Longhorn

Integrated Science

Grade 7

Teacher’s Guide

Kefa Masita

Stephen Ahurah

Antoney Ochieng

Cecilia Kiprop

Joseph Kitavi

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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

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

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

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.

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.

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.

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.

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.

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.

• 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.

(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.

(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.

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.

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

(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.

(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.

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.

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.

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.

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.

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

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: _________________________________________________

Organisation of learning (where and how to conduct the lesson): _____________

__________________________________________________________________

Introduction:

__________________________________________________________________

Lesson development:

__________________________________________________________________

Conclusion and summary:

__________________________________________________________________

Reection: ________________________________________________________

______________________________________________________

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.

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

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.

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.

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.

(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.

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.

(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.

(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.

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.

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.

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.

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.

• 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.

• 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.

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?

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.

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.

(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.

• 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.

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?

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.

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.

• 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.

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.

• 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.

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.

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.

• 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.

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.

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.

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.

application of Integrated Science.