Living Things and the Environment

Human Reproductive System - Developing a plan to manage challenges
Human Reproductive System - Social and reproductive implications of adolescence

By the end of the lesson, the learner should be able to:
- Develop a personal plan to manage developmental challenges during adolescence
- Include both physical and emotional management strategies
- Show responsibility in taking care of one's own health and wellbeing

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

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

- Spotlight Integrated Science pg. 147
- Plan template
- Exercise books
- Spotlight Integrated Science pg. 149
- Reference books
- Internet access

- Checklist - Observation

Living Things and the Environment

Human Reproductive System - Review and assessment

By the end of the lesson, the learner should be able to:
- Recall and explain key concepts on the human reproductive system and adolescence
- Complete an assessment task on sub-strand 3.1
- Show confidence in discussing topics in the human reproductive system

In groups, learners are guided to:
- Complete a review exercise covering all 3.1 topics
- Peer-mark and discuss corrections
- Teacher provides feedback on performance

What are the key concepts about the human reproductive system and adolescence?

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

- Written test - Oral questions

Living Things and the Environment

Human Excretory System - Introduction to excretion

By the end of the lesson, the learner should be able to:
- Define excretion and state its importance to the body
- Identify the organs involved in the human excretory system (skin, lungs, kidneys)
- Show curiosity about how the body removes waste products

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

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

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

- Oral questions - Observation

Living Things and the Environment

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

By the end of the lesson, the learner should be able to:
- Identify the layers and parts of the human skin (epidermis, dermis, sweat glands, sweat duct, sweat pore)
- Draw and label a cross-section of the human skin
- Show appreciation for the protective role of the skin

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

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

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

- Observation - Oral questions

Living Things and the Environment

Human Excretory System - Waste products from the skin and lungs

By the end of the lesson, the learner should be able to:
- State the waste products excreted through the skin (excess water, salts, urea in sweat)
- Describe the waste product excreted through the lungs (carbon IV oxide)
- Show interest in understanding how the body manages waste

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

What waste products are removed through the skin and lungs?

- Spotlight Integrated Science pg. 156
- Lime water, boiling tube, straw
- Charts

- Practical work - Observation

Living Things and the Environment

Human Excretory System - Parts of the urinary system

By the end of the lesson, the learner should be able to:
- Identify the parts of the human urinary system (kidneys, ureters, bladder, urethra, renal artery, renal vein)
- Draw and label the urinary system
- Show interest in the structure of the urinary system

In groups, learners are guided to:
- Use a chart or model to observe and identify parts of the urinary system
- Draw and label the urinary system in exercise books
- Peer-review labelled diagrams

What parts make up the human urinary system?

- Spotlight Integrated Science pg. 158
- Charts showing urinary system
- Exercise books

- Observation - Oral questions

Living Things and the Environment

Human Excretory System - Functions of parts of the urinary system
Human Excretory System - External features of the kidney

By the end of the lesson, the learner should be able to:
- State the function of each part of the urinary system
- Explain how the kidneys filter blood to produce urine
- Appreciate the importance of the urinary system in maintaining health

In groups, learners are guided to:
- Complete a table matching parts of the urinary system to their functions
- Discuss how each part contributes to the production and removal of urine
- Use the course book to verify functions

What does each part of the urinary system do?

- Spotlight Integrated Science pg. 159
- Function table
- Reference books
- Spotlight Integrated Science pg. 160
- Kidney charts or models

- Written assignments - Oral questions

Living Things and the Environment

Human Excretory System - Modelling the urinary system

By the end of the lesson, the learner should be able to:
- Construct a model of the urinary system using locally available materials
- Label the parts of the modelled urinary system correctly
- Show creativity and collaboration when making the model

In groups, learners are guided to:
- Work in groups to construct a model of the urinary system using carton and available materials
- Label all parts of the model
- Display and peer-assess models in class

How can a model of the urinary system be constructed using local materials?

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

- Practical work - Observation - Checklist

Living Things and the Environment

Human Excretory System - Causes of kidney disorders

By the end of the lesson, the learner should be able to:
- Identify common kidney disorders (kidney stones, kidney failure, urinary tract infections)
- Describe the causes of each kidney disorder
- Show concern for maintaining kidney health

In groups, learners are guided to:
- Use print or digital media to search for information on common kidney disorders and their causes
- List and discuss the causes of kidney stones, kidney failure, and UTIs
- Share findings with classmates

What are the common causes of kidney disorders in human beings?

- Spotlight Integrated Science pg. 163
- Reference books
- Internet access

- Oral questions - Written assignments

Living Things and the Environment

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

By the end of the lesson, the learner should be able to:
- Describe ways of preventing kidney disorders
- Explain the importance of drinking adequate water and healthy eating for kidney health
- Develop a responsible attitude toward personal kidney health

In groups, learners are guided to:
- Discuss lifestyle choices that protect the kidneys (adequate hydration, avoiding excess salt)
- Search print or digital media for more kidney health tips
- Compile a kidney health guide in groups

How can kidney disorders be prevented through healthy lifestyle choices?

- Spotlight Integrated Science pg. 164
- Reference books
- Internet access
- Spotlight Integrated Science pg. 166
- Health log template

- Oral questions - Written assignments

Living Things and the Environment

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

By the end of the lesson, the learner should be able to:
- Develop and maintain a personal daily log of activities that promote skin and kidney health
- Use the log to monitor healthy habits over time
- Show commitment to maintaining a healthy excretory system

In groups, learners are guided to:
- Collaborate with peers to develop a weekly health log tracking activities
- Complete the log over one week and reflect on habits
- Share logs with classmates for peer assessment

How can a daily log help track activities that promote excretory health?

- Spotlight Integrated Science pg. 167
- Health log template
- Exercise books

- Checklist - Anecdotal records

Living Things and the Environment

Human Excretory System - Healthy lifestyle for skin and kidney health

By the end of the lesson, the learner should be able to:
- Explain why a healthy lifestyle is essential for maintaining skin and kidney health
- Describe the consequences of neglecting skin and kidney health
- Appreciate the importance of a healthy lifestyle in overall wellbeing

In groups, learners are guided to:
- Discuss the consequences of poor lifestyle choices on skin and kidneys
- Search print or digital media for information on promoting skin and kidney health
- Invite a resource person (health worker) to talk about healthy lifestyles

Why is a healthy lifestyle important for the skin and kidneys?

- Spotlight Integrated Science pg. 169
- Reference books
- Internet access

- Oral questions - Written assignments

Living Things and the Environment
Force and Energy
Force and Energy

Human Excretory System - Review and assessment
Electrical Energy - Sources of electricity in the environment
Electrical Energy - Sources of electricity: generated and alternative sources

By the end of the lesson, the learner should be able to:
- Recall and explain key concepts on the human excretory system
- Complete an assessment task on sub-strand 3.2
- Show confidence in discussing the excretory system and healthy living

In groups, learners are guided to:
- Complete a review exercise covering all 3.2 topics
- Peer-mark and discuss corrections
- Teacher gives feedback on performance

What are the most important ideas about the human excretory system?

- Spotlight Integrated Science pg. 170
- Assessment papers
- Exercise books
- Spotlight Integrated Science pg. 172
- Pictures of electricity sources (charts)
- Internet access / digital media
- Spotlight Integrated Science pg. 173
- Diagrams of biomass and nuclear electricity production
- Reference books

- Written test - Oral questions - Assessment rubric

Force and Energy

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

By the end of the lesson, the learner should be able to:
- Classify electricity sources as renewable or non-renewable
- Explain the importance of using renewable energy sources for environmental sustainability
- Show concern for responsible and sustainable energy use

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

Why is it important to use renewable sources of electricity?

- Spotlight Integrated Science pg. 174
- Classification chart
- Reference books
- Spotlight Integrated Science pg. 175
- Dry cells, connecting wires, bulb and bulb holder, switch
- Circuit diagram charts
- Spotlight Integrated Science pg. 176
- Two dry cells, two bulbs, two bulb holders, switch, connecting wires
- Safety guidelines

- Written assignments - Oral questions

Force and Energy

Electrical Energy - Setting up a parallel circuit
Electrical Energy - Comparing series and parallel circuits

By the end of the lesson, the learner should be able to:
- Set up a simple electrical circuit with cells and bulbs connected in parallel
- Observe and explain the behaviour of bulbs in a parallel circuit
- Appreciate why parallel circuits are used in homes

In groups, learners are guided to:
- Arrange two dry cells in parallel (like terminals connected) and connect to two bulbs in parallel
- Close the circuit and observe that both bulbs light up
- Remove one bulb and observe that the other bulb remains lit; discuss why

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

- Spotlight Integrated Science pg. 177
- Two dry cells, two bulbs, two bulb holders, switch, connecting wires
- Safety guidelines
- Spotlight Integrated Science pg. 178
- Completed circuit diagrams
- Reference books

- Practical work - Observation - Written assignments

Force and Energy

Electrical Energy - Identifying common electrical appliances
Electrical Energy - Uses and energy conversion of electrical appliances

By the end of the lesson, the learner should be able to:
- Identify common electrical appliances used at home, in salons, and in schools
- State the function of each identified electrical appliance
- Show interest in how electrical appliances make daily life easier

In groups, learners are guided to:
- Study pictures of electrical appliances (refrigerator, washing machine, electric blender, fan, kettle, blow dryer, pressure cooker, iron box, electric lamp, oven, air conditioner, electric guitar) and identify each
- Discuss the electrical appliances used in salons, barber shops, places of worship, markets, and schools
- In groups, compose a song about electrical appliances and sing to classmates

What are the common electrical appliances used in day-to-day life?

- Spotlight Integrated Science pg. 181
- Pictures of electrical appliances (charts)
- Reference books
- Spotlight Integrated Science pg. 182
- Appliances table
- Internet access

- Oral questions - Observation

Force and Energy

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

By the end of the lesson, the learner should be able to:
- Identify safety measures to observe when handling electrical appliances
- Explain the danger posed by ignoring electrical safety rules
- Show responsibility when handling electrical appliances at home and at school

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

What safety measures should be observed when using electrical appliances?

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

- Oral questions - Checklist

Force and Energy

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

By the end of the lesson, the learner should be able to:
- Identify the various uses of electricity in homes, schools, hotels, markets, and places of worship
- Explain how electricity has improved quality of life in communities
- Appreciate electricity as an essential form of energy in daily life

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

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

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

- Oral questions - Written assignments

Force and Energy

Electrical Energy - Summarising uses of electrical appliances

By the end of the lesson, the learner should be able to:
- Summarise the uses of specific electrical appliances in a table
- Organise a class debate on the importance of electricity in daily life
- Show confidence in discussing and defending the role of electricity in the community

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

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

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

- Oral questions - Written assignments

Force and Energy

Electrical Energy - Review and assessment
Magnetism - Introduction to magnets and types

By the end of the lesson, the learner should be able to:
- Recall and explain all key concepts in Electrical Energy (sources, circuits, appliances, safety, uses)
- Complete an assessment task on sub-strand 4.1 accurately
- Show a positive and confident attitude toward assessment

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

How well do learners understand Electrical Energy?

- Spotlight Integrated Science pg. 189
- Assessment papers
- Self-assessment table
- Spotlight Integrated Science pg. 192
- Bar magnet, horseshoe magnet, ring magnet
- Reference books

- Written test - Oral questions - Assessment rubric

Force and Energy

Magnetism - Attractive property of a magnet

By the end of the lesson, the learner should be able to:
- Demonstrate the attractive property of a magnet using a practical activity
- Explain what it means for a magnet to attract an object
- Show interest in observing and recording scientific observations accurately

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

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

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

- Practical work - Observation - Checklist

Force and Energy

Magnetism - Repulsive property of a magnet

By the end of the lesson, the learner should be able to:
- Demonstrate the repulsive property of a magnet using two bar magnets
- Explain what happens when like poles are brought together
- Show accuracy in recording observations from a practical activity

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

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

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

- Practical work - Observation

Force and Energy

Magnetism - Polarity and magnetic strength
Magnetism - Directional property of a magnet

By the end of the lesson, the learner should be able to:
- Demonstrate polarity and magnetic strength as properties of a magnet using iron filings
- Explain why iron filings cluster more strongly at the poles
- Show precision when conducting and recording a practical activity

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

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

- Spotlight Integrated Science pg. 195
- Bar magnet, plain paper, iron filings
- Working table
- Spotlight Integrated Science pg. 196
- Bar magnet, thick string, wooden stand, compass
- Exercise books

- Practical work - Observation - Written assignments

Force and Energy

Magnetism - Basic law of magnetism

By the end of the lesson, the learner should be able to:
- State the basic law of magnetism (like poles repel; unlike poles attract)
- Demonstrate the law by investigating the force between different poles of two bar magnets
- Show appreciation for the role of laws in organising scientific knowledge

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

What is the basic law of magnetism?

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

- Practical work - Oral questions

Force and Energy

Magnetism - Classifying materials as magnetic or non-magnetic

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

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

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

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

- Practical work - Observation - Checklist

Force and Energy

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

By the end of the lesson, the learner should be able to:
- Explain why magnetic materials are attracted to magnets while non-magnetic materials are not
- Relate the magnetic properties of materials to their cost and socio-economic value
- Show critical thinking when linking material properties to real-life uses

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

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

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

- Oral questions - Written assignments

Force and Energy

Magnetism - Uses of magnets: devices and personal applications

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

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

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

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

- Oral questions - Observation

Force and Energy

Magnetism - Applications of magnets in industry and technology

By the end of the lesson, the learner should be able to:
- Describe the applications of magnets in industry, medicine, and technology
- Explain how magnets are used for separation of mixtures, magnetic compass, and computer memory storage
- Show appreciation for the wide impact of magnets in modern industry and technology

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

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

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

- Oral questions - Written assignments

Force and Energy

Magnetism - Applications of magnets in transport and communication
Magnetism - Review and consolidation of magnetism

By the end of the lesson, the learner should be able to:
- Describe applications of magnets in transport (magnetic levitation trains) and communication (radios, speakers, earphones)
- Explain the role of magnets in bicycle dynamos and electric motors
- Show interest in how the study of magnetism has enabled modern technology

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

How do magnets enable transport and communication technologies to work?

- Spotlight Integrated Science pg. 203
- Reference books
- Internet access
- Spotlight Integrated Science pg. 204
- Review question sets
- Exercise books

- Oral questions - Written assignments

Force and Energy

Magnetism - Assessment and Strand 4 review

By the end of the lesson, the learner should be able to:
- Demonstrate mastery of all Strand 4 topics including Electrical Energy and Magnetism
- Complete a self-assessment of confidence for each sub-strand outcome
- Show a positive and reflective attitude toward the completion of Strand 4

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

How well do learners understand Magnetism and Strand 4 overall?

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

- Written test - Assessment rubric - Oral questions