning Area: Integrated Science
Strand: Living things and their environment
Sub strand: Human excretory system
Date or period of assessment: _______________
Learning Activity or task: ________________
Concept Competent Needs assistance
(a) External parts of the human skin.
(b) Function of the sweat pore.
(c) Function of the hairs.
(d) Function of the epidermis.
Skin excretory products
Specic learning outcomes
By end of the lesson(s), the learner should be able to identify waste products eliminated
through the skin.
Key Inquiry Question
• Which waste products does the skin eliminate?
Activity 5: Discussing the waste products excreted by the skin
(Learner’s Book page 142)
Suggested learning resources
• Reference materials on skin excretory products from the library.
• Alternatively, search the internet download and save the information.
Suggested learning experiences
(a) Lesson preparation
Find reference materials on skin excretory products. Reference books can be
shared in a group.
(b) Attention to learners with special needs
Learners with vision challenges should be assisted during the research.
(c) Suggested approaches to dierential learning
• Learners with diculty in grasping concepts should be given individual attention.
• Provide more challenging tasks to the learners who grasp concepts fast in case
they nish the task given earlier than others.
183
(d) Lesson development
1. Begin the lesson by asking the learners whether they have tasted their sweat and
how it tasted. From the taste, can they deduce the contents of sweat.
2. Organise the learners into suitable groups.
3. Provide the learners with the reference materials to nd out the waste products
excreted through the skin.
4. Instruct each group to identify one learner to present their ndings to the rest of
the class. is enables them to acquire condence and communication skills as
they present their ndings to the rest of the class.
Suggested assessment methods
(a) Observation: As the learners carry out the activities to identify parts of the skin.
(b) Oral questions: As the learners answer and do a presentation in class.
(c) Written work: Check learners drawn diagrams.
Suggested assessment tool
Use the following Rating Scale to assess each learner.
Learner’s Name:____________________________ Grade:7
School:_________________________
Learning Area: Integrated Science
Strand: Living things and their environment
Sub strand: Human excretory system
Learning Activity:_______________
Competence (knowledge, skills,
attitudes and values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
(a) Discussing the need for excretion.
(b) Identifying parts of the skin and
their function.
(c) Drawing parts of the skin.
(d) Discussing the waste products
secreted by the skin.
Comments on the learners performance:____________________________________
Learner’s signature: ______Date:______Teacher’s Name: ___________Date:________
184
Cosmetics and their health eects on the human body
(Learner’s Book page 143)
Specic learning outcome
By the end of the lesson(s), the learner should be able to appreciate the importance of
proper use of cosmetics for a healthy body.
Key Inquiry Questions
• What are cosmetics?
• What is the importance of proper use of cosmetics for a healthy body?
Activity 6: Discussing examples of cosmetics
(Learner’s Book page 143)
Suggested learning resources
• Pictures or photographs of cosmetics. Alternatively, download the pictures from the
Internet.
• Empty containers and packages of dierent cosmetics.
Suggested learning experiences
(a) Lesson preparation
Ask the learners to collect empty containers of dierent cosmetics found at home.
Alternatively, download pictures of cosmetics prior to the lesson.
(b) Attention to learners with special needs
Read container labels loudly to learners who are visually impaired.
(c) Suggested approaches to dierential learning
Give more time to the learners with diculty in grasping concepts to interact with
the collected cosmetics.
(d) Lesson development
1. Introduce the lesson by asking the learners to brainstorm about cosmetics. As
the learners discuss and listen to each other’s opinion, they promote respect for
each other.
2. Ask the learners to organise themselves into groups and share the tasks. rough
this, the learners promote peace and unity.
3. Guide the learners as they carry out the activity.
4. Allow the learners to compare their ndings in class. is promotes peer-
assessment.
(e) Conclusion
Emphasise to the learners the need to use cosmetics responsibly. Information of
the various types of cosmetics available in the market.
185
Parental empowerment and engagement
(Learner’s Book page 143)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write a short note to the parent(s) or guardian to assist the learner to carry
out the task.
2. Instruct the learners to seek assistance from their parent(s) or guardian to do the
suggested task and report back to you.
Activity 7: Discussing the health eects of cosmetics on the human body
(Learner’s Book page 144)
Suggested learning resources
• Containers or packages of used cosmetics.
• Digital devices such as computers or smartphones with internet.
• Reference materials on the eects of cosmetics.
Suggested learning experience
(a) Lesson preparation
• Obtain reference materials or magazine from a nearby library.
• Ensure availability of digital devices with internet.
• Search for information from the internet on negative eects using cosmetics
wrongly. Ensure the sites are secure.
• Ask the learners to collect empty containers and packages of dierent cosmetics.
(b) Attention to learners with special needs
• Read container labels loudly to learners who are visually impaired.
• Assist the learners with physical disability to research from the internet.
(c) Suggested approaches to dierentiated learning
Instruct the fast learners to assist the physically challenged learners in searching
for information from the internet.
(d) Lesson development
1. Organise the learners into manageable groups.
2. Ask the learners to identify the contents of the cosmetics from the container and
packaging labels.
3. Let the learners brainstorm on their ndings.
4. Guide the learners in discussing the health eects of using harmful cosmetics.
Responsibility is instilled among the learners to avoid harmful cosmetics. is
promotes life skills as the learners develop self- awareness.
186
5. Direct the learners to the internet site or provide them with reference material to
do a research on examples of cosmetics and their negative eects to health and
the environment. is creates awareness on environmental education. Learners
develop digital literacy skills as they search for information from the internet.
6. Allow the learners to present their ndings to the class.
(e) Conclusion
Emphasise to the learners the need to protect the environment from the pollution
caused by cosmetics and the negative eects of using skin-lightening creams and
lotions. ey can cause skin cancer.
Project Activity: Preparing cosmetics from locally available materials
(Learner’s Book page 145)
Suggested learning resources
• Reference materials on preparing cosmetics.
• Digital devices such as smartphones or computers with internet.
• Locally available materials for preparing cosmetics such as ovacado, egg albumen,
honey or lemon.
• Stirrers, basins and warm water.
Suggested learning experience
(a) Project preparation
• Obtain reference materials on preparing simple cosmetics.
• Ensure the availability of digital devices with stable internet connection.
• Search for information on methods of preparing cosmetics from locally available
materials and write down notes.
• Ask the learners to assist in collecting locally available materials for making
cosmetics.
(b) Attention to learners with special needs education
Give special attention to the learners with physical disability during the activity.
Assign other learners to assist them.
(c) Project development
1. Introduce the lesson by informing the learners that not all cosmetics are harmful
when properly used and that we can make cosmetics from locally available
materials.
2. Ask the learners to share in groups the kind of cosmetics they use and whether
they are locally made. If they have ever used locally made cosmetics, prompt
them to state materials used.
3. From their responses, point out the importance of using safe materials when
making cosmetics.
187
4. Ask the learners to do a research from reference materials and the internet on
ways of preparing cosmetics and write a report.
5. Guide the learners in choosing a method they can use to prepare cosmetics
in their environment. Alternatively, they can use the suggested method in the
Learner’s Book.
6. Organise the learners into groups and guide them on how to carry out the project.
is promotes nancial literacy through economic use of available resources.
Use of locally made cosmetics saves on funds that would otherwise be used to
purchase industrial cosmetics.
7. Ask the learners to collect the materials required and make cosmetics. Critical
thinking, problem-solving skills, imagination and creativity are promoted as
the learners use locally available materials to make cosmetics.
8. Check the learners’ product viability and guide them in making a proposal on
how to market and sell their product. is also promotes nancial literacy.
(d) Conclusion
Emphasise to the learners that avocado fruit is enriched with healthy fats and
vitamins which moisturise the skin. Lemon contains substances which cleanses
the skin. A combination of lemon juice, egg albumen and avocado can be used to
make a healthy cosmetic.
Integrated Activity
(Learner’s Book page 145)
1. Instruct the learners to ask their parent(s) or guardians to assist them create groups
on their preferred social media site. This enhances parental engagement and
empowerment.
2. Ask the learners to come up with information and slogans on the safe use of cosmetics
and use of locally available cosmetics including the one they made in the Project
Activity. The learners will post messages to the site to sensitise the community on
cosmetics. This promotes citizenship.
Suggested assessment methods
(a) Oral questions: As the learners brainstorm in class about cosmetics, their safe use
and how to prepare them from locally available materials.
(b) Observation: As the learners share and present their ndings to the rest of the class
and carry out the project activity.
(c) Written work: Check the learners’ reports, notes and proposals.
(d) Project work: Check the learners’ cosmetic product.
188
Suggested assessment tool
Use the following Checklist to assess each learner.
Learner’s Name: ______________________________ Grade: 7
School: _________________________
Learning Area: Integrated Science
Strand: Living things and their environment
Sub strand: Human excretory system
Date or period of assessment:_______________
Learning Activity or task:________________
Cosmetics and their health eects on the human body ( Yes or No)
No: Name a.
Discussing
examples
of
cosmetics.
b.
Discussing
the health
eects of
cosmetics.
c.
Preparing
cosmetics
from
locally
available
materials.
d.
Sensitising the
community on
proper use of
cosmetics.
e.
Promoting
locally
made
cosmetics.
Teacher’s
comments
1
2
3
4
e human urinary system
(Learners’ Book page 146)
Specic learning outcome
By the end of the lesson(s), the learner should be able to identify parts of the urinary
system and their functions.
Key Inquiry Questions
• What are the parts and functions of the urinary system?
• What are the excretory products eliminated through the kidney?
Suggested learning resources
• Learner’s Book.
• A model, chart or chalkboard diagram of the human urinary system and external
parts of the kidney.
• Manila papers and marker pens.
• Digital devices such as smartphones and computers with internet.
• Reference materials on waste products excreted by the kidney.
189
Suggested learning experiences
(a) Lesson preparation
• Obtain or draw a model, chart or a chalkboard diagram of the human urinary
system and the kidney.
• Ensure that digital devices such as laptops with internet are available.
(b) Attention to learners with special needs
Draw a large diagram of the human urinary system and the parts of the kidney to
cater for the learners with visual impairment.
Activity 8: Identifying parts of the human urinary system
(Learners’ Book page 146)
Lesson development
1. Introduce this lesson by asking the learners whether they know any part of the urinary
system and the external parts of the kidney. Let the learners respond. Encourage all the
learners to participate. This makes them improve their self-esteem and confidence.
Correct in a positive way any responses given.
2. Display the charts in the classroom and ask the learners to form suitable groups and
discuss the parts shown in the chart.
3. Guide the learners in identifying the parts of the human urinary system.
4. Observe and listen as the learners discuss the function of the parts identified in the
diagram. As they discuss, communication and collaboration skills are developed.
5. Ask the learners to draw and label the diagram of the urinary system on a manila
paper and display their work in classroom. This activity promotes integrity as the
learners report honest findings from activities.
Activity 9: Discussing the parts and function of the human kidney
(Learner’s Book page 147)
Lesson development
1. Introduce this lesson by asking the learners whether they know the parts of the kidney.
Let the learners respond. Encourage all the learners to participate. This improves
their self-esteem and confidence. Correct in a positive way any responses given.
2. Display the chart to the class and ask the learners to form groups and discuss the
parts shown in the chart.
3. Guide the learners in identifying the parts of the kidney.
4. Instruct the learners to draw a well-labelled diagram in their notebooks.
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Digital corner
(Learner’s Book page 147)
1. Provide the learners with digital devices. Direct them to a secure site on the internet
and instruct them to search for information on the parts and functions of the human
urinary system as suggested. This activity enhances digital literacy skills.
2. Invite each group to present their findings to the class. This develops confidence and
communication skills among the learners.
(c) Conclusion
Emphasise to the learners the dierent parts of the human urinary system and
their functions.
Waste products excreted by the human kidney
Activity 10: Discussing the waste products excreted through the kidney
(Learners’ Book page 148)
Suggested learning resources
• Reference materials on waste products excreted through the kidney. If reference
books are not available learners can use the internet to search for information.
Suggested learning experiences
(a) Lesson preparation
Obtain reference materials from a nearby library on waste products excreted by
the human kidney or search the internet for the information and prepare a chart.
(b) Suggested approaches to dierential learning
Give more time to the learners with diculty in grasping concepts to do research
on waste products excreted by the kidney.
(c) Lesson development
1. Introduce the lesson by asking the learners probing questions about the waste
products excreted by the kidney.
2. Ask learners to discuss where urine comes from. Correct wrong responses
politely. is develops condence and self-esteem in learners.
3. Ask learners to form groups and discuss the questions in the activity. rough
this, unity and collaboration is promoted.
4. Guide the learners as they discuss, pointing out the excretory products.
5. Provide the learners with reference materials to do more research on excretory
products eliminated by the kidney.
6. Allow the learners to discuss their ndings in class.
(d) Conclusion
Explain to the learners the excretory products eliminated by the human kidney.
191
Suggested assessments methods
(a) Observation: As the learners use digital devices to search for information from the
internet.
(b) Oral questions: As the learners discuss and present their ndings in class.
(c) Written work: Check learners’ reports and drawn diagrams.
Suggested assessment tool
Use the following Rubrics to assess each learner.
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identifying
parts of the
urinary system
and their
functions.
Consistently
and correctly
identies parts
of the urinary
system and
their functions.
Correctly
identies parts
of the urinary
system and
their functions.
Partly identies
parts of the
urinary system
and their
functions.
With guidance,
identies parts
of the urinary
system and
their functions.
Assist learners who are approaching expectations and those below expectations to meet
or exceed expectations.
Kidney disorders
(Learner’s Book page 149)
Specic learning outcome
By the end of the lesson(s), the learner should be able to describe causes of kidney
disorders.
Key Inquiry Question
What are the causes and prevention methods of kidney disorders?
Activity 11: Research Activity
(Learner’s Book page 149)
Suggested learning resources
• Learner’s Book.
• Reference materials on causes and prevention methods of kidney disorders.
Alternatively, use information obtained from the internet.
Suggested learning experiences
(a) Lesson preparation
Obtain reference materials from the library. If the reference materials are not
available digital devices with internet can be used.
192
(b) Suggested approaches to dierentiated learning
Assist the learners with diculties in grasping concepts by using varied ways of
delivering concepts.
(c) Lesson development
1. Introduce the lesson by asking the learners what they know about kidney
disorders. is question helps them reect on what they have heard about kidney
disorders. Correct any misconceptions. Appreciate both the wrong and correct
answers. is improves their self-esteem.
2. Organise the learners into groups and ask them to discuss the questions suggested
in the activity. Communication and collaboration are enhanced as the learners
work in groups.
3. Allow the learners to share what they know about kidney disorders.
4. Provide the learners with reference materials to nd out the causes and prevention
of kidney disorders.
5. Let the learners compare their ndings in class. is promotes peer assessment.
6. Learners become more knowledgeable on the human body system as they learn
about the existing diseases that aect the kidney and ways of preventing them.
is enhances learning to learn and responsibility as the learners develop self-
awareness on healthy living.
(d) Conclusion
Emphasise to the learners that most kidney disorders are lifestyle diseases.
Suggested assessment methods
(a) Observation: As the learners discuss and do research.
(b) Oral questions: As the learners discuss and share information.
(c) Written exercise: Learners write down the causes of kidney diseases and disorders.
Suggested assessment tool
e following Rubrics can be used to assess each learner.
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Describing
causes of
kidney
disorders.
Consistently
and correctly
describes
causes of
kidney
disorders.
Correctly
describes
causes of
kidney
disorders.
Partly describes
causes of
kidney
disorders.
With guidance,
describes
causes of
kidney
disorders.
Assist the learners who are approaching expectations and those below expectations to
meet or exceed expectations.
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Ways of promoting healthy skin and kidney
(Learners’ Book page 150)
Specic learning outcome
By the end of the lesson(s), the learner should be able to adopt a healthy lifestyle to
promote kidney and skin health.
Key Inquiry Question
How can we maintain good health of our skin and kidneys?
Activity 12: Interactive talk
(Learners’ Book page 151)
Suggested learning resources
• Learner’s Book.
• Resource person.
Suggested learning experiences
(a) Lesson preparation
• Identify and inform a resource person in advance. e resource person should
be a medical practitioner well versed with kidney and skin health. Examples of
such people include a general doctor, nurse or a clinical ocer.
• Inform the learners to be prepared to enable them gure out the questions they
will ask during the presentation.
• Alternatively, if a resource person is not available, use digital devices and
reference materials to do the presentation. You can also download video clips
from the internet.
(b) Attention to learners with special needs
Allow the learners with hearing impairment to occupy front seats close to the
resource person.
(c) Suggested approaches to dierential learning
• Instruct the resource person to do the presentation slowly to cater for learners
with diculty in grasping concepts.
• Assign learners who are fast in grasping concepts to give a summary of points
given by the resource person to the whole class.
(d) Lesson development
1. Introduce the resource person to the class to do the presentation.
2. Ask the learners to engage the resource person during the presentation.
3. Ask the learners to take notes during the presentation and discuss in class.
4. During the activity, learning to learn is enhanced while responsibility is promoted
as the learners develop self-awareness on healthy living to keep their skins
and kidneys healthy and promoting the same amongst peers and community.
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Learners are also able to take care of their skin and the environment as well as
taking a healthy diet.
5. e activity also links to Health Education and Home Science as the learners
discuss lifestyle diseases and nutrition for a healthy skin.
(e) Conclusion
• Emphasise to the learners the importance of taking a healthy diet and physical
exercises in keeping our skin and kidneys healthy.
• Point out to the learners why they should avoid the use of skin lightening lotions.
Project Activity:Modeling the human urinary system
(Learner’s Book page 152)
Key Inquiry Question
How can we model the human urinary system using locally available materials?
Project preparation
1. Give the learners the list of materials they require for the project. Ask them to assist
in collecting some of the materials such as carton boxes.
2. Prior to the lesson, download suitable videos from the internet on ways of modeling
the urinary system.
3. Pre-watch the suggested accompanying video
Project development
1. Ensure that the required materials for the project are all available. Improvise where
necessary.
2. Allow the learners to watch the downloaded videos of modeling the urinary system.
Ask them to note down the steps to be followed.
3. Organise the learners into convenient groups depending on size of the class. This
promotes unity as they work in groups to make their project a success.
4. In groups, ask the learners to model the urinary system using the materials provided. 
5. Ensure the safety of the learners. Have a first aid kit and protective clothing available.
6. Ask learners to display their model in class.
Suggested assessment tool
Use the following Rubrics to assess the learners in groups.
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Modelling the
urinary system.
Consistently
and correctly
models the
urinary system.
Correctly
models the
urinary system.
Partly models
the urinary
system.
With guidance,
models the
urinary system.
195
Assist the learners who are approaching expectations and those below expectations to
meet or exceed expectations. You can instruct them to repeat the modeling.
Integrated Activity Conducting document analysis
(Learners’ Book page 152)
Additional information to the teacher
Document or documentary analysis is a social research method. It is an important
research tool. It refers to the various procedures involved in analysing and interpreting
data generated from the examination of documents and records relevant to a particular
study. It involves reading written material from the following sources:
• Public records
• e media
• Private papers
• Biography
• Visual documents
• Minutes of meetings
• Strategies, policies and action plans by public bodies or organisations.
e analysis measures four characteristics:
(a) Frequency: how many times is the subject, phrase or word mentioned?
(b) Direction of messages in the content along some continuum, for example, positive
or negative.
(c) Intensity or strength of a message in a direction.
(d) Space: the size of space on a newspaper page, time on television and placement in
social media, among others.
Suggested learning resource
Documents and materials on issues related to the skin and kidney.
(a) Lesson preparation
Obtain reference materials and documents related to cases regarding the skin and
kidney from a nearby library, data documents from the Ministry of Health and
print media.
(b) Attention to learners with special needs education
e activity involves reading materials, therefore, give attention to the learners
with visual impairments. Assign one learner in the group to read the information
loudly.
196
(c) Lesson development
1. Introduce the lesson by informing the learners that they are going to do a
research procedure referred to as document analysis. ey will search for relevant
information from provided materials and compile a report.
2. Divide the learners into convenient groups and share the materials amongst
them.
3. Guide the learners to do a research using the materials provided as suggested in
the activity.
4. Invite each group to present their report to the class.
(d) Conclusion
Emphasise to the learners on the need to learn how to carry out a document
analysis when carrying out scientic investigations.
Suggested assessment methods
(a) Oral questions: As the learners respond to the questions and engage the resource
person.
(b) Observation: As the learners discuss when doing research.
(c) Written work: Check the learners’ notes.
Suggested assessment tool
Use the following Observation Schedule to assess each learner.
Learner’s Name:______________________________ Grade: 7
School:_________________________
Learning Area: Integrated Science
Strand: Living things and their environment
Sub strand: Human excretory system
Learning Activity: ___________________________________________
Competence(knowledge,skills, attitudes and values
assessed) 
Yes No Comments
(a) Identies ways of promoting healthy skin and kidney.
(b) Searches for information on the causes and prevention of
kidney disorders.
(c) Modeling the urinary system.
Assist the learners who are approaching expectations and those below expectations to
meet or exceed expectations.
197
Suggested Answers to Assessment 3b
(Learner’s Book page 153)
1. The learner could be using lotion or body oil that he or she is allergic to. The learner
should stop using the lotion or body oil. Or he or she is in adolescence stage. Wash
the face with warm water and soap. If the pimples persist, they should seek medical
advice from a medical practitioner.
2.
(a) Human skin
(b) A-Hair
B- Sweat pore
C- Epidermis
(c) A-insulates the body against heat loss.
C- Protects the body from entry of micro-organisms.
3. Skin lightening lotions destroys melanin-producing cells in the skin. This allows
entry of harmful ultraviolet rays from the sun, which can cause skin cancer.
4. Excess water, excess salts and urea.
5. During cold days, there is reduced sweating. Most of the excess water is eliminated
through the kidneys .
6. Check for a well-drawn diagram of the human urinary system showing arrows
indicating direction of urine flow.
7. Check for a well-labelled diagram of the urinary system.
8. Water is important in body hydration, protects body organs and tissues, carries
nutrients and oxygen to cells, lubricates joints and lessens burden on the kidneys
and liver by flushing out waste products, among others.
9. Too much salt in the body can cause kidney disorders such as kidney stones.
198
4: Force and Energy
(Learner’s Book page 155 - 203)
Background information
Learners have studied dierent aspects of force and energy in Primary School. At this
level, they are going to learn about static electricity, electrical energy and magnetic force.
Words have very specic meanings in science, which are not always the meanings that
are used in everyday life. e words energy and force are not interchangeable: they are
not the same.
A force is a push or a pull, which is easily demonstrated and felt, but energy is a slightly
more abstract concept. ey are measured in dierent units: force in newtons (N) and
energy in joules (J).
When force is applied to an object, it accelerates and moves forward. Another way of
describing the same situation is to say that a transfer of energy has occurred.
(a) Attention to learners with special needs education and multi-ability learning
Support for multi – ability learning Support for special needs learning
Give both time takers and fast learners
equal chances to participate in class
activities. Ensure they accommodate one
another and work together despite their
dierences.
Learners with diculty in grasping
concepts
• Engage them in activities that draw
their attention.
• Give them personalised assistance and
extra time.
• Give them extra work that is of their
level to make them more interested.
Learners who are fast in grasping concepts
• Assign them leadership roles to keep
them occupied.
• Assign them in peer learning and
teaching.
• Give them extra work when they nish
before others.
• Ensure that the learners are positioned
evenly in class.
Learners with hearing diculties
• Write new vocabulary on the
chalkboard or ip charts.
• Allow these learners observe the way
others perform dierent activities
without necessarily being told.
• Use simple and familiar items or
pictures that they can easily relate to.
Visually challenged learners
• Allow learners with limited vision to
occupy the front seats in class where
they can view easily.
• Ensure you use large pictures which
the learners can observe.
• Explain the learning resources,
written texts and drawings for them to
understand better.
Physically challenged learners
• Give them tasks they can handle.
• Ensure other learners support or guide
them during various activities.
199
4.1: Static Electricity
(Learner’s Book page 155 - 170 )
Number of lessons: 12 lessons
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
• Demonstrate the existence of static charges in objects.
• Charge objects using dierent methods.
• Demonstrate the eects of force between charged objects.
• Appreciate the use of static charges in daily life.
Links to core competences
(a) Digital literacy is enhanced as the learners use digital devices to search, play and
observe videos and animations.
(b) Self-ecacy is promoted as the learners learn how to deal with static electricity in
day-to-day life.
(c) Communication and collaboration are enhanced as learners work in groups to
accomplish tasks.
Links to Pertinent and Contemporary Issues (PCIs)
(a) Disaster risk reduction is promoted as the learners learn about safety measures
during lightning.
(b) Safety and security are enhanced as the learners avoid dangers associated with
static electricity.
Links to values
• Responsibility is enhanced as the learners perform their dierent roles during the
experiment.
• Unity is enhanced as the learners perform the activities in groups.
Links to other learning area
• Pre-Technical and Pre-Career Education as the learners learn about lightning
arrestors installed in buildings.
Suggested assessment methods
• Written test.
• Assessment rubrics.
• Checklist.
• Anecdotal records.
• Oral questions and answers.
• Observation schedule.
• Portfolio.
200
Suggested learning resources
• Learner’s Book.
• Basic laboratory apparatus, equipment and selected specimens.
Suggested non-formal activities
• Watching animations on existence of static charges in objects.
• Taking part in symposia on charging objects using dierent methods.
• Carrying out documentary analysis on eects of force between charged objects.
Suggested approaches to developing competency based assessment tasks
• e task should assess knowledge, skills and attitude in the learners.
• Ensure that the task is within the level of the learners.
• Support the learners with dierent learning styles.
• Begin with simple tasks.
Suggested guidance to the teacher on how to develop dierentiated learning
Taking care of varied learning needs, for example:
• Visual learners: ey learn by observing things including pictures, diagrams and
written directions. Give these learners opportunities to draw pictures and diagrams
on the board. Give them enough time and space to process material as they observe
visual cues before them.
• Auditory learners: Ask auditory learners to repeat new concepts. Ask them questions
and let them answer. Watching and listening to videos and using music can assist this
group to grasp the concepts and information easily.
• Kinesthetic learners: ey learn best through experiencing and doing things.
Incorporate movement into lessons and have these learners write on the board as
part of the activity. Once kinesthetic learners physically sense what they are studying,
abstract ideas and dicult concepts become easier to understand.
• Reading and writing learners: Allow enough time for these learners to grasp
information through the written word and give them opportunities to write down
their ideas on paper.
Additional information to the teacher
Electricity is a phenomenon associated with stationary or movingelectric charges.
Electricchargeis a fundamental property of matter and is borne by particles. In
electricity, the particle involved is theelectron, which carries a charge designated, by
convention, as negative.
Electrostatics is the study of electromagnetic phenomena that occur when there are no
moving charges aer a staticequilibriumhas been established. 
Static electricity is a familiar electric phenomenon in which charged particles are
transferred from one body to another. For example, if two objects are rubbed together,
especially if the objects are insulators and the surrounding air is dry, the objects acquire
201
equal and opposite charges and an attractive force develops between them. e object
that loses electrons becomes positively charged, and the other becomes negatively
charged. e force is simply the attraction between opposite charges.
Introduction
Specic learning outcome
By the end of this lesson(s), the learner should be able to demonstrate the existence of
static charges in objects.
Key Inquiry Questions
• What are static charges?
• How do we demonstrate existence of static charges?
Activity 1: Discussing the meaning of static electricity
(Learner’s Book page 155)
Suggested learning resources
• Learner’s Book.
• Digital devices such as smartphones or computers with internet.
• Reference materials such as books or journals with basic information about static
electricity.
Suggested learning experiences
(a) Lesson preparation
• Ensure the availability of digital devices with internet.
• Obtain reference materials on static electricity from a nearby library.
• Do some research from the internet on static electricity.
(b) Attention to learners with special needs
• For learners with visual impairment, use a bigger screen to project the videos or
read aloud information.
• Adjust the sound of the video clips to cater for the learners with hearing
impairments.
(c) Suggested approaches to dierentiated learning.
Allow the reading and writing learners to do more research on static charges.
(d) Lesson development
1. Introduce the sub strand by asking the learners to discuss and share the
experiences with static charges as suggested in the Brainteaser section.
2. Guide the learners in understanding what static charges are and what causes
them.
3. Assist the learners to form suitable groups.
202
4. Provide each group with reference materials or digital devices with internet to do
a research. Communication and collaboration is enhanced as the learners work
in groups to accomplish tasks.
5. Instruct the learners to use the materials to nd out about static charges.
6. Direct the learners to a secure site on the internet to nd information and video
clips on types of charges. Digital literacy is developed as the learners use digital
devices. is links to Computer Studies.
7. Caution the learners against opening unauthorised internet sites. Instruct the
learners to observe safety when using digital devices. Safety and security skills
will be promoted as they use digital devices properly.
8. Ask the learners to search for and play video clips on types of charges.
9. Lead the learners in discussing the video clips. Take note of how they discuss
and correct them appropriately. Working in groups promotes communication
and collaboration.
10. Invite group representative to present their ndings.
(e) Conclusion
Emphasise to the learners that static charges are developed on materials are at rest
and cannot move.
Suggested assessment methods
• Oral questions: Ask the learners to share their experiences with static charges in
their daily life. Record their responses.
• Written tests: Prepare a written test on static charges, administer it and assess the
learners.
Suggested assessment tool
Use the following Anecdotal record to assess each learner.
School: _____________________________________________
Learners Name: __________________________ Grade: 7
Observation date: _____________Observation time:__________
Incident / event : _____________________________________________
Location / setting: Activity 1
Teacher comments: __________Teacher’s Name _____Signature___________
Activity 2 and 3: Demonstrating existence of charges
(Learner’s Book page 156-157)
Suggested learning resources
• A tap with water.
• Polythene strip or a comb.
• Plastic rulers.
203
• Pieces of paper.
• Glass rods.
• Balloons.
• Classroom walls.
Suggested learning experiences
(a) Lesson preparation
• Collect or prepare all the required materials for the activity. Improvise where
necessary.
• Ask the learners to assist in collecting some of the materials needed in advance
so that they come with them during the lesson.
(b) Attention to learners with special needs
Learners with physical disability should be assisted to inate the balloon with air.
(c) Suggested approaches to dierentiated learning.
Allow kinesthetic learners to manipulate the materials as they carry out the activity
using a stream of tap water and small pieces of paper.
(d) Lesson development
1. Introduce the activity by reviewing static charges and how materials can be
charged.
2. Organise the learners into convenient groups according to availability of
materials. Ensure the groups are balanced.
3. Provide each group with resources and ask them to share roles when performing
the activities. Ensure each learner participates. is enhances responsibility and
unity as they perform dierent roles.
4. Instruct the learners to follow the steps as suggested in the activities.
5. Guide each group accordingly.
6. ereaer, have a class discussion on demonstrating static charges as learners
take notes.
(e) Conclusion
Emphasise to the learners that there are two types of static charges, positive and
negative.
Suggested assessment methods
(a) Oral questions: Ask the learners leading questions on types of charges.
(b) Observation: Observe the learners as they discuss and collaborate in groups.
(c) Practical work: Check the learners’ participation during the activities.
204
Suggested assessment tool
Use the following Observation schedule to assess each learner.
Learners Name:______________________________ Grade: 7
School:_________________________Teacher’s Name:_____________
Learning Area: Integrated Science
Strand: Force and Energy
Sub Strand: Static electricity
Date or period of assessment: _______________
Learning Activity or task: ________________
Competency (Knowledge, skills, attitude and values)
assessed (Tick appropriately)
Yes No Comments
(a) Discussing the meaning of static charges and static
electricity.
(b) Observing safety procedures during the activities.
(c) Demonstrating existence of static charges.
(d) Participating in group activities.
Learner’s feedback
Learner’s signature
Teacher’s signature
Methods of charging materials
Specic learning outcome
By the end of this lesson(s), the learner should be able to charge objects using dierent
methods.
Key Inquiry Question
How do materials get charged?
Activity 4: Researching on dierent methods of charging materials
(Learner’s Book page 158)
Suggested learning resources
• Reference materials on basic information on methods of charging materials.
• Digital devices such as a computer and smartphones with internet connection.
Suggested learning experiences
(a) Lesson preparation
• Obtain reference materials from the school library.
• Ensure the availability of digital devices with steady internet.
205
(b) Attention for learners with special needs
• Assist the learners having challenges when handling the digital devices.
• Provide the learners with visual impairment with large print reference materials.
(c) Lesson development
1. Review the previous activity that demonstrates how rubbing is used to charge
materials.
2. Ask the learners to form groups. Ensure the groups are balanced.
3. Provide each group with reference materials or digital devices with internet.
4. Instruct the groups to do a research on methods of charging materials.
5. Lead the learners in discussing the video clips. Take note of how they discuss
and correct them appropriately. Working in groups promotes communication
and collaboration.
6. Guide each group during the discussions.
7. Invite each group to present their ndings to the class.
Suggested assessment methods
(a) Oral questions: Ask the learners to share their observations about the existence of
static charges from the activities.
(b) Observation: Record the learners’ behaviour as they participate in the activity.
Activities 5 and 6: Charging materials
(Learner’s Book page 159 - 161)
Suggested learning resources
• Plastic pens.
• Small pieces of paper.
• Glass rods.
• Pieces of silk cloth.
• Metal sphere.
• Insulated stand.
• Cotton wool.
Suggested learning experiences
(a) Lesson preparation
• Ensure the materials required for the activity are enough.
• Improvise where necessary.
(b) Attention to learners with special needs
• Learners with hearing impairment should be allowed to sit near the teacher
to hear what the teacher is saying clearly and see the apparatus without being
blocked.
• Assist the learners with physical impairments during the activity by assigning
other learners to assist them.
206
(c) Suggested approaches to dierentiated learning.
Demonstrate to the visual learners how to charge the metal sphere by induction
method.
(d) Lesson development
1. Review the previous activity on the methods of charging a material.
2. Remind the learners of Activity 2, where they learnt how to demonstrate
existence of static charges.
3. Inform the learner that the method they used to demonstrate existence of charges
can be used to charge materials.
Activity 5
4. Ask the learners to pair up and perform the activity as suggested.
5. Ask the learners to obtain a plastic pen and cut small pieces of paper or use tissue
paper.
6. Instruct the learners to rub the plastic pen on their hair and place it near the
pieces of paper.
7. Ask the learners to rub the plastic pen and place it near their arms.
8. Guide the learners in discussing their observations.
Activity 6
9. Demonstrate to the learners how to charge a metal sphere as outlined in the
activity.
10. ereaer, ask the learners to maintain their groups. Ensure each group is
integrated.
11. Instruct the learners to follow the instructions given in the Activity.
12. Caution the learners not to touch the material being charged with the charging
rod.
13. Guide the learners in discussing their observations and writing a report.
14. Invite each group to present their report to the class.
Further Activity: Symposium
(Learner’s Book page 162)
(a) Lesson preparation
• Seek permission from the school administration to invite learners from nearby
schools for a symposium.
• Assist the science club in draing letters of invitation to nearby schools and
collecting materials required for demonstration.
• Send invitations to nearby schools giving details on the outcomes of the
symposium.
207
(b) Lesson development
1. Host the symposium and guide the learners during the activities.
2. Direct the discussion during the symposium.
3. Ask the learners to use the materials they collected to demonstrate dierent
methods of charging objects.
4. Instruct the learners to do recordings during the demonstrations.
5. Let the learners play and watch their recordings in class and save them in their
progress portfolio.
(c) Conclusion
Emphasise to the learners the two methods of charging materials.
Suggested assessment methods
(a) Oral questions: Ask the learners leading questions on methods of charging objects.
(b) Observation: Observe the learners as they discuss and collaborate in groups during
the symposium.
(c) Practical work: Check the learners’ participation during the activities.
Suggested assessment tools
Use the following tools to assess each learner.
(a) Portfolio: Check learners’ progress portfolio for saved work from the symposium.
(b) Rubrics
4 3 2 1
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to
charge objects
using dierent
methods.
Consistently
and correctly
charges objects
using dierent
methods.
Correctly
charges objects
using dierent
methods.
Sometimes
charges objects
using dierent
methods.
Has diculty
charging
objects using
dierent
methods.
Assist the learners who are approaching expectations and those below expectations to
meet or exceed expectations.
Eects of force between charged objects
Specic learning outcome
By the end of this lesson(s), the learner should be able to demonstrate the eects of force
between charged objects.
Key Inquiry Question
What are the eects of force between charged objects?
208
Activities 7, 8 and 9: Demonstrating eects of force between charged objects
(Learner’s Book page 162 - 164)
Suggested learning resources
• Ebonite and glass rods.
• Pieces of silk cloth.
• Clamps and stands.
• Stirrups.
• reads.
• Negatively charged polythene rod.
• Positively charged glass rod.
Suggested learning experiences
(a) Lesson preparation
• Collect the materials required for the activity. Ensure the materials are enough.
• Secure a room with enough space for the activity or use the school laboratory.
• Place the materials in three stations for each of the activity.
(b) Attention to learners with special needs
Learners with physical impairment should be assisted to manipulate the apparatus
during the activity.
(c) Suggested approaches to dierentiated learning
Allow kinesthetic learners to demonstrate electrostatic charges.
(d) Lesson development
1. Divide the learners into three groups.
2. Instruct each group to perform the activities as indicated in the stations.
3. Instruct each group to follow the suggested steps and carry out the respective
activity.
4. Each group will switch stations aer each activity.
5. Guide each group accordingly.
6. Ask each group to note down their ndings.
7. Invite each group to present their ndings to the class.
8. Use the learners’ presentation to explain the eects of force between charged
objects.
(e) Conclusion
Emphasise to the learners the law of charges: Like charges repel, unlike charges attract.
Suggested assessment methods
Oral questions: Ask the learners questions about the law of electrostatics. Give response
to the answers provided and correct any incorrect responses.
209
Activity 10: To conrm if a material is charged
(Learner’s Book page 165)
Suggested learning resources
• Glass rods.
• Ebonite rods.
• Silk.
• Pieces of threads.
• Pieces of papers.
• Polythene rods.
Suggested learning experiences
(a) Lesson preparation
• Collect the materials required for the activity. Ensure the materials are enough.
• Improvise where necessary.
• Secure a room with enough space for the activity or use the school laboratory.
(b) Attention to learners with special needs
Assist learners with physical impairments during the activity by assigning other
learners to guide them.
(c) Lesson development
1. Organise the learners into convenient groups.
2. Provide the groups with resources required.
3. Instruct each group to carry out the activity as suggested.
4. Ask the groups to discuss their ndings and write a report.
5. Invite groups to present their ndings to the class.
(d) Conclusion
Emphasise to the learners that repulsion test is the sure way to conrm that a body
is charged.
Further Activity: Document analysis
(Learner’s Book page 166)
Suggested learning resources
• Dierent reference materials on the eects of force between charged objects.
• Digital devices such as smartphones and laptops with internet.
Suggested learning experiences
(a) Lesson preparation
• Obtain dierent materials on the eects of force from the library.
• Ensure the availability of digital devices with steady internet.
• Search for secure sites on the internet and note the links down.
(b) Attention to learners with special needs
Assign learners to read aloud the document to cater for the learners with visual
impairment.
210
(c) Lesson development
1. Divide learners into suitable groups.
2. Instruct each group to use the materials provided to do a document analysis on
the eects of force between charged particles.
3. Provide each group with digital devices with internet.
4. Direct the groups to the sites you had identied before.
5. Instruct the learners to search for information and video clips on the eects of
force between charged particles.
6. Ask the groups to compile a report and present to the class.
(d) Conclusion
Inform the learners that document analysisis a form of qualitative research in
which documents are interpreted by the researcherto nd the meaning.
Suggested assessment methods
(a) Oral questions: Ask the learners leading questions on eects of force on objects.
(b) Observation: Observe the learners as they discuss and collaborate in groups during
the activities.
(c) Practical work: Check the learners’ participation during the activities.
Suggested assessment tools
Use the following Checklist to assess each learner.
Learners Name: __________________________ Grade: 7
School: _________________________
Learning Area: Integrated Science
Strand: Force and Energy
Sub strand: Static electricity
Date or period of assessment: _______________
Learning Activity or task: ________________
Demonstrating the eects of force between charged objects ( Yes or No)
No: Name a.
Negatively
charged
rods
b.
Positively
charged
rods
c.
Unlike
charges
d.
Conrming
if a body is
charged.
e.
Document
analysis
Teacher’s
comments
1
2
3
4
211
Uses of static charges in daily life
Specic learning outcome
By the end of this lesson(s), the learner should be able to appreciate the use of static
charges in daily life.
Key Inquiry Questions
What are the uses of static charges in day-to-day life?
Activity 11: Researching on the applications of static charges
(Learner’s Book page 166)
Suggested learning resources
• Reference materials on applications of static charges.
• Digital devices such as smartphones and laptops with internet connection.
Suggested learning experiences
(a) Lesson preparation
• Ensure the digital devices are available and connected to the internet.
• Provide reference materials that learners can use to nd out the applications of
static charges.
(b) Attention to learners with special needs
• Assist the learners with challenges when handling digital devices and reference
materials.
• Learners with visual impairment should be provided with large prints.
(c) Suggested approaches to dierentiated learning
Allow auditory learners to read the applications of static charges.
(d) Lesson development
1. Review the previous activity used to conrm if a material is charged.
2. Ask the learners to form groups. Ensure the groups are integrated.
3. Provide each group with reference materials or digital devices with internet.
4. Instruct the groups to do a research on application of static charges in day-to-day
life.
5. Guide the learners in using the reference materials to nd out the applications
of static charges.
6. Invite each group to present their ndings to the class.
212
Parental empowerment and engagement
(Learner’s Book page166)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write a short note to the parent(s) or guardian to assist the learner to carry
out the task.
2. Instruct the learners to seek assistance from their parent(s) or guardian to do the
suggested task and give a report. This promotes self –efficacy as the learners know
how to deal with static electricity in day-to-day life.
Dangers of static charges
Key Inquiry Question
What are the dangers of static charges?
Activity 12: Discussing the danger and safety measures when dealing with static
charges
(Learner’s Book page 167)
Suggested learning resources
• Newspaper or magazine cuttings reporting on lightening strike.
• Online sites for lightning strike analysis and reporting.
• Alternatively, use the suggested material from e Kenya Meteorological Department
on safety measures.
Suggested learning experiences
(a) Lesson preparation
• Collect newspaper cuttings with news on lightning strikes in the recent past.
• Ask the learners to assist you collect materials on lightning strike.
• Obtain the Kenya Meteorological Department manual.
• Search the internet for online sites on lightning strike reportage and analysis.
(b) Attention to learners with special needs
Assign a learner to read the document loudly to cater for learners with visual
impairment or provide documents with large wordings.
(c) Lesson development
1. Review the previous activity on applications of static charges.
2. Introduce the lesson by asking the learners to share their experiences and what
they know about lightning strike.
3. Divide the class into groups and share the materials on the danger and safety
measures when dealing with static charges.
4. Guide the learners to search through the newspaper cuttings and Kenya
Meteorological Department manual to nd the hazards associated with static
charges and lightning.
213
5. Instruct the learners to read the articles and materials provided and make short
notes.
6. ereaer, encourage the learners to discuss the safety measures when dealing
with static charges. is enhances safety and security and promotes disaster risk
reduction.
7. Allow the learners to discuss their ndings in class.
8. Lead a discussion on the dangers of lightning and how to prevent the hazards of
static charges.
(d) Conclusion
Emphasise to the learners the importance of tting tall buildings with lightning
arresters.
Integrated Activity
(Learner’s Book page 169)
1. Guide the learners in coming up with a questionnaire they will use to engage the
community.
2. Instruct the learners to seek assistance from their parent(s) or guardian during the
activity.
3. Check the learners’ reports and recommendations.
Suggested Answers to Assessment 4a
(Learner’s Book page 169)
1. Negative and positive charges
2. a) Positive charge b) Negative charge
3. Induction
4. a) Repulsion b) Repulsion c) Attraction
5. Like charges repel and unlike charges attract.
6. All the learners were right.
7. Include a lightning arrester.
8. Place the plastic ruler near the pieces of paper. The papers are not attracted to the
plastic ruler since the ruler does not have static charges. Rub the plastic ruler with
the silk cloth and place the ruler near the pieces of paper again. The papers are
attracted because the plastic ruler is charged and can attract the pieces of paper.
9. The balloons gained similar charges, therefore, they repel one another.
214
10. a. Positive
b. Rub the rod against silk cloth. Electrons from the surface of the rod will be
charged positively.
c. e positive charges on the rod will repel the positive charges on the sphere and
hence they move to the far end of the sphere.
d. e repulsion force decreases and the positive charges moves back to their
original positions.
11.
• Lightning strikes due to movement of clouds in the atmosphere that creates
static charges.
• Sparks due to static charges can cause re if there is a ammable liquid or gas
nearby.
12. A metal rod is a conductor of electricity, as soon as it gets charged by rubbing with
a piece of cloth, the electric charge produced on its surface flow through the hand
and body into the earth and it remains uncharged.
215
4.2: Electrical Energy
(Learner’s Book pages 171 - 191)
Number of lessons: 12 lessons
Background information
Learners have learnt about electricity in Grade 6. ey have interacted with one of the
sources of electricity; the dry cell either at home or in school. Use the concept and build
on it in introducing this sub strand. You may decide to demonstrate to them as a way of
arousing their curiosity. Make each lesson lively, interesting and learner-centered.
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
• Identify various sources of electricity in their environment.
• Set up simple electrical circuits in series and parallel using dry cells, bulbs, ammeter
and voltmeters.
• Classify materials as conductors and non-conductors of electricity.
• Identify electrical appliances in their locality.
• Identify safety measures when handling electrical appliance.
• Appreciate the use of electricity in their daily life.
Links to core competencies
• Learning to learn is enhanced as the learners apply the knowledge of electricity to
safely use electrical appliances.
• Digital literacy is promoted as the learners use digital devices to search for and
observe videos and photographs on sources of electricity.
• Citizenship as learners observe safety measures for self and others as they use
electrical appliances.
Links to Pertinent and Contemporary Issues (PCIs)
• Disaster risk reduction as the learners observe safety measures when using electrical
appliances.
Links to values
• Unity is promoted as the learners perform the activities in groups while setting up
simple electrical circuits.
• Responsibility is promoted as the learners perform their dierent roles when setting
up simple electrical circuits.
Links to other learning areas
Pre-Technical and Pre-Career as learners learn to set-up simple electrical circuits.
216
Suggested assessment methods
• Written test
• Assessment rubrics
• Checklist
• Anecdotal records
• Practical work
• Observation schedule
Suggested learning resources
• Basic laboratory apparatus, equipment and selected specimens.
• Learner’s Book.
Suggested non-formal activities
• Initiating projects on how to set up simple electrical circuits in series and parallel
using dry cells, bulbs, ammeters and voltmeters.
• Writing articles in school magazines on safety measures to observe when handling
electrical appliances.
Suggested approaches to developing competency based assessment tasks
• e task should assess knowledge, skills and attitude in the learners.
• Ensure that the task is within the level of the learners.
• Support the learners with dierent learning styles.
• Begin with simple tasks.
Suggested guidance to the teacher on how to develop dierentiated learning
Taking care of varied learning needs, for example:
• Visual learners: ey learn by observing things including pictures, diagrams and
written directions. Give these learners opportunities to draw pictures and diagrams
on the board. Give them more time and space to process material as they observe
visual cues before them.
• Auditory learners: Ask auditory learners to repeat new concepts. Ask them questions
and let them answer. Watching and listening to videos and using music will assist this
group to grasp the concepts and information easily.
• Kinesthetic learners: ey learn best through experiencing and doing things.
Incorporate movement into lessons and have these learners write on the board as
part of the activity. Once kinesthetic learners physically sense what they are studying,
abstract ideas and dicult concepts become easier to understand.
• Reading and writing learners: Allow enough time for these learners to grasp
information through the written word and give them opportunities to write down
their ideas on paper.
Additional information to the teacher
Electrical energy is an important concept in science. Electrical energy is energy derived
as a result of movement of electrically charged particles. erefore all electrical energy
is potential energy before it is delivered to the end-user. Once converted from potential
energy, electrical energy can always be called another type of energy such as kinetic
energy, heat and light.
217
e sources of electricity include dry cells, fossil fuels such as coal, natural gas and
petroleum, nuclear energy and renewable energy.
We use electricity for lighting, heating, cooling and refrigeration and for operating
appliances, computers, electronic, machinery and public transformation system.
Sources of electricity
(Learner’s Book page 171)
Specic learning outcome
By the end of the lessons, the learner should be able to identify the sources of electricity.
Key Inquiry Questions
• What is electrical energy?
• What are the sources of electrical energy?
Activity 1: Identifying sources of electricity
(Learner’s Book page 171)
Suggested learning resources
• Reference materials on sources of electricity.
• Digital devices such as smartphones or computers with internet.
• Pictures and photographs or electrical devices and appliances.
Suggested learning experiences
(a) Lesson preparation
• Obtain pictures and photographs of electrical devices or appliances. Where
applicable, use the devices or appliances.
• Ensure the availability of digital devices such as smartphones with steady
internet or use the computer laboratory.
(b) Attention to learners with special needs
Provide large pictures and photographs to learners with visual impairment.
(c) Lesson development
1. Introduce the sub strand by asking the learners the probing questions suggested
in the Brainteaser section. ese questions make the learners to reect and have
an idea on what electrical energy is and its sources. Let the learners respond.
Ask them to give examples of sources of electrical energy they know from their
immediate environment. Correct any wrong responses they give. Encourage
those learners who attempt to answer the question. is improve their self-
esteem and encourages them to participate in class.
2. Use the learners’ responses to explain what electrical energy is and how it is
applied in our daily life.
3. ereaer, display the pictures and photographs.
218
4. Divide the learners into groups and ask them to study the pictures and
photographs.
5. Guide the learners in identifying the sources of electricity and discussing the
suggested questions.
6. ereaer, provide the groups with digital devices.
7. Instruct the learners to carry out the activity as suggested. is activity promotes
digital literacy.
8. Caution the learners against opening insecure sites and instruct them to
observe safety when using digital devices. Safety and security skills will be
promoted as they use digital devices properly.
9. Allow the learners to compare their ndings.
(d) Conclusion
Emphasise to the learners on the following:
• Electrical energy is energy derived as a result of movement of electrically charged
particles.
• Some sources of electricity include dry cells, battery, wind power, hydro-electric
power, solar power and geothermal energy.
Suggested assessment methods
(a) Oral questions: Ask the learners leading questions on electrical energy and sources
of electrical energy.
(b) Observation: Ask the learners to discuss and collaborate when answering the
questions on electrical energy and sources of electrical energy.
(c) Written work: Check the learners’ notes.
Suggested assessment tool
Use the following Rubrics to assess each learner.
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identifying
various sources
of electricity
in their
environment.
Consistently
and correctly
identies various
sources of
electricity in their
environment.
Correctly
identies
various sources
of electricity
in their
environment.
Tries to
identify
various
sources of
electricity
in their
environment.
Has diculty
identifying
various
sources of
electricity
in their
environment.
Assist learners who are approaching expectations and those below expectations to meet
or exceed expectations.
219
Simple electrical circuits
(Learner’s Book pages 173)
Specic learning outcome
By the end of the lesson(s), the learner should be able to set up simple electrical circuits
in series and parallel using dry cells, bulbs, ammeter and voltmeters.
Key Inquiry Questions
• What is an electrical circuit?
• What are the components of an electrical circuit?
• How can you set up an electrical circuit?
Suggested learning resources
• Learner’s Book.
• Dry cells and cell holders, bulbs, ammeters, voltmeters, connecting wires and
switches.
• Digital devices such as smartphones or computers with internet.
• Reference materials on simple electrical circuits.
• Simple electric circuit diagrams.
• Charts on electrical symbols.
• Chalkboard diagrams.
• Manila papers and marker pens.
Attention to learners with special needs
• Give attention to the learners with challenges in handling and connecting the circuit.
• Assign learners with physical disabilities other tasks such as reading out the steps to
be followed or checking if the circuit is well connected.
• Prepare large diagrams to cater for learners with visual impairment.
Suggested approaches to dierentiated learning
• Give visual learners a chance to draw experimental set-up on the board. Show them
the dierent components of a circuit and allow them to manipulate.
• Read out instructions to auditory learners or ask the learners to read the instructions
of the activity aloud.
• Allow the kinesthetic learners to manipulate the components of a circuit. Give them
a chance to work hands-on with the components.
• Allow the reading and writing learners to write down the instructions of the
procedure, take note of the observations and record the ndings.
220
Activity 2: Setting up a simple electric circuit
(Learner’s Book pages 173)
Suggested learning experiences
(a) Lesson preparation
• Ensure there are adequate apparatus for the activity.
• Ensure digital devices are operational with steady internet.
• Prepare a chart or chalkboard diagram with simple circuit diagrams.
(b) Lessons development
1. Introduce this lesson by demonstrating how to set up a simple circuit using a dry
cell, bulb and connecting wires only.
2. Organise the learners into convenient groups according to availability of
resources.
3. Provide each group with the apparatus they need.
4. Let the learners follow the steps provided and do the activity. Ask the learners
to share out the roles amongst the group members. is promotes unity and
responsibility.
5. Ensure each learner participates in the task to learn how to set up simple electric
circuits.
6. Ask the learners to draw the set up and label the parts in their notebook.
Research Activity
(Learner’s Book page 175)
Suggested learning experiences
(a) Lesson preparation
• Ensure digital devices are operational with steady internet.
• Alternatively, obtain reference materials on electrical components and their
symbols.
• Prepare a chart showing the electrical components and symbols.
• Collect manila papers and marker pens.
(b) Lesson development
1. Ask the learners to form groups. Ensure the groups are integrated.
2. Provide the learners with digital devices or reference materials.
3. Instruct the learners to carry out a research as suggested or play and watch the
suggested video.
4. Lead the learners into a discussion on the electrical components and their
symbols. is will promote communication and collaboration among the
learners.
221
5. Instruct the learners to copy and ll in the table.
6. Let each group choose one member to present the group ndings in class. is
will promote leadership skills and citizenship.
7. Display the chart or diagram in class and ask learners to interpret and discuss it.
8. Guide the learners in interpreting the circuit symbols and the components in a
circuit diagram.
9. Ask the learners to draw the symbols and name the components on manila
papers.
10. Show learners how to draw circuit diagrams using the symbols.
11. Allow the learners to display their work in class.
(c) Conclusion
Conclude this section by emphasising the following:
• We use component symbols in drawing circuit diagrams. erefore it is important to
know the symbol of each electrical component.
• Electrical circuit is a complete path in which electric charges ow.
• For the charges to start owing, the circuit must be closed. at is, the circuit must
be complete and the switch should be closed.
Activity 3: Connecting an ammeter and a voltmeter in an electrical circuit
(Learner’s Book page 176)
Suggested learning experiences
(a) Lesson preparation
• Obtain the materials required for the activity.
• Prepare large circuit diagrams.
(b) Lesson development
1. Ask the learners to brainstorm and suggest how to connect an ammeter and a
voltmeter in an electrical circuit.
2. Use the learners’ responses to correct their suggestions.
3. Have a class demonstration on how to connect an ammeter and a voltmeter in a
circuit.
4. ereaer, ask the learners to form groups. Ensure the groups are integrated.
5. Let the learners follow the steps suggested to do the connections.
6. Guide the learners appropriately.
7. Show the learners how to read o measurements from an ammeter and a
voltmeter accurately.
8. Allow the learners to present their ndings in class.
222
Activities 4 and 5: Connecting bulbs in series and parallel
(Learner’s Book pages 177 - 178)
Suggested learning experiences
(a) Lesson preparation
• Obtain and prepare the materials required for the activity.
• Prepare large circuit diagrams.
(b) Lesson development
1. Assist the learners to form suitable groups.
2. Provide the learners with materials required for the activities as outlined. is
activity links to Pre-Technical and Pre-Career as a learning area.
3. Instruct the learners to assign roles to each group member. is promotes unity
and responsibility.
4. Guide the learners through each step. Assist those who may have challenges in
connecting the components.
5. Let the learners make observations and note down the brightness of the bulbs in
each of the set-ups.
6. Point out to learners to observe the brightness of the bulbs and do comparison
in all the set-ups.
7. Engage the learners in a class discussion of their ndings.
Activities 6 and 7: Connecting cells in series and parallel
(Learner’s Book page 179 - 180)
Suggested learning experiences
(a) Lesson preparation
• Obtain and prepare the materials required for the activity.
• Prepare large circuit diagrams.
(b) Lesson development
1. Ask the learners to form groups. Ensure the groups are balanced.
2. Provide the learners with materials required for the activities as outlined.
3. Instruct the learners to assign roles to each group member.
4. Guide the learners through each step. Assist those who may have challenges in
connecting the components.
5. Let the learners make observations and note down the brightness of the bulbs in
each of the set-ups.
6. Point out to the learners to observe the brightness of the bulbs and do comparison
in all the set-ups.
7. Engage the learners in a class discussion of their ndings.
223
Activity 8: Measuring voltage in an electrical circuit
(Learner’s Book page 180)
Suggested learning experiences
(a) Lesson preparation
• Obtain and prepare the materials required for the activity.
• Prepare large circuit diagrams.
(b) Lesson development
1. Ask the learners to form groups. Ensure the groups are integrated.
2. Provide the learners with materials required for the activity as suggested.
3. Instruct the learners to assign roles to each group member.
4. Guide the learners through each step. Assist those who may have challenges in
connecting the components.
5. Let the learners make observations and note down the readings of the ammeter
and voltmeter in the set-up.
6. Ask the learners to comment on the brightness of the bulb.
7. Engage the learners in discussing their ndings.
Activity 9: To set up parallel connection of cells and bulbs in an electrical circuit
(Learner’s Book page 181)
Suggested learning experiences
(a) Lesson preparation
• Obtain and prepare the materials required for the activity.
• Prepare a large chart with circuit diagrams.
(b) Lesson development
1. Ask the learners to form suitable groups.
2. Display the chart in class and ask the learners to discuss the arrangement of the
components especially the bulbs and cells.
3. Provide the learners with materials required for the activity as outlined in the
activity.
4. Instruct the learners to use the diagrams to connect electrical circuit as suggested.
5. Instruct the learners to assign roles to each group member. is promotes unity
and responsibility.
6. Guide the learners through each step. Assist those who may have challenges in
connecting the components.
7. Let the learners make observations and note down the readings of the ammeter
and voltmeter in the set-ups.
8. Allow the learners to discuss their observations.
9. Engage the learners in a discussion on their ndings.
224
(c) Conclusion
Make conclusion by emphasising that:
In parallel circuit connections:
• e total voltage is equal to that of one cell.
• e brightness of the bulb does not increase with increase in the number of cells.
• Removal of a cell or bulb from the circuit does not aect the others. e bulb will
continue lighting.
• If one of the cells in parallel has less voltage, it will drain the other hence they should
not be connected.
• e current produced in parallel is supplied for a longer time than in series connection.
In series circuit connections:
• e total voltage in the circuit is the sum of individual cells.
• Removing one cell opens the circuit and current stops owing.
• e bulbs light brighter as the number of cells are added.
• e bulbs have the same current and if one is disconnected, the others will go o.
Project Activity: Setting up simple electrical circuits
(Learner’s Book page 182)
Project preparation
• Obtain and prepare components of electric circuit.
• Ensure availability of digital devices with steady internet.
• Alternatively, search from the internet for circuit diagrams and draw them.
Project development
1. Divide the learners into groups and provide each group with available digital devices.
Instruct them to carry out the activity as suggested.
2. Ask each group to come up with several circuit diagrams and draw them.
3. Guide learners in interpreting the circuit diagrams and using them to connect simple
electrical circuits.
4. Allow each group to display their work in the classroom.
Suggested assessment methods
(a) Oral questions: Ask the learners leading questions on simple electrical circuits.
(b) Observation: Ask the learners to discuss and collaborate when connecting simple
electrical circuit.
(c) Written work: Check the learners’ diagrams on simple electrical circuit.
225
Suggested assessment tool
Use the following Checklist to assess each learner.
Learner’s Name: ______________________________ Grade:7
School: _________________________
Learning Area: Integrated Science
Strand: Force and Energy
Sub strand: Electrical energy
Date or period of assessment:_______________
Learning Activity or task:________________
Setting up simple circuits in series and parallel ( Yes or No)
No: Name a. Bulbs in
series
b. Bulbs in
parallel
c. Cells in
series
d. Cells in
parallel
e. Setting
up simple
electrical
circuits
Teacher’s
comments
1
2
3
4
Conductors and non-conductors
(Learner’s Book pages 182)
Specic learning outcome
By the end of the lesson(s), the learner should be able to classify materials as conductors
and non-conductors of electricity.
Key Inquiry Questions
• Which materials conduct electricity?
• Which materials do not conduct electricity?
Activity 10: Classifying materials as conductors and non-conductors of electricity
(Learner’s Book pages 183)
Suggested learning resources
• Learner’s Book.
• Dry cells.
• Bulbs.
• Connecting wire.
• Switch.
• Various material such as rubber, glass, metal pieces and wood.
• Accompanying video.
226
Suggested learning activities
(a) Lesson preparation
• Ask the learners to collect as many solid materials as possible from the school
compound such as stones, pieces of woods, pieces of cloths, glass and papers
among others.
Caution the learners not to litter the environment aer the activity.
• Assemble the materials collected into groups you want to work with. Do not
sort them into conductor and non-conductor materials. Ensure the suggested
materials are available and enough.
(b) Attention to learners with special needs
• Give attention to the learners with challenges in handling and connecting the
circuit.
• Assign the learners with physical disabilities other tasks such as reading out the
steps to be followed or checking if the circuit is well connected.
(c) Lesson development
1. Introduce the activity by demonstrating how to set up a simple circuit using a
dry cell, bulb and connecting wires and leaving a gap where the materials will be
connected.
2. Divide the learners into groups. Ensure the groups are integrated.
3. Ask the learners to follow the steps and connect the circuit as demonstrated.
4. Caution the learners to be careful when handling dierent materials.
5. Guide the learners in following the steps suggested.
6. Ask the learners to copy the table and classify the materials.
7. Instruct the learners to discuss their ndings and note them down.
8. Invite each group to present their ndings to the class.
9. Lead the learners in a class discussion on their ndings.
Parental empowerment and engagement
(Learner’s Book pages 184)
• Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write a short note to the parent(s) or guardian to assist the learner to carry
out the task.
• Instruct the learners to carry out the suggested task with the assistance of their
parent(s) or guardian and report back to you.
(d) Conclusion
Conclude by emphasising the following to the learners.
• Conductor materials are those that allow the ow of electricity through them.
Example are iron, steel and copper.
227
• Non- conductor materials are those that do not allow electricity to ow through
them. Examples are wood, plastic, cloth and paper.
• Non-conductor materials are used as insulators.
Suggested assessment methods
(a) Oral questions: As the learners discuss conductors and non-conductors of
electricity.
(b) Observation: As the learners discuss and collaborate when carrying out activities.
(c) Written work: Check learners’ notes
Suggested assessment tool
Use the following Anecdotal Record to assess each learner.
School:_________________________
Learner’s Name:____________________________ Grade: 7
Observation Date: __________________Observation Time:__________
Learning Event:___________________
Setting: _______________________
Teacher comment’s: _______Teacher’s Name:_______Signature:____________
Electrical appliances
(Learner’s Book pages 185)
Specic learning outcome
By the end of the lesson(s), the learner should be able to identify electrical appliances
in their locality.
Key Inquiry Questions
• What is an electrical appliance?
• Which electrical appliances do we use at home?
Activity 11: Identifying electrical appliances and their uses
(Learner’s Book pages 185)
Suggested learning resources
• Learner’s Book.
• Chart, photographs or pictures showing electrical appliances.
• Available electrical appliance.
228
Suggested learning experiences
(a) Lesson preparation
• Collect or obtain photographs or pictures with dierent electrical appliances.
• Alternatively, use newspaper or old magazine cuttings with electrical appliances
or search the internet for pictures and photographs.
(b) Attention to learners with special needs
Obtain large pictures and photographs for the learners with visual impairment or
have them occupy the front seats in the classroom.
(c) Lesson development
1. Learners have interacted with electrical appliances. Build on what they already
know to emphasise the need to learn about them. e applications of electricity
are many including operating electrical appliances.
2. Introduce this section by showing the learners the charts, pictures or photographs
of the electrical appliances. Ask them to identify them.
3. Guide the learners through the activity as they identify the items and mention
other appliances they know and their uses.
4. Allow the learners to compare their ndings in class. is promotes peer
assessment.
Parental empowerment and engagement
(Learner’s Book pages 186)
• Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write a short note to the parent (s) or guardian to assist the learner to carry
out the task.
• Instruct the learners to seek assistance from their parent(s) or guardian in carrying
out the suggested task and report back to you.
(d) Conclusion
Highlight the following:
• An electric appliance is a device or apparatus that uses electricity to perform a
function.
• Heating eect of electric current is the production of heat in an electric appliance
due to the ow of electric current.
• Electrical heating appliances consist of a coil of wire called an element.
Suggested assessment methods
(a) Oral questions: As the learners discuss and identify electrical appliances and their
uses.
(b) Observation: As the learners discuss and collaborate during the activity.
(c) Written work: Check the learners’ notes.
229
Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicators Exceed
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identifying
electrical
appliances in
the locality.
Consistently
and correctly
identies
electrical
appliances in
the locality.
Correctly
identies
electrical
appliances in
the locality.
Sometimes
identies
electrical
appliances in the
locality.
Has diculty
identifying
electrical
appliances in
the locality.
Assist learners who are approaching expectations and those below expectations to meet
or exceed expectations.
Safety measures when handling electrical appliances
(Learner’s Book pages 186)
Specic learning outcome
By the end of the lesson(s), the learner should be able to identify safety measures when
handling electrical appliances.
Key Inquiry Question
What safety measures are observed when handling electrical appliances?
Activity 12: Identifying safety measures when handling electrical appliances
(Learner’s Book pages 186)
Suggested learning resources
• A chart, pictures and photographs on safety measures when handling electrical
appliances.
• Maker pens and manila papers.
Suggested learning experiences
(a) Lesson preparation
• Prepare a chart on the safety measures taken while handling electrical appliances.
• Ensure there are enough charts to be used to write down all safety measures in
handling electrical appliances.
• Collect pictures and photographs on safe use of electrical appliances.
(b) Attention to learners with special needs
Prepare large charts for learners with visual impairment or have them sit at the
front of the class.
230
(c) Lesson development
1. Introduce the lesson by displaying the charts.
2. Ask the learners to read the charts and discuss the safety methods used when
handling electrical appliances.
3. Ask the learners to share experiences (if any) on the hazard of careless handling of
electrical appliances. is enhances learning to learn and promotes citizenship
as learners apply the knowledge on electricity for safe use of electrical appliances.
4. Organise the learners into convenient groups.
5. Give the learners time to discuss what safety measures should be taken to avoid
the danger that may be caused by careless handling of electrical appliances.
Disaster risk reduction is observed as learners discuss safety measures.
6. Guide each group in studying the pictures in the activity and write their ndings
on a manila paper.
7. Engage the learners in a discussion about the importance of safety measures
when handling electrical appliances to avoid disaster caused by accidents.
8. Invite each group to do a presentation using their chart.
9. Encourage the learners to write articles in the school magazine on safety as
suggested in the Work to do section.
(d) Conclusion
Emphasise to the learners the safety measures to observe when handling electrical
appliances.
Suggested assessment methods
(a) Oral questions: As the learners discuss safety measures when handling electrical
appliances.
(b) Observation: As the learners discuss and share experiences during the activity.
(c) Written work: Check the learners’ presentation charts.
Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identifying
safety
measures
when
handling
electrical
appliances.
Consistently
and correctly
identies safety
measures
when handling
electrical
appliances.
Correctly
identies safety
measures
when handling
electrical
appliances.
Tries to identify
safety measures
when handling
electrical
appliances.
Has diculty
in identifying
safety measures
when handling
electrical
appliances.
231
Assist learners who are approaching expectations and those below expectations to meet
or exceed expectations.
Uses of electricity
(Learner’s Book page 187)
Specic learning outcome
By the end of the lesson, the learner should be able to appreciate the use of electricity in
their daily life.
Key Inquiry Question
What are the uses of electricity in our daily lives?
Activity 13: Exploring uses of electricity
(Learner’s Book page 187)
Suggested learning resources
• Learner’s Book.
• Recording devices such smartphones and computers.
Suggested learning experiences
(a) Lesson preparation
• Ask for permission from the school management and relevant authority in case
you are going out of the school compound to carry out the activity.
• In case the activity is to be carried outside the classroom or school compound,
inform the learners before the lesson.
• Make a pre-visit to the school compound and the neighbourhood.
• Take note of the weather condition before the activity.
• Ensure the safety of the learners. Have a rst aid kit available.
• Arrange, collect or prepare all the required materials for the activity. Improvise
where necessary.
(b) Attention to learners with special needs education
Plan on how you will help the physically challenged learners.
(c) Lesson development
1. Take the learners to the school neighbourhood.
2. Ask the learners to pair up and carry out the activity as suggested.
3. Caution the learners to observe safety during the activity.
4. Instruct the learners to prepare a report of their ndings and do a presentation
in class.
5. Have a class discussion on uses of electricity from their ndings as they take
notes.
232
Integrated Activity
(Learner’s Book page 188)
1. Divide the learners into convenient groups.
2. Inform the learners of the expectations of the activity.
3. Give the learners a timeline of about two weeks.
4. Instruct the learners to carry out the activity as suggested.
5. Let each group present their report.
6. Check the presentation and assess accordingly.
Suggested assessment methods
(a) Oral questions: As learners carry out the activities.
(b) Observation: As the learners discuss and answer questions.
(c) Written exercise: Check the learners’ report and presentations.
Suggested assessment tool
Use the following Rating Scale to assess each learner.
Learner’s Name:______________________________ Grade: 7
School: _________________________
Learning Area: Integrated Science
Strand: Force and Energy
Sub strand: Electrical energy
Learning Activity: _______________
Competence (knowledge, skills,
attitudes and values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
(a) Identies electrical appliances.
(b) Observes safety when handling
electrical appliances.
(c) Describes the uses of electrical
appliances.
(d) Takes part is assign group task.
Comments on the learner’s performance:__________________________________
Learner’s Signature: __________ Date: ________
Teacher’s Name: _______ Teacher’s Signature: _______ Date: _______
233
Suggested Answers to Assessment 4b
(Learner’s Book page189)
1. Geothermal power
2. (a) A- Positive terminal
B – Negative terminal
(b) Check for a well-drawn circuit diagram with labels.
3. (a) Conductors
(b) Insulators
4. (a) Check for well-drawn circuit diagrams.
(b) e current produced in parallel connection is supplied for a longer time than
in series connection.
5. Safety warning. It is dangerous to play near the electric pole. It can cause shock
leading to death.
6. (a) Do not overload the sockets.
(b) Do not touch electrical switches or sockets with wet hands.
(c) Do not repair electrical appliances when connected to electricity.
(d) Do not use a mobile phone when charging.
(e) Do not insert sticks, pencils and wires in sockets.
7. Check for correctly drawn diagram for series connection.
In series connection, the positive terminal of one cell is connected to the negative
terminal of the other. e bulbs light brighter as the number of cells is increased.
Same current ows through the circuit.
Check for correctly drawn diagram for parallel connection
In parallel connection, the positive terminal of cells face the same side and
negative terminals also face one side. Total e.m.f is equivalent to that of one cell.
Removing one cell or bulb does not aect the other. Brightness of the two bulbs
does not increase with addition of cells.
8. (a) B
(b) A, C and F
(c) D and E
9. Any correct answer
10. Check for a correct drawn diagram.
11. (a) e rate of ow of charges. SI unit is Amperes (A)
(b) Ammeter
234
4.3: Magnetism
(Learners’ Book pages 192 - 203)
Number of lessons: 10 lessons
Background information
e basic principle of magnetism is introduced at this level. e misconception that all
metals are attracted to a magnet should be demystied. Some metals such as copper and
aluminium are non-magnetic. e materials that are attracted to the magnet are also
known as ferromagnetic materials. e term ‘ferro’ means iron because the rst object
to be magnetised was iron.
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
• Classify materials in the environment as magnetic or non-magnetic.
• Investigate the force between like and unlike poles of magnets.
• Identify the uses of magnets in day-to-day life.
• Appreciate the applications of magnets in day-to-day life.
Links to core competencies
• Communication and collaboration are enhanced as the learners work in groups to
carry out activities involving magnetism.
Links to Pertinent and Contemporary Issues (PCIs)
• Environmental Education is enhanced as the learners use magnets to collect and
separate magnetic materials in the environment to reduce pollution.
Links to values
• Responsibility is promoted as the learners perform their dierent roles when
carrying out activities showing the force between like and unlike poles of magnets.
• Unity is promoted as the learners work in groups to magnetise and demagnetise
materials.
• Respect: As the learners respect and accept others’ opinions during the discussion
involving magnetism.
Links to other learning areas
• Pre-Technical and Pre-Career as the learners use magnets to classify materials in
the environment as magnetic and non-magnetic.
• Social Studies as the learners determine direction using magnetic compass.
Suggested assessment methods
• Portfolio
• Written test
• Assessment rubrics
235
• Observation schedule
• Checklist
• Anecdotal records
• Practical work
Suggested learning resources
• Basic laboratory apparatus, equipment and selected specimens.
• Learner’s Book.
Suggested non-formal activities
• Engaging a resource person to discuss the uses of magnets in day-to-day life.
• Organising and participating in exchange programmes to identify force between like
and unlike poles of magnets.
Suggested approaches to developing competency based assessment tasks
• e task should assess knowledge, skills and attitude in the learners.
• Ensure that the task is within the level of the learners.
• Support the learners with dierent learning styles.
• Begin with simple tasks.
Suggested guidance to the teacher on how to develop dierentiated learning
Taking care of varied learning needs, for example:
• Visual learners: ey learn by observing things including pictures, diagrams and
written directions. Give these learners opportunities to draw pictures and diagrams
on the board. Give them enough time and space to process material as they observe
visual cues before them.
• Auditory learners: Ask auditory learners to repeat new concepts. Ask them questions
and let them answer. Watching and listening to videos and using music will assist this
group to grasp the concepts and information easily.
• Kinesthetic learners: ey learn best through experiencing and doing things.
Incorporate movement into lessons and have these learners write on the board as
part of the activity. Once kinesthetic learners physically sense what they are studying,
abstract ideas and dicult concepts become easier to understand.
• Reading and writing learners: Allow time for these learners to grasp information
through the written word and give them opportunities to write down their ideas on
paper.
Additional information to the teacher
Magnetismis theforceexerted bymagnets when theyattractorrepeleach other. e
motion of electric charges causes magnetism. Every substance is made up of tiny units
called atoms. Eachatomhaselectrons,particles that carry electric charges. e electrons
circle thenucleus, or core, of an atom. eir movement generates anelectric currentand
causes each electron to act like amicroscopicmagnet.
236
In most substances, equal numbers of electrons spin in the opposite directions, which
cancels out their magnetism. at is why materials such as cloth or piece of paper are
said to be weaklymagnetic. In substances such asiron,cobalt andnickel, most of the
electrons spin in the same direction. is makes the atoms in these substances strongly
magnetic, but they are not yet magnets.
To becomemagnetised, another strongly magnetic substance must enter themagnetic
eldof an existing magnet. e magnetic eld is the area around a magnet that has a
magnetic force.
Some materials that are magnetic can be used to make permanent or temporary magnets.
is process is known as magnetisation. e methods of magnetisation are induction,
hammering, stroking and electrical method.
A permanent magnet can lose the ability to attract or repel objects. is process is
known as demagnetisation. Methods of demagnetisation include hammering, heating
and electrical methods. Do not include the concepts of magnetisation, demagnetisation
and scientic rules of magnetism at this level. However, challenge the learners who
grasp concepts fast to nd out more about the same.
Magnets
(Learner’s Book page 192)
Specic learning outcome
By the end of the lesson(s), the learner should be able to identify and classify materials
in the environment as magnetic or non-magnetic.
Key Inquiry Questions
• What are magnets?
• Which materials are magnetic or non-magnetic in the environment?
Activity 1: Case study
(Learner’s Book page 192)
Suggested learning resources
• Learner’s Book.
• Reference materials on magnets.
Suggested learning experiences
(a) Lesson preparation
Read more on magnetism from reference materials or the internet.
(b) Attention to learners with special needs
Assign learners to read loudly the Brainteaser section and case study to cater for
the learners with visual and hearing impairments.
237
(c) Lesson development
1. Introduce the sub strand by asking the learners to read and discuss the
Brainteaser section in groups. Learners will appreciate the work done by Dr
William Gilbert.
2. ereaer, ask learners to read and discuss the case study.
3. Guide the learners as they discuss the suggested questions.
4. Lead the learners in a class discussion about magnets.
(d) Conclusion
Inform the learners that they will use the two main types of magnets; bar magnet
and horse-shoe magnet.
Magnetic and non-magnetic materials
Activity 2: Collecting, identifying and classifying materials
(Learner’s Book page 194)
Suggested learning resources
• Accompanying video.
• Learner’s Book.
• Magnets.
• Plastic materials, coins, pieces of wood, pieces of iron sheets, pens, pencils, metallic
spoon, nails, piece of paper, glass and other materials available.
Suggested learning experiences
(a) Lesson preparation
• Ask the learners to assist you collect the materials available in their environment.
• Ensure the availability of enough magnets.
(b) Attention to learners with special needs
• Learners with hearing diculties: Write the new vocabularies on the chalkboard
such as magnet, magnetic and non-magnetic materials. Allow these learners
to observe the way others perform dierent activities and observe things for
themselves without necessarily being told.
• Visually challenged learners: Explain the learning resources, written texts and
drawings for them to understand better.
• Physically challenged learners: Assign a learner to help or guide the learners
with physical disabilities during collection and grouping of magnetic and non-
magnetic materials.
(c) Suggested approaches to dierential learning
• Give personalised attention to the learners with diculty in grasping concepts to
keep them interested with the tasks.
• Assign learners who are fast in grasping concepts to be the group leaders and
give them extra challenging work.
238
(d) Lesson development
1. Introduce the lesson by asking the learners probing questions about magnetism.
is helps them to reect on how magnets behave when they are brought close
to magnetic and non-magnetic materials.
2. Organise the learners into suitable groups.
3. Instruct each group to collect dierent type of materials. As learners work in
groups, unity is promoted.
4. Aer collection, provide each group with a magnet and instruct them to follow
the steps outlined in the activity.
5. Guide the learners in sorting out the materials into two groups. is links to
Pre-Technical and Pre-Career as a learning area.
6. Invite each group to present their ndings in the class.
(e) Conclusion
Emphasise to the learners that materials in nature are either magnetic or non-
magnetic. A magnet can be used to identify magnetic and non-magnetic materials.
Suggested assessment methods
(a) Observation: As the learners use magnets in categorising magnetic and non-
magnetic materials.
(b) Oral questions: As the learners discuss in groups.
(c) Practical work: Check the learners’ lled table as they categorise materials as
magnetic or non-magnetic.
Suggested assessment tool
Use the following Observation Schedule to assess each learner.
Learner’s Name: _________________________ Grade: 7
School: _________________________
Learning Area: Integrated Science
Strand: Force and Energy
Sub Strand: Magnetism
Learning Activity: _____________
Competence (knowledge, skills, attitudes and values assessed) Yes No Comments
(a) Identies and collects materials from the environment.
(b) Sorts and groups the materials as magnetic and non-
magnetic.
(c) Assists others to ensure the group targets are realised.
Feedback to the learner
Learner’s signature
239
Magnetic poles
(Learners’ Book page 195)
Specic learning outcome
By the end of the lesson(s), the learner should be able to investigate the force between
like and unlike poles of magnets.
Key Inquiry Questions
• What are the poles of a magnet?
• How do we test the poles of a magnet?
Activity 3: Identifying the poles of a magnet
(Learners’ Book page 195)
Suggested learning resources
• Learner’s Book
• Magnets
• Iron llings in a container
Suggested learning experiences
(a) Lesson preparation
• is activity can be done individually so that each learner has a hands-on
experience. If the resources are not adequate, allow the learners to perform the
activity in groups.
• Avail the resources on the benches or tables of the laboratory or class before the
learners come in for the lesson. is minimises time wastage.
(b) Attention to learners with special needs
• Allow the learners who are visually impaired to occupy the front seats in class
where they can easily see.
• Assign a learner to help or guide the learners with physical disabilities during
identication of the poles of a magnet.
(c) Lesson development
1. Introduce the concept by nding out what the learners know about the poles
of a magnet. is can be done by asking the learners probing questions. As the
learners respond to the questions, they develop condence and communication
skills. Respect is promoted as they learn to respect others opinions.
2. Let the learners perform the experiment using the steps suggested. Critical
thinking skills will be developed as they relate the attachment of iron lings at
the ends of the magnets.
3. Ask the learners why iron lings cling on the ends of the bar magnets. Suppose
the magnet was circular, where would the iron lings attach?
4. Lead the learners in a discussion on the poles of a magnet.
240
(d) Conclusion
Emphasise that a magnet has both the North and South poles.
Activity 4: Investigating force of attraction
(Learners’ Book page 196)
Suggested learning resources
• Bar magnets with known poles.
• Iron lings.
• White sheets of paper.
Suggested learning experiences
(a) Lesson preparation
• Obtain the resources before the start of the lesson.
• Ensure the availability of enough space for the activity.
(b) Attention to learners with special needs
• Allow the learners with hearing impairment to observe the way others perform
dierent activities and see things for themselves without necessarily being told.
• Allow the learners with limited vision to occupy the front seats in class where
they can easily view the blackboard or ipchart.
• Assign a the learner to help or guide learners with physical disabilities during the
experiment.
(c) Suggested approaches to dierential learning
Learners who are fast in grasping concepts should be instructed to assist those with
diculty in grasping concepts.
(d) Lesson development
1. Find out what the learners know about poles of a magnet by asking them probing
questions on polarity of a magnet.
2. Ask the learners to form groups. Ensure the groups have learners of dierent
learning abilities.
3. Instruct the learners to follow the steps in the activity and make observations.
Integrity is promoted as the learners in each group make independent
observations and report their ndings.
4. Guide the learners in discussing their ndings.
(e) Conclusion
Explain the meaning of magnetic eld and magnetic force from their ndings.
241
Directional property of a magnet
Activity 5: To observe the directional property of a magnet
(Learner’s Book page 197)
Suggested learning resources
• Learner’s Book.
• Magnets.
• 1 metre long threads.
• Compasses.
Suggested learning experiences
(a) Lesson preparation
• Obtain the resources before the start of the lesson.
• is experiment can best be performed in the laboratory. However, if it is
unavailable, perform it in class.
(b) Attention to learners with special needs
Assist the learners with physical disabilities to perform the experiment.
(c) Lesson development
1. Organise the learners into convenient groups according to availability of
resources.
2. Instruct each group to follow the steps suggested in the activity.
3. Guide each group appropriately.
4. Ask the learners to compare and relate the directions of the compass and the
freely suspended magnet. is links to Social Studies as learners determine
direction using magnetic compass.
5. Ask the learners to discuss and state the poles of the magnet.
(d) Conclusion
Emphasise to the learners that magnets have two pole; the North Pole and the
South Pole.
Attraction and repulsion of magnets
Activity 6: Investigating attraction and repulsion forces of mgnets
(Learner’s Book page 198)
Suggested learning resources
• Learner’s Book.
• Bar magnets with known poles.
• Strings.
• Iron nails.
• A chart containing results of the activity.
• Accompanying video.
242
Suggested learning experiences
(a) Lesson preparation
• Collect and obtain the resources before the start of the lesson.
• Ensure availability of enough space for the activity.
(b) Attention to learners with special needs
Assist learners with physical disabilities during the activity.
(c) Suggested approaches to dierential learning
Learners who are fast in grasping concepts and nish the task earlier should be
given more challenging tasks on magnetism.
(d) Lesson development
1. Carry out a class demonstration of the activity as learners observe.
2. Ask the learners to form groups. Ensure the groups are integrated.
3. Instruct the learners to do the activity as suggested.
4. Guide each group as they follow the steps.
5. Direct each group towards the expected outcome.
6. Allow the learners to discuss their ndings and present their report in class.
(e) Conclusion
Display the chart and have a class discussion about it.
Further Activity: Exchange program
(Learner’s Book page 199)
Suggested learning resources
• Learner’s Book.
• Magnets.
• Various objects to be tested.
• Digital devices with internet.
Suggested learning experiences
(a) Lesson preparation
• Organise a visit to a neighbouring school or invite schools for an exchange
program.
• Ask for permission from the school management and relevant authority in case
you are going out of the school compound to carry out the activity.
• In case the activity is to be carried out outside the classroom or school compound,
inform the learners before the lesson.
• Make a pre-visit to the host school.
• Ensure the safety of the learners. Have a rst aid kit available.
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• Arrange, collect or prepare all the required materials for the activity. Improvise
as necessary. Ask the learners to assist you collect some of the materials.
(b) Attention to learners with special needs
Assist the physically challenged learners during movements. Assign other learners
to assist them.
(c) Lesson development
1. Organise the learners into manageable groups and provide each group with the
resources required.
2. Ask each group to divide the roles equally and fairly amongst the members. is
promotes responsibility.
3. Guide the learners in participating and demonstrating forces between like and
unlike poles of a magnet.
4. Allow the learners to interact with each other as they demonstrate, watch and
share experiences.
5. Instruct each group to use a digital device to search and watch video clips and
animations on the force between like and unlike poles of a magnet.
6. Invite each group to present and discuss their ndings.
(d) Conclusion
Emphasise to the learners the basic law of magnetism.
Activity 7: Testing for polarity
(Learner’s Book page 199)
Suggested learning resources
• Learner’s Book.
• Bar magnets.
• Pieces of string.
• Iron nails.
Suggested learning experiences
(a) Lesson preparation
Obtain the required resources before the start of the lesson.
(b) Attention to learners with special needs
Assist the learners with physical disability to handle the apparatus while doing the
experiment.
(c) Lesson development
1. Introduce the lesson by asking the learners probing questions on how they can
tell the polarity of a magnet. As they respond to the questions, condence and
self-esteem is promoted.
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2. From their responses, ask the learners to do the activity as suggested in groups.
Unity is promoted as the learners work in groups.
3. Guide the learners through the activity.
4. Invite each group to present their ndings to the class. Leadership skills are
promoted as the learners guide the others in presenting group work.
(d) Conclusion
Emphasise to the learners that repulsion test is the only sure way of testing for
polarity.
Suggested assessment methods
(a) Written work: Check learners’ notes and presentation materials.
(b) Observation: As the learners perform the activities.
(c) Oral questions: As the learners discuss on how to conduct the activities in groups.
Suggested assessment tools
Use the following Checklist to assess each learner.
Learner’s Name: ______________________________ Grade: 7
School:_________________________
Learning Area: Integrated Science
Strand: Force and Energy
Sub strand: Magnetism
Date or period of assessment: _______________
Learning Activity or task: ________________
Investigating the force between like and unlike poles of magnets ( Yes or No)
No: Name a.
Identifying
poles of a
magnet.
b.
Directional
property of
a magnet.
c.
Attraction
and
repulsion
of a
magnet.
d.
Participating
in the
exchange
program.
e. Testing
for
polarity.
g. Teacher’s
comments
1
2
3
4
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Uses of magnets
(Learner’s Book page 200)
Specic learning outcome
By the end of the lesson(s), the learner should be able to identify uses of magnets in
day-to-day life.
Key Inquiry Question
How can we use magnets to solve day-to-day challenges?
Activity 8 and 9: Discussing and identifying the uses of magnets
(Learner’s Book page 200)
Suggested learning resources
• Pictures, photographs and charts on use of magnets.
• Learner’s Book.
Suggested learning experiences
(a) Lesson preparation
Collect pictures or photographs from newspapers or magazines, or prepare charts.
Alternatively, you can search and download pictures from the internet.
(b) Attention to learners with special needs education
Assign some learners to read or describe pictures to the learners with visual
impairments.
(c) Suggested approaches to dierential learning
Use varied methods of presentation to cater for the learners with diculties in
grasping concepts. For example, provide them with more pictures showing how
magnets are used in day-to-day life.
(d) Lesson development
1. Begin the lesson by asking the learners to brainstorm on the uses of magnets.
is enables the learners to reect on ways magnets have been used in some
gadgets.
2. Encourage the learners to share their experiences on how they have used magnets
at home.
Activity 8
3. Ask the learners to pair up and carry out the activity as suggested in the Learner’s
Book.
4. Guide the learners is discussing the method of separating the mixture. Remind
the class of what they learnt in Strand 2, where they learnt how to separate
mixtures by using a magnet.
5. Listen to the learners as they mention other ways in which magnets are used.
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Activity 9
6. Ask the learners to form groups and discuss the items shown in the pictures.
7. Ask the learners to discuss how the knowledge of magnetism is applied in each
picture.
8. Display the chart, pictures or photographs in the classroom, and ask the learners
to identify the items and discuss about them.
9. Lead the learners in a discussion on uses of magnets as they take notes.
Activity 10: Interactive Talk
(Learner’s Book page 201 )
Suggested learning resources
• Learner’s Book.
• Resource person.
Suggested learning experiences
(a) Lesson preparation
• Identify a resource person in advance and brief them on the what to present
to the class. e resource person should be a plant operator or mechanic well
versed with engines or power production.
• Inform the learners to be prepared to enable them gure out the questions they
will ask the resource person.
• Assist the learners to prepare questionnaires.
• Alternatively, if a resource person is not available, use digital devices and reference
materials to do the presentation.
(b) Attention to learners with special needs
Allow the learners with hearing challenges to occupy front seats close to the
resource person.
(c) Suggested approaches to dierential learning
• Instruct the resource person to do the presentation slowly to cater for learners
with diculty in grasping concepts.
• Assign the learners who are fast in grasping concepts to give a summary of points
present by the resource person to the whole class.
(d) Lesson development
1. Introduce the resource person to the class to do the presentation.
2. Ask the learners to engage the resource person and ll in the questionnaire.
3. Instruct the learners to take notes and discuss them in class.
4. Ask the learners to write a report and present to the class.
5. Expound on the learners’ presentations to explain further the application of
magnets.
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Parental empowerment and engagement
(Learner’s Book page 201)
1. Explain clearly what is expected of the learners in the Work to do section. Where
necessary, write a short note to the parent(s) or guardian to assist the learner to carry
out the task.
2. Instruct the learners to seek assistance from their parent(s) or guardian to carry out
the suggested task and report back to you.
(e) Conclusion
Emphasise to the learners that magnets have several roles that have been used to
solve day-to-day challenges. Challenge them to think of ways in which they can
use magnets.
Integrated Activity
(Learner’s Book page 202)
1. Explain clearly what is expected of the learners. Where necessary, write a short note
to the parent(s) or guardian to assist the learner to carry out the task.
2. Give the learners a timeline of about two weeks.
3. Instruct the learners to research and plan how to make the tool.
4. Inform the learners to use locally available materials and improvise where necessary.
5. Let each learner present their tool in class.
6. Check creativity of the tools made. Environmental Education is enhanced as the
learners use magnets to collect and separate magnetic materials in the environment
to reduce pollution.
Suggested assessment methods
(a) Observation: As the learners do presentations on uses of magnets to the whole
class.
(b) Written work: Check the learners’ notes and presentation materials.
(c) Oral questions Ask the learners to respond to questions during the activities.
(d) Practical work: Check the learners’ tool.
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Suggested assessment tool
Use the following Rubrics to assess each learner.
4 3 2 1
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identifying and
appreciating the
uses of magnets
in day-to-day
life.
Correctly and
consistently
identies and
appreciates the
use of magnets in
day-to-day life.
Correctly
identies and
appreciates the
uses of magnets
in day-to-day
life.
Partly
identies and
appreciates
the uses of
magnets in
day-to-day life.
Has diculty
identifying and
appreciating the
uses of magnets
in day-to-day
life.
Assist learners who are approaching expectations and those below expectations to meet
or exceed expectations.
Suggested Answers to Assessment 4c
(Learner’s Book page 202)
1. Magnetic – steel needles and steel pins
Non-magnetic – aluminium sufuria, copper wire, carbon rod, matchstick, plastic
biro pen, piece of wood and brass
2.
Magnet A Magnet B Repulsion or attraction
North North Repulsion
North South Attraction
South South Repulsion
South North Attraction
3. In magnetism like poles repel while unlike poles attract.
4. (a) Check for correct diagram and explanation: the polarity of magnets to be used
to enable repulsion instead of attraction.
(b) Repulsion of magnets can be used to reduce impacts of the cars as they collide.
5. Bring a strong magnet close to the eyes to attract the pieces of iron. This will imobilise
the pieces of iron, thus preventing further damage to the eyes.
6. (a) North pole
(b) i) Attract ii) Attract iii) Repel iv) Repel
7. In digital devices, used in radio speakers, mobile phones and television speakers.
8. Y: flour and iron filings
9. Group B
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Community Service Learning
(Class Activity)
Community Service Learning (CSL) is an experiential learning strategy that integrates
classroom learning and community service to enable the learners to reect, experience
and learn from the community. CSL is expected to benet the learner, the school and
local community. Knowledge and skills on how to carry out a CSL project have been
learnt in Life Skills Education (LSE).
All learners in Grade 7 will be expected to participate in only one CSL class activity.
e activity will give learners an opportunity to practise the CSL project skills learnt
under LSE. is activity will be undertaken in groups for the purposes of learning.
Learners will be expected to apply knowledge and skills on steps of the CSL project
to carry out an activity of their choice as per the guidelines provided in the template.
e learning approach will take the form of a whole school approach, where the entire
school community will be engaged in the learning process. Teachers will guide the
learners to execute a simple school based integrated CSL class activity. is activity
can be done in 1-2 weeks outside the classroom time.
Key Inquiry Questions
• How does one determine community needs?
• Why is it necessary to be part of a community?
• What can one do to demonstrate a sense of belonging?
Suggested learning outcomes
By the end of the CSL class activity, the learner should be able to:
• Identify a problem in the school community through research,
• Plan on how to solve the identied problem in the community,
• Design solutions to the identied problem,
• Implement the solution to the identied problem,
• Share the ndings with relevant stake holders,
• Reect on own learning and relevance of the project,
• Appreciate the need to belong to a community.
e learners will be guided to consider the various PCIs provided in the various
learning areas in Grade 7 and choose one that is suitable to their context and reality.
CSL skills to be covered:
• Research: Learners will develop research skills as they investigate PCIs to address
the activity, ways and tools to use in collecting the data, manner in which they will
analyse information and present their ndings.
• Communication: Learners will develop eective communication skills as they
engage with peers and school community members. ese will include active
250
listening, asking questions, presentation skills using varied modes.
• Citizenship: Learner will be able to explore opportunities for engagement as
members of the school community and provide a service for the common good.
• Leadership: Learners develop leadership skills as they take up various roles within
the CSL activity.
• Financial Literacy Skills: Learners consider how they can undertake the project
as well as sourcing and utilising resources eectively and eciently.
• Entrepreneurship: Learners consider some ways of generating income through
innovation for the CSL class activity.
Suggested learning experiences
e learner is guided to:
• Brainstorm on issues or pertinent and contemporary issues in their school that
need attention .
• Choose a PCI that needs immediate attention and explain.
• Discuss the possible solutions to the identied issue.
• Propose the most appropriate solution to the problem.
• Discuss ways and tools they can use to collect information on a problem
(questionnaires, interviews, observation).
• Develop tools for collecting the information or data.
• Identify the resources they need for the activity.
• Collect the information or data using various means.
• Develop various reporting documents on their ndings.
• Use the developed tools to report on their ndings.
• Implement the project.
• Collect feedback from peers and school community regarding the CSL activity.
• Share the report on activity through various media to peers and school community.
• Discuss the strengths and weaknesses of implementing the project and lessons learnt.
• Reect on how the project enhanced own learning while at the same time facilitated
service to an issue in the school community.
Sample Project activity
Aim: To identify common causes of accidents in the school laboratory in relation to
daily activity and recommend ways of mitigating them
Task:
1. Explore common accidents in the school laboratory.
2. Access common causes of accidents and injuries in the school laboratory.
3. Recommend safety precautions in preventing accidents and injuries in the
school laboratory.
4. Apply rst aid skills in the management of various injuries within the school
laboratory.
Requirements: rst aid kit, questionnaire, pen, manila papers, laboratory safety rules
and regulations, resource person, posters, charts, iers and projector.
251
Procedure
Step 1: Project planning
1. e project will be carried out within the school community.
2. You teacher will assist you to prepare a questionnaire to guide the research.
3. Your teacher will organise for a resource person to give a talk on safety when
carrying out the project.
Step II: Collecting and preparing materials
1. You will check that the rst aid kit has all the components.
2. You will prepare charts, posters and iers about common laboratory accidents
and injuries and how to prevent them.
3. You will conrm the availability of all the materials required for the project.
Step III: Research work
1. Conduct a survey by distributing the questionnaire to the target population.
2. Collect data.
3. Tally and analyse the ndings.
Step 1V: Report writing
1. A resource person will give a talk on the ways of preventing and managing
common accidents in the school laboratory.
2. From the ndings, suggest the safety precautions to observe to reduce accidents
and injuries in the school laboratory.
3. Compose and write a report from the ndings of the research. Use graphs and
pie charts.
Step V: Conclusion
1. Use digital devices to present the survey ndings and recommendations to the
school and science clubs.
2. Distribute iers and posters to the school community on ways of mitigating the
problems.
3. Demonstrate rst aid skills required to manage common accidents in the school
laboratory using the rst aid kit.
Suggested Assessment Methods
(a) Observation: Ask the learners to discuss and collaborate during the activity.
(b) Oral questions: Ask the learners to discuss in the groups.
(c) Practical work: Check the learners work.
252
Suggested Assessment Tool
a. Use the following Checklist to assess each learner.
Learner’s Name: _________________________Grade: 7
School: _________________________
Learning Area: ___________________
Strand: _______________________ Sub Strand: ______________
Date or period of assessment _______________
Learning activity or task: ________________
Community service learning (Yes or No)
No: Name
of the
learner
a.
e ability
to identify
and analyse
a pertinent
issue in
society to be
addressed.
b.
e ability
to plan to
solve the
identied
problem.
c.
e ability
to design
solutions
to the
identied
problem
and
implement
them.
d.
Ability to
share the
ndings
to relevant
authority.
e.
e ability
to reect
on own
learning
and
relevance
of the
activity.
g.
Teacher’s
comments
1
2
3
4
b. Use the following Rubrics to assess each learner.
4 3 2 1
Indicator Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
e ability
to design
solutions to
the identied
problem and
implement
them.
Learner
constantly
applies the
knowledge and
skills gained
in subjects
to address
the identied
issue.
Learner
applies the
knowledge and
skills gained
in subjects
to address
the identied
issue.
Learner applies
the knowledge
and skills gained
in subjects to
address the
identied issue
with some
support.
Learner requires
a lot of probing
to apply the
knowledge and
skills gained in
subjects to address
the identied
issue.