Matter and Chemical Reactions

The Periodic Table -Atomic structure review
The Periodic Table -Electron arrangement of atoms

By the end of the lesson, the learner should be able to:
- Define the terms atom, proton, neutron, electron, nucleus, mass number and atomic number
- Identify the sub-atomic particles and their locations in an atom
- Relate knowledge of atomic structure to understanding the arrangement of elements in the periodic table

In groups, learners are guided to:
- Review concepts of atomic structure using Table 2.1 matching activity
- Discuss the location and charges of sub-atomic particles
- Use digital devices or animations to visualise atomic structure
- Write atomic number and mass number expressions for selected elements

Why is understanding atomic structure the starting point for studying the periodic table?

- Humming Bird General Science pg. 128
- Digital devices
- Internet access
- Reference books
- Periodic table charts
- Periodic table

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

The Periodic Table -Classifying elements into groups and periods
The Periodic Table -Stability and electron affinity of atoms
The Periodic Table -Ion formation for the first 20 elements
The Periodic Table -Valency and oxidation numbers of elements
The Periodic Table -Oxidation numbers and radicals

By the end of the lesson, the learner should be able to:
- Classify the first 20 elements into groups and periods of the periodic table
- Explain the basis for grouping elements by outermost electrons and energy levels
- Connect the periodic table organisation to practical uses such as predicting which elements react with water or corrode metals in construction

In groups, learners are guided to:
- Use element cards to arrange the first 20 elements into groups and periods
- Discuss patterns observed in groups and periods
- Discuss the development of the periodic table from Dobereiner to Moseley
- Write short notes on the periodic law

How are elements arranged in the periodic table and why does this arrangement matter?

- Humming Bird General Science pg. 128
- Periodic table
- Element cards
- Digital devices
- Reference books
- Internet access

- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

The Periodic Table -Chemical formulae of common compounds
The Periodic Table -Writing and balancing chemical equations
Chemical Families -Alkali metals: properties and reactions
Chemical Families -Alkaline earth metals: properties and reactions

By the end of the lesson, the learner should be able to:
- Write the chemical formula of simple compounds using valencies of elements
- Write the chemical formula of compounds containing radicals
- Connect chemical formulae to reading product labels in pharmacy, agriculture and food industries

In groups, learners are guided to:
- Use the valency swap method to write formulae for lithium oxide, potassium fluoride, calcium nitrate, sodium hydroxide and ammonium carbonate
- Practice writing formulae with radicals using brackets correctly
- Discuss and share work with peers for peer assessment
- Correct errors and write accurate formulae in exercise books

How do valencies of elements and radicals help us write correct chemical formulae?

- Humming Bird General Science pg. 128
- Periodic table
- Digital devices
- Reference books
- Humming Bird General Science pg. 153
- Small samples of alkali metals
- Electrical circuit apparatus
- Magnesium ribbon
- Bunsen burner
- Dilute hydrochloric acid

- Written assignments - Oral questions - Observation

Matter and Chemical Reactions

Chemical Families -Halogens: properties and reactions
Chemical Families -Noble gases: properties and applications

By the end of the lesson, the learner should be able to:
- Identify halogens and describe their physical properties including appearance, solubility, melting and boiling points and electrical conductivity
- Describe the reaction of chlorine with water
- Relate halogen properties to everyday uses such as chlorine in water treatment, iodine as an antiseptic and fluorine in toothpaste

In groups, learners are guided to:
- Investigate the appearance and solubility of halogens using Table 2.20–2.27
- Study trends in melting and boiling points of halogens down the group
- Carry out or observe the reaction of chlorine with water
- Discuss uses of iodine, bromine and chlorine using the pictures from the course book
- Write balanced equations for the reaction of chlorine with water

What properties make halogens useful as disinfectants and in water treatment?

- Humming Bird General Science pg. 153
- Samples of chlorine, bromine and iodine
- Test tubes and droppers
- Hexane
- Digital devices
- Reference books
- Internet access

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Chemical Families -Transition metals: properties and uses
Chemical Families -Uses of elements and applications in road illumination
Chemical Bonding -Role of valence electrons in bond formation

By the end of the lesson, the learner should be able to:
- Identify transition metals and describe their physical properties including hardness, malleability, electrical conductivity, density and melting point
- Describe uses of copper, iron, zinc and lead
- Relate the properties of transition metals to real-life applications such as copper wiring, iron in construction, zinc in galvanising and lead in batteries

In groups, learners are guided to:
- Carry out activities to investigate hardness, malleability and electrical conductivity of transition metals using Hands-on Activities 13–15
- Study Table 2.29 on items made from transition metals
- Discuss uses of copper, iron, zinc and lead from digital or print media
- Write notes on uses of transition elements in exercise books

How do the physical properties of transition metals determine their suitability for use in construction, electronics and manufacturing?

- Humming Bird General Science pg. 153
- Metal samples (copper, iron, zinc, lead)
- Electrical circuit apparatus
- Digital devices
- Reference books
- Internet access
- Charts and pictures
- Humming Bird General Science pg. 189

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Chemical Bonding -Ionic bonding in NaCl, MgF₂ and Al₂O₃
Chemical Bonding -Covalent bonding in H₂, HCl, H₂O, NH₃ and O₂
Chemical Bonding -Dative-covalent bond in NH₄⁺

By the end of the lesson, the learner should be able to:
- Describe the formation of ionic bonds through the complete transfer of electrons
- Draw dot-and-cross diagrams to illustrate ionic bonding in sodium chloride, potassium fluoride and magnesium chloride
- Connect ionic bonding to real-life compounds such as table salt used in food preservation and magnesium compounds used in medicines

In groups, learners are guided to:
- Study Figure 2.25 on ionic bonding in sodium chloride
- Draw dot-and-cross diagrams for NaCl, KF and MgCl₂
- Model an ionic bond in sodium chloride using plasticine balls or beads
- Discuss other compounds that contain ionic bonds and share with peers

How does the transfer of electrons between a metal and a non-metal result in the formation of an ionic bond?

- Humming Bird General Science pg. 189
- Plasticine or beads for modelling
- Digital devices
- Reference books
- Toothpicks and beads for modelling
- Internet access

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

Chemical Bonding -Hydrogen bonds and Van der Waals forces
Chemical Bonding -Metallic bonding and metallic structure

By the end of the lesson, the learner should be able to:
- Explain the formation of hydrogen bonds between water molecules
- Describe Van der Waals forces as weak intermolecular attractions
- Connect hydrogen bonding to real-life properties of water such as its high boiling point, surface tension and its role as a biological solvent

In groups, learners are guided to:
- Study Figure 2.36 on hydrogen bonding in water molecules
- Discuss the relative strengths of Van der Waals forces, hydrogen bonds and covalent bonds
- Model covalent and hydrogen bonds in water using beads and strings
- Discuss how these forces explain physical properties of molecular substances

How do hydrogen bonds and Van der Waals forces influence the physical properties of everyday substances like water?

- Humming Bird General Science pg. 189
- Beads and strings for modelling
- Digital devices
- Reference books
- Metal samples

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Chemical Bonding -Giant ionic, simple molecular and giant atomic structures
Chemical Bonding -Uses of diamond, graphite and aluminium
Acids, Bases and Salts -Meaning and definition of acids and bases

By the end of the lesson, the learner should be able to:
- Distinguish between giant ionic, simple molecular and giant atomic structures
- Describe the physical properties of substances with each structure type
- Connect structural types to real-life choices such as using diamond in cutting tools, graphite as a lubricant and NaCl as a food preservative

In groups, learners are guided to:
- Study Tables 2.32–2.34 on properties of substances with ionic, molecular and giant atomic structures
- Study Figure 2.28 on the giant ionic lattice structure of NaCl
- Study Figures 2.37A and 2.37B on graphite and diamond structures
- Discuss the differences in properties arising from different structures

How does the structure of a substance determine its physical properties and practical uses?

- Humming Bird General Science pg. 189
- Digital devices
- Reference books
- Charts showing molecular structures
- Aluminium cookware samples
- Humming Bird General Science pg. 208
- Phenolphthalein indicator
- Hydrochloric acid
- Sodium hydroxide solution
- Beakers and stirring rods

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Acids, Bases and Salts -Classifying substances using the universal indicator and pH chart
Acids, Bases and Salts -Role of acids and bases in biological processes

By the end of the lesson, the learner should be able to:
- Use the universal indicator and pH chart to classify substances as acidic, neutral or alkaline
- Describe the colour changes of the universal indicator across the pH scale
- Connect pH knowledge to everyday decisions such as testing soil pH for farming, checking swimming pool water and reading food labels

In groups, learners are guided to:
- Carry out Hands-on Activity 2 testing bleach, vinegar, antacids, soda, juices, water, wood ash and lemon using universal indicator
- Match observed colours against the pH chart
- Study Tables 2.40 and 2.41 on colours of substances in universal indicator
- Discuss and share findings with peers

How does the pH of a substance determine whether it is safe or harmful to use in food, farming or cleaning?

- Humming Bird General Science pg. 208
- Universal indicator solution
- pH chart
- Test tubes and droppers
- Various household substances
- Test tubes and test tube rack
- Pepsin suspension
- Egg albumen
- Hydrochloric acid
- Limewater and straws

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

Acids, Bases and Salts -Reaction of acids with bases (neutralisation)
Acids, Bases and Salts -Reaction of acids with carbonates
Acids, Bases and Salts -Reaction of acids with metals

By the end of the lesson, the learner should be able to:
- Describe the neutralisation reaction between an acid and a base to produce a salt and water
- Write balanced chemical equations for acid-base neutralisation reactions
- Relate neutralisation to real-life situations such as using antacids to neutralise excess stomach acid and liming acidic soils to improve crop production

In groups, learners are guided to:
- Carry out Hands-on Activity on titration of hydrochloric acid with sodium hydroxide using phenolphthalein indicator
- Identify the products of the neutralisation reaction
- Write the balanced equation for NaOH + HCl
- Discuss other examples of neutralisation reactions in daily life

Why is the neutralisation reaction between acids and bases important in medicine, agriculture and industry?

- Humming Bird General Science pg. 208
- Burette and clamp
- Pipette and filler
- Phenolphthalein indicator
- Hydrochloric acid
- Sodium hydroxide solution
- Zinc carbonate
- Dilute nitric acid
- Limewater
- Delivery tube and conical flask
- Digital devices
- Magnesium ribbon
- Dilute hydrochloric acid
- Conical flask and gas syringe
- Universal indicator
- Burning splint

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

Acids, Bases and Salts -Classifying salts by behaviour when exposed to air
Acids, Bases and Salts -Applications of salts in daily life
Acids, Bases and Salts -Effects of salts on the environment and human health

By the end of the lesson, the learner should be able to:
- Distinguish between hygroscopic, deliquescent and efflorescent salts
- Describe what happens to sodium hydroxide, calcium chloride and sodium carbonate when exposed to air
- Connect salt behaviour to practical storage decisions such as keeping salt containers tightly sealed and using desiccants in packaging

In groups, learners are guided to:
- Carry out Hands-on Activity on classifying salts using petri dishes of sodium hydroxide, calcium chloride and sodium carbonate exposed to air
- Observe and record changes after one hour
- Discuss the differences between hygroscopy, deliquescence and efflorescence
- Write notes in exercise books and share with peers

How does the behaviour of salts when exposed to air affect how we store them at home and in industry?

- Humming Bird General Science pg. 208
- Petri dishes
- Sodium hydroxide pellets
- Calcium chloride crystals
- Sodium carbonate crystals
- Digital devices
- Internet access
- Reference books
- Charts and pictures
- Pamphlets on salt and blood pressure

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Rates of Reactions -Meaning of the rate of a chemical reaction
Rates of Reactions -Performing experiments to measure reaction rates

By the end of the lesson, the learner should be able to:
- Define the rate of a chemical reaction
- Describe qualitatively how fast or slow a reaction proceeds
- Relate the concept of reaction rate to everyday observations such as the rapid burning of a match, the slow rusting of iron and the quick fizzing of a fizzy drink when opened

In groups, learners are guided to:
- Discuss the rate of sugar dissolving in water using the tea-making scenario
- Carry out Hands-on Activity on baking soda and vinegar in a balloon to observe the speed of gas production
- Compare the combustion rates of magnesium ribbon and charcoal
- Record observations and discuss findings with peers

What does the rate of a chemical reaction tell us about how quickly useful or harmful changes happen around us?

- Humming Bird General Science pg. 231
- Conical flask and balloon
- Baking soda and vinegar
- Magnesium ribbon
- Bunsen burner
- Stopwatch
- Sodium metal and calcium
- Beakers of water
- Sodium sulphate solution
- Barium chloride solution

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

Rates of Reactions -Effect of concentration on reaction rate
Rates of Reactions -Effect of temperature on reaction rate
Rates of Reactions -Effect of surface area on reaction rate

By the end of the lesson, the learner should be able to:
- Explain how increasing concentration increases the rate of a reaction
- Carry out an experiment to investigate the effect of concentration of hydrochloric acid on the rate of dissolving magnesium ribbon
- Connect concentration effects to practical situations such as why stronger bleach removes stains faster and why diluting medicines changes their effectiveness

In groups, learners are guided to:
- Carry out Hands-on Activity 7 on the effect of concentration using four conical flasks with different concentrations of hydrochloric acid and magnesium ribbon
- Record time for ribbon to disappear for each concentration
- Draw a graph of concentration against time
- Discuss findings with peers

How does changing the concentration of a reactant affect how fast a chemical reaction occurs?

- Humming Bird General Science pg. 231
- Conical flasks and labels
- Hydrochloric acid (2M)
- Magnesium ribbon
- Measuring cylinder
- Stopwatch
- Conical flasks
- Sodium thiosulphate solution
- Hydrochloric acid
- Thermometer and stopwatch
- White paper with cross
- Marble chips and marble powder
- Dilute hydrochloric acid
- Gas syringe and conical flask
- Weighing balance

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

Rates of Reactions -Effect of catalysts on reaction rate
Rates of Reactions -Effect of light and pressure on reaction rate
Rates of Reactions -Importance of optimum conditions in biological, chemical and physical processes

By the end of the lesson, the learner should be able to:
- Explain how a catalyst speeds up a reaction by lowering the activation energy without being consumed
- Carry out an experiment to demonstrate the effect of manganese(IV) oxide on the decomposition of hydrogen peroxide
- Connect catalysis to real-life applications such as catalytic converters in vehicle exhaust systems and enzymes as biological catalysts in digestion

In groups, learners are guided to:
- Carry out Hands-on Activity 6 on the decomposition of hydrogen peroxide with and without manganese(IV) oxide
- Test the gas produced using a glowing splint
- Study Figure 2.54 on the effect of catalysts on reaction rate
- Read the ammonia manufacture scenario and discuss with peers how industrial catalysts save energy

How do catalysts make chemical reactions more efficient, and why are they important in industry and in our bodies?

- Humming Bird General Science pg. 231
- Hydrogen peroxide solution
- Manganese(IV) oxide
- Boiling tubes and wooden splint
- Digital devices
- Reference books
- Silver nitrate solution
- Potassium bromide solution
- Test tubes and a box
- Internet access
- Charts summarising optimum conditions

- Oral questions - Observation - Written assignments

Natural Physical Science

Turning Effect of Force -Meaning of moment of force
Turning Effect of Force -Factors affecting turning effect
Turning Effect of Force -Calculating moment (M = F × d)
Turning Effect of Force -Principle of moments
Turning Effect of Force -Calculations using principle of moments

By the end of the lesson, the learner should be able to:
- Define the term moment of a force
- Identify the pivot and line of action of force in everyday tools
- Relate the concept of turning effect to real-life tools such as spanners, door handles and water pumps

In groups, learners are guided to:
- Use digital devices or print media to research on moments of a force at a point
- Discuss the meaning of a moment of a force and identify its components (force, pivot, perpendicular distance)
- Share findings with classmates and make short notes

Why is it easier to open a door by pushing at the edge than near the hinge?

- Humming Bird General Science Learner's Book pg. 252
- Digital resources
- Reference books
- Spanners, lift pump, metre rule
- Humming Bird General Science Learner's Book pg. 254
- Calculator
- Humming Bird General Science Learner's Book pg. 256
- Metre rule, string, known masses, stand

- Oral questions - Observation

Natural Physical Science

Turning Effect of Force -Moments due to beam weight
Turning Effect of Force -Antiparallel forces
Turning Effect of Force -Calculations on antiparallel forces
Turning Effect of Force -Real-life applications and importance

By the end of the lesson, the learner should be able to:
- Explain how the weight of a uniform beam contributes a moment about a pivot
- Calculate moments due to beam weight acting at its centre of gravity
- Relate beam weight moments to practical structures such as see-saws and bridges

In groups, learners are guided to:
- Discuss how a uniform beam's weight acts at its midpoint
- Solve problems involving a beam pivoted near one end with a spring balance maintaining equilibrium
- Calculate the weight of the beam from the spring balance reading and distances

Why does a uniform plank tip to one side when a person stands near its end even without additional weights?

- Humming Bird General Science Learner's Book pg. 258
- Metre rule, spring balance, stand
- Calculator
- Humming Bird General Science Learner's Book pg. 260
- Wooden strip, Newton balances, screw
- Digital resources
- Humming Bird General Science Learner's Book pg. 261
- Reference books
- Humming Bird General Science Learner's Book pg. 263
- Internet access

- Written assignments - Observation

Natural Physical Science

Linear Motion -Distance and displacement
Linear Motion -Calculations on distance and displacement
Linear Motion -Speed and velocity

By the end of the lesson, the learner should be able to:
- Define distance and displacement and state their SI units
- Distinguish between distance and displacement using practical examples
- Relate the difference between distance and displacement to navigation and everyday travel

In groups, learners are guided to:
- Mark points A, B and C in the field using pegs
- Measure the length AC through B (distance) and the straight line AC (displacement)
- Record and discuss the differences between the two measurements with peers

Why does a GPS device show a shorter distance to a destination than the actual road distance travelled?

- Humming Bird General Science Learner's Book pg. 269
- Tape measure, pegs, hammer
- Reference books
- Humming Bird General Science Learner's Book pg. 270
- Calculator
- Humming Bird General Science Learner's Book pg. 272
- Digital resources

- Oral questions - Observation

Natural Physical Science

Linear Motion -Practical determination of velocity
Linear Motion -Calculations on speed and velocity
Linear Motion -Acceleration

By the end of the lesson, the learner should be able to:
- Determine velocity practically by measuring distance and time
- Record and analyse motion data to calculate average velocity
- Relate practical velocity measurements to real-life scenarios such as timing athletes and vehicles

- Mark a measured distance in the field and time a learner walking or running across it
- Calculate velocity using v = distance ÷ time
- Repeat with different distances and compare results

How do traffic officers use speed guns to measure the velocity of vehicles on a highway?

- Humming Bird General Science Learner's Book pg. 272
- Tape measure, stopwatch, pegs
- Calculator
- Reference books
- Humming Bird General Science Learner's Book pg. 274
- Digital resources

- Observation - Written assignments

Natural Physical Science

Linear Motion -Calculations on acceleration and deceleration
Linear Motion -Equations of motion (v = u + at)

By the end of the lesson, the learner should be able to:
- Calculate acceleration and deceleration using a = (v
-u) / t
- Solve numerical problems involving uniform acceleration and deceleration
- Relate deceleration calculations to road safety situations such as braking distances

In groups, learners are guided to:
- Solve problems involving vehicles accelerating from rest or decelerating to a stop
- Work through examples including converting km/h to m/s before solving
- Discuss how deceleration affects stopping distance on roads

How does a driver's reaction time affect the total stopping distance when braking on a highway?

- Humming Bird General Science Learner's Book pg. 274
- Calculator
- Reference books
- Humming Bird General Science Learner's Book pg. 276

- Written assignments - Oral questions

Natural Physical Science

Linear Motion -Equations of motion (s = ut + ½at² and v² = u² + 2as)
Linear Motion -Free fall and gravity
Linear Motion -Tick timer investigation

By the end of the lesson, the learner should be able to:
- State and apply the equations s = ut + ½at² and v² = u² + 2as
- Select the appropriate equation of motion based on the known and unknown variables
- Relate equations of motion to real-life problems such as calculating braking distance of vehicles

In groups, learners are guided to:
- Solve problems using s = ut + ½at² and v² = u² + 2as
- Work through mixed examples requiring selection of the correct equation
- Discuss and compare solutions with peers

How do road engineers use equations of motion to design safe stopping distances on highways?

- Humming Bird General Science Learner's Book pg. 276
- Calculator
- Reference books
- Humming Bird General Science Learner's Book pg. 283
- Stone, paper, writing materials
- Digital resources
- Humming Bird General Science Learner's Book pg. 285
- Cardboard, books, toy car, marble, apple
- Stopwatch, ruler

- Written assignments - Oral questions

Natural Physical Science

Linear Motion -Free fall calculations
Linear Motion -Safety on slopes
Linear Motion -Real-life applications of linear motion

By the end of the lesson, the learner should be able to:
- Apply free fall equations v = gt and h = ½gt² to solve numerical problems
- Calculate velocity, height and time for freely falling bodies
- Relate free fall calculations to real-life situations such as objects falling from buildings and cliff heights

In groups, learners are guided to:
- Solve problems involving objects dropped from heights using v = gt and h = ½gt²
- Work through examples including construction workers dropping bricks and iron balls falling off cliffs
- Discuss how the acceleration due to gravity g = 10 m/s² is used in all free fall problems

How do forensic investigators use free fall calculations to determine from what height an object fell at a crime scene?

- Humming Bird General Science Learner's Book pg. 287
- Calculator
- Reference books
- Humming Bird General Science Learner's Book pg. 288
- Digital resources
- Pictures of road accidents on slopes
- Humming Bird General Science Learner's Book pg. 281
- Internet access

- Written assignments - Oral questions

Natural Physical Science

Waves -Amplitude and wavelength
Waves -Frequency and period

By the end of the lesson, the learner should be able to:
- Define amplitude and wavelength and state their SI units
- Identify amplitude and wavelength on diagrams of transverse and longitudinal waves
- Relate amplitude and wavelength to real-life examples such as sound loudness and radio signal range

In groups, learners are guided to:
- Study diagrams of transverse waves and identify crests, troughs, amplitude and wavelength
- Use print or non-print media to research on terms used in waves
- Draw and label wave diagrams showing amplitude and wavelength

How does increasing the amplitude of a sound wave affect how loud the sound appears to a listener?

- Humming Bird General Science Learner's Book pg. 314
- Digital resources
- Wave diagrams, rulers
- Humming Bird General Science Learner's Book pg. 315
- Wave diagrams, calculator

- Oral questions - Observation

Natural Physical Science

Waves -Velocity of waves
Waves -Wave equation
Waves -Calculations using wave equation

By the end of the lesson, the learner should be able to:
- Define the velocity of a wave and state its SI unit
- Describe how wave velocity is related to the medium through which the wave travels
- Relate wave velocity to everyday phenomena such as the speed of sound in air and the speed of light

In groups, learners are guided to:
- Discuss the meaning of wave velocity as the distance a wave travels per second
- Compare the speed of sound in different media (air, water, solids)
- Discuss why lightning is seen before thunder is heard during a storm

Why do you see lightning before hearing thunder even though both are produced at the same time?

- Humming Bird General Science Learner's Book pg. 316
- Digital resources
- Reference books
- Humming Bird General Science Learner's Book pg. 317
- Long rope, stopwatch, ruler
- Humming Bird General Science Learner's Book pg. 318
- Calculator

- Oral questions - Observation

Natural Physical Science

Waves -Reflection of sound and echo
Waves -Refraction of sound
Waves -Diffraction of sound

By the end of the lesson, the learner should be able to:
- Define reflection of waves and explain how echoes are formed
- Calculate the speed of sound using the echo method
- Relate reflection of sound to real-life applications such as sonar, ultrasound scanning and echo-location in bats

In groups, learners are guided to:
- Stand at a known distance from a large hard wall, clap hands and measure the time for the echo to return
- Calculate speed of sound using speed = 2d/t
- Repeat the experiment several times and calculate average speed of sound in air

How do ships use sonar to detect underwater objects by reflecting sound waves off the seabed?

- Humming Bird General Science Learner's Book pg. 320
- Stopwatch, measuring tape, hard wall
- Calculator
- Humming Bird General Science Learner's Book pg. 322
- Digital devices with internet access
- Drawing materials
- Humming Bird General Science Learner's Book pg. 323
- Phone, large wall, door
- Measuring tape

- Observation - Written assignments

Natural Physical Science

Waves -Effects of waves on the environment
Waves -Mitigation measures against effects of waves

By the end of the lesson, the learner should be able to:
- Explain how sound waves affect communities, marine ecosystems and infrastructure
- Describe the impact of noise pollution on human health, wildlife and buildings
- Relate the effects of waves on the environment to real-life issues such as factory noise, ship engines and bridge vibrations

In groups, learners are guided to:
- Study pictures of factories, traffic and ships and discuss their noise effects on communities and marine life
- Discuss how loud ship engines disrupt whale communication and how vibrations damage buildings
- Write short notes on the effects of sound waves on communities, marine ecosystems, infrastructure and operations

How do loud ship engines and underwater sonar systems used for navigation affect the communication and behaviour of whales?

- Humming Bird General Science Learner's Book pg. 325
- Digital resources
- Pictures of industrial and marine environments
- Humming Bird General Science Learner's Book pg. 327
- Internet access

- Oral questions - Observation

Natural Physical Science

Waves -Applications in road safety, refraction and diffraction
Magnetism and Electromagnetic Induction -Magnetisation methods
Magnetism and Electromagnetic Induction -Demagnetisation

By the end of the lesson, the learner should be able to:
- Explain how reflection, refraction and diffraction of sound waves contribute to road safety
- Describe how emergency sirens use wave properties to warn road users
- Relate wave properties to road safety systems such as sirens, fog horns and sound-based warning devices

In groups, learners are guided to:
- Study diagrams showing how reflection, refraction and diffraction are applied in road safety
- Discuss how a motorcycle engine sound bends around a corner to warn pedestrians before the vehicle is visible
- Discuss how emergency sirens use reflection to be heard around obstacles and refraction to travel farther in cold weather

How does the diffraction of sound from a vehicle horn help a pedestrian at a blind junction react in time to avoid an accident?

- Humming Bird General Science Learner's Book pg. 331
- Digital resources
- Internet access
- Humming Bird General Science Learner's Book pg. 338
- Soft iron rod, copper wire, battery, bar magnet, hammer, iron filings
- Humming Bird General Science Learner's Book pg. 344
- Magnetised soft iron rod, AC power source, hammer, Bunsen burner, tongs, iron filings

- Oral questions - Written assignments

Natural Physical Science

Magnetism and Electromagnetic Induction -Magnetic field patterns
Magnetism and Electromagnetic Induction -Direction and strength of fields
Magnetism and Electromagnetic Induction -Induced EMF

By the end of the lesson, the learner should be able to:
- Describe magnetic field patterns around bar magnets, U-shaped magnets and horseshoe magnets
- Draw magnetic field lines showing direction from north to south pole and regions of attraction and repulsion
- Relate magnetic field patterns to real-life devices such as electric motors, MRI scanners and loudspeakers

In groups, learners are guided to:
- Place a bar magnet on a flat surface, cover with paper and sprinkle iron filings to reveal field pattern
- Use a small compass to trace field lines around the magnet marking direction of needle at each point
- Draw and compare field patterns around unlike poles (attraction) and like poles (repulsion)

How do the magnetic field patterns around a horseshoe magnet make it more effective for lifting metal objects than a straight bar magnet?

- Humming Bird General Science Learner's Book pg. 347
- Bar magnet, iron filings, white paper, small compass
- Drawing materials
- Humming Bird General Science Learner's Book pg. 348
- Bar magnet, compass, drawing materials
- Digital resources
- Humming Bird General Science Learner's Book pg. 351
- Reference books

- Observation - Oral questions

Natural Physical Science

Magnetism and Electromagnetic Induction -Practical demonstration
Magnetism and Electromagnetic Induction -Factors affecting induced EMF
Magnetism and Electromagnetic Induction -Applications of electromagnetic induction
Magnetism and Electromagnetic Induction -Electric bell project

By the end of the lesson, the learner should be able to:
- Perform an experiment to demonstrate electromagnetic induction using a U-shaped magnet, galvanometer and straight conductor
- Observe and explain the effect of direction and speed of conductor movement on the galvanometer reading
- Relate the experiment results to how generators and dynamos produce electricity in power stations

In groups, learners are guided to:
- Connect a straight conductor to a galvanometer using connecting wires
- Position the conductor between the poles of a U-shaped magnet and move it up, down, parallel and at an angle
- Observe the galvanometer deflection in each case and record findings

How does the direction of movement of the coil in a generator determine the direction of the current supplied to homes and industries?

- Humming Bird General Science Learner's Book pg. 352
- U-shaped magnet, galvanometer, straight conductor, connecting wires
- Humming Bird General Science Learner's Book pg. 354
- Digital resources
- Reference books
- Humming Bird General Science Learner's Book pg. 355
- Internet access
- Humming Bird General Science Learner's Book pg. 358
- Buzzer, battery, copper wire, iron nail, paperclip, plastic box, insulated wire, glue, tape

- Observation - Written assignments