Life Science

Transport in Plants -Translocation
Transport in Plants -Structural factors affecting transpiration

By the end of the lesson, the learner should be able to:
- Explain the process of translocation of sugars and nutrients through the phloem from source to sink
- Describe the pressure-flow mechanism in translocation
- Relate translocation to real-life agricultural practices such as ring barking experiments showing that phloem carries food

In groups, learners are guided to:
- Research the process of translocation using textbooks or online resources and write notes
-Carry out a ring barking (girdling) experiment on a woody stem and observe swelling above the removed bark after two weeks
-Discuss findings with peers and relate results to the role of phloem

How are sugars and nutrients transported from leaves to other parts of the plant through translocation?

Humming Bird General Science pg. 51
- Healthy woody stem
- Sharp knife, ruler, marker pen
- Digital devices with internet access
- Reference books
- Cobalt(II) chloride paper
- Fresh leaves, glass slides, elastic bands
- Stopwatch

- Experiments -Observation -Oral questions

Life Science

Transport in Plants -Environmental factors affecting transpiration
Transport in Plants -Importance of transpiration

By the end of the lesson, the learner should be able to:
- Investigate environmental factors affecting transpiration including temperature, humidity, wind, light intensity and atmospheric pressure
- Use a potometer to measure the effect of changing environmental conditions on the rate of transpiration
- Relate transpiration rates to real-life farming decisions such as watering crops more in hot and windy weather

In groups, learners are guided to:
- Set up a potometer and measure the movement of the air bubble under different environmental conditions including changes in light, temperature and wind
-Record and discuss how each factor affects the rate of transpiration
-Write short notes on environmental factors affecting transpiration

How do temperature, humidity, wind and light intensity affect the rate of water loss through transpiration?

Humming Bird General Science pg. 51
- Potometer, fresh leafy shoot
- Water, vaseline, ruler, stopwatch
- Reference books
- Digital devices with internet access
- Potted leafy plants or leafy branches
- Transparent plastic bags, rubber bands

- Experiments -Observation -Written assignments

Life Science

Transport in Plants -Watering and manuring plants

By the end of the lesson, the learner should be able to:
- Explain the importance of watering and manuring plants to sustain plant growth
- Describe the uses of fertilisers including DAP, CAN and Urea in boosting crop production
- Relate fertiliser use to real-life farming decisions such as choosing the right fertiliser to improve soil nutrients and support crop growth

In groups, learners are guided to:
- Visit an agricultural office or resource person to gather real-world insights on watering and manuring
-Create sensitisation materials such as posters and brochures on the benefits of watering and manuring
-Demonstrate how organic and inorganic manure contributes to plant growth and share with the community

How do watering and manuring practices contribute to healthy plant growth and improved crop yields?

Humming Bird General Science pg. 51
- Charts, posters, brochures
- Samples of fertilisers (DAP, CAN, Urea)
- Digital devices with internet access
- Reference books

- Projects -Oral questions -Observation

Life Science

Respiration -Definition and meaning of respiration
Respiration -Aerobic respiration
Respiration -Anaerobic respiration
Respiration -Fermentation

By the end of the lesson, the learner should be able to:
- Explain the meaning of respiration as the process by which living organisms break down organic food to release energy
- Distinguish between breathing and cellular respiration
- Relate respiration to real-life experiences such as feeling tired after exercise because cells need more energy
- Describe the process of anaerobic respiration in yeast and in animals including fermentation and lactic acid production
- Write the equations for anaerobic respiration in yeast and in animals
- Relate anaerobic respiration to real-life experiences such as muscle cramps during intense exercise due to lactic acid build-up

In groups, learners are guided to:
- Study a diagram of the respiration process and discuss what is happening
-Discuss the meaning of respiration with peers and write the definition in exercise books
-Discuss why breathing becomes faster during exercise and relate to the body's increased energy demand
- Mix yeast with glucose solution, connect to limewater and observe the milky change as carbon(IV) oxide is produced
-Discuss the differences between aerobic and anaerobic respiration using a comparison table
-Do jumping exercises for two minutes and observe changes in breathing and muscle fatigue

What is respiration and why is it essential for all living organisms?
Why does the body switch to anaerobic respiration during intense physical activity and what are the consequences?

Humming Bird General Science pg. 69
- Digital devices with internet access
- Diagrams of respiration
- Reference books
- Germinating seeds (beans or peas)
- Thermos flask, thermometer, cotton wool
Humming Bird General Science pg. 69
- Glucose solution, yeast, limewater
- Test tubes, delivery tube, warm water bath
- Reference books
- Digital devices with internet access
- Yeast, glucose solution, balloons, warm water
- Litmus papers (blue and red), sour milk

- Oral questions -Written assignments -Observation
- Experiments -Observation -Oral questions

Life Science

Respiration -Respiratory quotient and respiratory substrates
Respiration -Factors affecting respiration

By the end of the lesson, the learner should be able to:
- Explain the concept of respiratory quotient (RQ) as the ratio of CO₂ produced to O₂ consumed
- Calculate the RQ for carbohydrates, fats and proteins and identify the type of respiration occurring
- Relate RQ values to real-life dietary understanding such as why athletes use carbohydrates as a preferred energy substrate for quick energy release

In groups, learners are guided to:
- Study a diagram explaining respiratory quotient and discuss its meaning
-Calculate RQ values from given equations and identify the substrate and type of respiration
-Work through individual and group RQ calculation problems and present solutions

How does the respiratory quotient help us determine which food substrate is being broken down during respiration?

Humming Bird General Science pg. 69
- Digital devices with internet access
- Diagrams of respiratory quotient
- Reference books
- Case study cards

- Written tests -Oral questions -Observation

Life Science

Respiration -Economic importance of anaerobic respiration

By the end of the lesson, the learner should be able to:
- Describe the economic importance of anaerobic respiration at home and in industry including baking, biogas production, pharmaceuticals and waste management
- Explain how anaerobic respiration is applied in food preservation, biofuel production and medicine
- Relate anaerobic respiration to real-life economic activities such as biogas plants reducing household energy costs

In groups, learners are guided to:
- Research the economic importance of anaerobic respiration using online resources and textbooks
-Plan a visit to a nearby waste treatment or biogas facility and observe how organic waste is converted to methane
-Prepare and present a detailed report on the economic significance of anaerobic respiration

How does anaerobic respiration contribute to economic development at the household and industrial level?

Humming Bird General Science pg. 69
- Digital devices with internet access
- Reference books
- Resource persons from biogas or food processing facilities

- Projects -Oral presentations -Written reports

Life Science

Respiration -Making products through anaerobic respiration
Plant Growth and Development -Concept of growth and development

By the end of the lesson, the learner should be able to:
- Carry out a project utilising the concept of anaerobic respiration to make useful products such as yoghurt, porridge or a bio-digestor
- Demonstrate the fermentation process involved in making a chosen product
- Relate home-based fermentation to real-life entrepreneurship opportunities such as small-scale yoghurt or biogas production businesses

In groups, learners are guided to:
- Model a bio-digestor using a plastic container, tubing and balloon to collect biogas from organic waste
-Discuss and share with peers the process used and the products obtained from anaerobic respiration
-Present the project findings and relate to economic benefits in the community

How can the concept of anaerobic respiration be applied to create useful and economically valuable products at home?

Humming Bird General Science pg. 69
- Plastic containers, balloons, plastic tubing
- Organic waste (food peels, manure)
- Reference books
- Digital devices with internet access
Humming Bird General Science pg. 88
- Small pots, soil, bean or pea seeds
- Ruler, water, digital camera

- Projects -Observation -Oral presentations

Life Science

Plant Growth and Development -Seed dormancy
Plant Growth and Development -Conditions necessary for germination
Plant Growth and Development -Types of germination

By the end of the lesson, the learner should be able to:
- Describe the causes of seed dormancy in plants including hard seed coats, chemical inhibitors, immature embryo and unfavourable environmental conditions
- Explain methods of breaking seed dormancy such as scarification, stratification and chemical treatment
- Relate seed dormancy to real-life agricultural challenges such as why some seeds planted by farmers fail to germinate immediately
- Differentiate between epigeal and hypogeal germination in terms of cotyledon position and seedling development
- Carry out experiments to investigate epigeal germination in beans and hypogeal germination in maize
- Relate types of germination to real-life farming observations such as bean seedlings emerging with seed leaves above soil while maize shoots emerge without exposing the seed

In groups, learners are guided to:
- Visit the school garden or a nearby farm to collect and observe seeds from different environments
-Interview a school gardener or farmer about seed dormancy
-Study cards showing causes of seed dormancy and discuss with peers whether the information is correct
- Plant bean seeds in a pot and observe epigeal germination recording the emergence of cotyledons above the soil
-Plant maize seeds and observe hypogeal germination recording that cotyledons remain underground while the shoot emerges
-Compare and discuss the differences between the two types of germination with peers

Why do some seeds fail to germinate even when conditions seem favourable, and how can farmers overcome this?
What are the differences between epigeal and hypogeal germination and which crops show each type?

Humming Bird General Science pg. 88
- Notebook, pen, camera
- Seed samples from different environments
- Digital devices with internet access
- Reference books
- Glass jars, bean seeds (soaked)
- Cotton wool, pyrogallic acid or NaOH
- Thermometer, refrigerator, incubator
Humming Bird General Science pg. 88
- Bean seeds, maize seeds (soaked overnight)
- Pots with soil, ruler, water, notebook
- Reference books
- Digital devices with internet access

- Oral questions -Observation -Written assignments
- Experiments -Observation -Written assignments

Life Science

Plant Growth and Development -Primary and secondary growth
Plant Growth and Development -Factors influencing growth and development

By the end of the lesson, the learner should be able to:
- Distinguish between primary growth at apical meristems and secondary growth at lateral meristems
- Describe the three zones of primary growth including cell division, elongation and differentiation
- Relate secondary growth to real-life observations such as the annual rings seen in a cross-section of a tree trunk used in timber production

In groups, learners are guided to:
- Search for differences between primary and secondary growth using digital devices or textbooks
-Study longitudinal sections of stem and root tips to identify zones of cell division, elongation and differentiation
-Prepare and present a PowerPoint presentation on primary and secondary growth to the class

How does primary growth differ from secondary growth and what structures are responsible for each type?

Humming Bird General Science pg. 88
- Digital devices with internet access
- Diagrams of stem and root tip sections
- Reference books
- Presentation tools
- Concept map of growth factors

- Oral presentations -Written tests -Observation

Life Science

Plant Growth and Development -Role of growth hormones in plants
Microorganisms -Types of microorganisms

By the end of the lesson, the learner should be able to:
- Describe the roles of auxins, gibberellins, cytokinins, abscisic acid and ethylene in plant growth and development
- Match each hormone to its specific function in plant growth
- Relate plant hormones to real-life applications such as using auxins as rooting powder to promote root growth in plant cuttings or ethylene to ripen bananas commercially

In groups, learners are guided to:
- Read a gazette excerpt on plant growth hormones and identify the role of each hormone
-Match hormone name cards to their function cards in a group activity
-Write short notes on the role of each plant growth hormone in exercise books

How do plant growth hormones regulate growth, development and responses to the environment in plants?

Humming Bird General Science pg. 88
- Digital devices with internet access
- Hormone and function cards
- Reference books
- Print media
Humming Bird General Science pg. 111
- Digital devices with internet access (virtual lab tour)
- Diagrams of microorganisms

- Oral questions -Written tests -Observation

Life Science

Microorganisms -Modes of transmission and infections

By the end of the lesson, the learner should be able to:
- Explain the modes of transmission of microorganisms in human beings including airborne, direct contact, contaminated food/water, vector-borne and bloodborne transmission
- Identify the types of infections caused by bacteria, viruses and fungi in human beings
- Relate modes of transmission to real-life public health measures such as wearing masks in crowded areas to prevent airborne viral infections

In groups, learners are guided to:
- Search for information on modes of transmission of microorganisms using digital or print media
-Plan and carry out a visit to a nearby health centre to observe how microorganisms spread and engage with health officers
-Study case scenarios and identify the possible microorganism responsible and how it spread

How do different microorganisms spread from one person to another and what infections do they cause?

Humming Bird General Science pg. 111
- Digital devices with internet access
- Case scenario cards
- Reference books
- Resource persons (health officers)

- Oral questions -Observation -Written assignments

Life Science
Matter and Chemical Reactions

Microorganisms -Prevention and control of microorganism infections
Microorganisms -Economic importance of microorganisms
The Periodic Table -Atomic structure review
The Periodic Table -Electron arrangement of atoms
The Periodic Table -Classifying elements into groups and periods
The Periodic Table -Stability and electron affinity of atoms

By the end of the lesson, the learner should be able to:
- Describe methods of controlling and preventing infections caused by microorganisms including good hygiene, vaccination, safe food handling and use of protective equipment
- Match the mode of transmission to the appropriate prevention method for bacterial, viral and fungal infections
- Relate prevention measures to real-life community health practices such as boiling water to prevent cholera and handwashing to prevent COVID-19
- Write the electron configuration of the first 20 elements
- Draw electron arrangement diagrams for selected elements
- Recognise how electron arrangement determines an element's chemical behaviour, similar to how a building's structure determines its function

In groups, learners are guided to:
- Read Christine's article on preventing infections and search for additional prevention methods using print or digital media
-Study case scenarios on food poisoning, fungal infections and cholera and suggest appropriate control measures
-Write notes on methods of controlling and preventing infections and share with peers
- Carry out activities to determine electron arrangement of the first 20 elements
- Draw electron arrangement diagrams for sodium, chlorine, helium and potassium
- Arrange elements by similarities in electron configuration
- Discuss with peers the significance of the outermost energy level

How can we prevent and control the spread of infections caused by viruses, bacteria and fungi in our communities?
How does the electron arrangement of an atom determine its chemical properties?

Humming Bird General Science pg. 111
- Digital devices with internet access
- Case scenario cards
- Reference books
- Charts on prevention methods
- Bread samples for mould growth investigation
- Resource persons from dairy or food processing plants
- Humming Bird General Science pg. 128
- Digital devices
- Internet access
- Periodic table charts
- Humming Bird General Science pg. 128
- Digital devices
- Periodic table
- Reference books
- Element cards

- Oral questions -Observation -Written assignments
- Oral questions - Observation - Written tests

Matter and Chemical Reactions

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
The Periodic Table -Chemical formulae of common compounds

By the end of the lesson, the learner should be able to:
- Describe how cations and anions are formed from the first 20 elements
- Draw dot-and-cross diagrams to illustrate ion formation for selected elements
- Relate ion formation to everyday materials such as how table salt forms from sodium and chlorine ions

In groups, learners are guided to:
- Draw dot-and-cross diagrams for ion formation of sodium, chlorine, lithium, calcium, sulphur and phosphorus
- Watch animations and simulations on ion formation
- Discuss the difference between cations and anions
- Write short notes on ion formation in exercise books

How does the transfer of electrons between atoms lead to the formation of ions?

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

- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

The Periodic Table -Writing and balancing chemical equations
Chemical Families -Alkali metals: properties and reactions

By the end of the lesson, the learner should be able to:
- Write word and chemical equations for selected reactions
- Balance chemical equations using the law of conservation of mass
- Relate balanced equations to real-life processes such as combustion in vehicle engines and reactions in industrial manufacturing

In groups, learners are guided to:
- Study the rules and steps for writing and balancing equations
- Balance equations for reactions of magnesium with oxygen, hydrogen with chlorine, and calcium with water
- Use the see-saw analogy to understand the concept of balancing
- Write and balance further equations for sodium in chlorine and barium nitrate with potassium sulphate

How does balancing a chemical equation reflect the law of conservation of mass?

- Humming Bird General Science pg. 128
- Digital devices
- Reference books
- Periodic table
- Humming Bird General Science pg. 153
- Small samples of alkali metals
- Electrical circuit apparatus

- Written tests - Oral questions - Observation

Matter and Chemical Reactions

Chemical Families -Alkaline earth metals: properties and reactions

By the end of the lesson, the learner should be able to:
- Identify alkaline earth metals and describe their physical properties including appearance, atomic radius, ionisation energy, melting point and electrical conductivity
- Describe the chemical reactions of magnesium with oxygen and dilute acid
- Connect the properties of alkaline earth metals to uses in construction materials, aerospace alloys and medicines such as antacids

In groups, learners are guided to:
- Investigate physical properties of alkaline earth metals using Hands-on Activities and Tables 2.15–2.19
- Carry out or observe the reaction of magnesium with oxygen and with hydrochloric acid
- Write balanced equations for magnesium reacting with oxygen and with HCl
- Discuss uses of alkaline earth metals and write notes in exercise books

How are the properties of alkaline earth metals suited to their uses in industry and medicine?

- Humming Bird General Science pg. 153
- Magnesium ribbon
- Bunsen burner
- Dilute hydrochloric acid
- Digital devices
- Reference books

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

Chemical Families -Halogens: properties and reactions
Chemical Families -Noble gases: properties and applications
Chemical Families -Transition metals: properties and uses
Chemical Families -Uses of elements and applications in road illumination

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
- 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:
- 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
- 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

What properties make halogens useful as disinfectants and in water treatment?
How do the physical properties of transition metals determine their suitability for use in construction, electronics and manufacturing?

- Humming Bird General Science pg. 153
- Samples of chlorine, bromine and iodine
- Test tubes and droppers
- Hexane
- Digital devices
- Reference books
- Internet access
- Humming Bird General Science pg. 153
- Metal samples (copper, iron, zinc, lead)
- Electrical circuit apparatus
- Digital devices
- Reference books
- Internet access
- Charts and pictures

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Chemical Bonding -Role of valence electrons in bond formation
Chemical Bonding -Ionic bonding in NaCl, MgF₂ and Al₂O₃

By the end of the lesson, the learner should be able to:
- Explain the role of valence electrons in chemical bond formation
- Identify which atoms lose, gain or share electrons to achieve stability
- Connect valence electron behaviour to everyday materials such as why salt dissolves in water and why metals conduct electricity

In groups, learners are guided to:
- Search for information on the role of valence electrons using textbooks or online resources
- Complete the flow chart on how valence electrons assist in stabilising atoms
- Discuss with peers how metals, non-metals and noble gases behave differently due to their valence electrons
- Write brief notes on the role of valence electrons in bond formation

How do valence electrons determine the type of chemical bond an atom will form?

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

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Chemical Bonding -Covalent bonding in H₂, HCl, H₂O, NH₃ and O₂

By the end of the lesson, the learner should be able to:
- Describe the formation of single, double and triple covalent bonds through the sharing of electrons
- Draw dot-and-cross diagrams to illustrate covalent bonding in H₂, H₂O, O₂ and CO₂
- Connect covalent bonding to everyday substances such as water, oxygen in the air and carbon dioxide produced during respiration

In groups, learners are guided to:
- Study Figures 2.31–2.34 on covalent bonding in water, oxygen, iodine and carbon dioxide
- Draw dot-and-cross diagrams for H₂, H₂O, O₂, CO₂ and HCl
- Model a covalent bond in CO₂ using toothpicks and beads
- Discuss the difference between single, double and triple covalent bonds

How does the sharing of electrons between non-metal atoms lead to the formation of a covalent bond?

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

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Chemical Bonding -Dative-covalent bond in NH₄⁺
Chemical Bonding -Hydrogen bonds and Van der Waals forces

By the end of the lesson, the learner should be able to:
- Explain the formation of a dative-covalent bond where both electrons come from the same atom
- Illustrate the formation of the ammonium ion from ammonia and a hydrogen ion
- Relate dative bonding to the chemistry of fertilisers such as ammonium nitrate where the ammonium ion plays a key role

In groups, learners are guided to:
- Study Figure 2.35 on the formation of the ammonium ion through a dative bond
- Draw the dot-and-cross diagram of the ammonium ion
- Discuss the difference between a covalent bond and a dative-covalent bond
- Share findings with peers and write notes in exercise books

What makes a dative-covalent bond different from an ordinary covalent bond?

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

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

Chemical Bonding -Metallic bonding and metallic structure
Chemical Bonding -Giant ionic, simple molecular and giant atomic structures
Chemical Bonding -Uses of diamond, graphite and aluminium

By the end of the lesson, the learner should be able to:
- Describe the structure of a metal as positive ions surrounded by a sea of delocalised electrons
- Explain how metallic bonding accounts for the physical properties of metals including conductivity, malleability and ductility
- Connect metallic bonding to real-life applications such as aluminium in aircraft and cooking utensils, and copper in electrical wiring
- Explain the uses of diamond, graphite and aluminium in relation to their bond types and structures
- Select appropriate materials for specific applications based on their physical properties
- Connect material selection to everyday engineering decisions such as choosing aluminium for aircraft, graphite for pencils and diamond for drilling

In groups, learners are guided to:
- Study Table 2.36 on physical properties of metallic substances
- Study Figure 2.38 on the metallic structure of calcium
- Discuss why metals are good conductors of electricity and heat
- Plan a visit to an industry to explore how metals are selected for specific uses
- Discuss findings with peers
- Study Table 2.35 on uses of diamond, graphite and aluminium in relation to their bond types
- Work through the three engineering scenarios in the course book to select the best material
- Sensitise the community on the use and care of aluminium cookware
- Discuss and share findings with peers

How does the sea of delocalised electrons in metals explain their unique physical properties?
How does understanding the bond type and structure of a material help engineers choose the right material for each job?

- Humming Bird General Science pg. 189
- Digital devices
- Reference books
- Metal samples
- Charts showing molecular structures
- Humming Bird General Science pg. 189
- Digital devices
- Reference books
- Aluminium cookware samples

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

Acids, Bases and Salts -Meaning and definition of acids and bases
Acids, Bases and Salts -Classifying substances using the universal indicator and pH chart

By the end of the lesson, the learner should be able to:
- Define acids as substances that produce hydrogen ions in water and bases as substances that produce hydroxide ions in water
- Identify common examples of acids and bases in everyday substances
- Connect the presence of acids and bases to familiar experiences such as the sourness of lemon juice and the slippery feel of soap

In groups, learners are guided to:
- Discuss the meaning of acids and bases using the lemonade and soap scenario
- Carry out Hands-on Activity 1 using phenolphthalein indicator to distinguish acids from bases
- List common acids and bases found at home and in the laboratory
- Discuss findings with peers and write notes in exercise books

Why do some substances taste sour or feel slippery, and what does this tell us about their chemical nature?

- Humming Bird General Science pg. 208
- Phenolphthalein indicator
- Hydrochloric acid
- Sodium hydroxide solution
- Beakers and stirring rods
- Universal indicator solution
- pH chart
- Test tubes and droppers
- Various household substances

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Acids, Bases and Salts -Role of acids and bases in biological processes
Acids, Bases and Salts -Reaction of acids with bases (neutralisation)

By the end of the lesson, the learner should be able to:
- Explain the role of hydrochloric acid in protein digestion in the stomach
- Describe how carbon dioxide produced during respiration affects the pH of the blood
- Connect acid-base balance to health, showing how antacids work to relieve excess stomach acid and how the body uses bicarbonate ions to buffer blood pH

In groups, learners are guided to:
- Carry out Hands-on Activity 3 on the role of acids and bases in digestion using pepsin and egg albumen
- Carry out Hands-on Activity 4 on the role of acids and bases in respiration by blowing into limewater
- Discuss how alkaline conditions inactivate protein-digesting enzymes
- Share findings with peers and write notes in exercise books

How do acids and bases in the digestive and respiratory systems work together to keep the body functioning normally?

- Humming Bird General Science pg. 208
- Test tubes and test tube rack
- Pepsin suspension
- Egg albumen
- Hydrochloric acid
- Limewater and straws
- Burette and clamp
- Pipette and filler
- Phenolphthalein indicator
- Sodium hydroxide solution

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Acids, Bases and Salts -Reaction of acids with carbonates

By the end of the lesson, the learner should be able to:
- Describe the reaction of an acid with a metal carbonate to produce a salt, carbon dioxide and water
- Write balanced chemical equations for acid-carbonate reactions
- Connect acid-carbonate reactions to real-life processes such as the fizzing of antacid tablets and the weathering of limestone buildings

In groups, learners are guided to:
- Carry out Hands-on Activity 7 on the reaction of zinc carbonate with dilute nitric acid
- Test the gas produced using limewater
- Identify the products of the reaction
- Write the balanced equation for the reaction and discuss with peers

What happens when an acid reacts with a carbonate, and where do we see this reaction in everyday life?

- Humming Bird General Science pg. 208
- Zinc carbonate
- Dilute nitric acid
- Limewater
- Delivery tube and conical flask
- Digital devices

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Acids, Bases and Salts -Reaction of acids with metals
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:
- Describe the reaction of a dilute acid with a metal to produce a salt and hydrogen gas
- Write balanced chemical equations for acid-metal reactions
- Relate acid-metal reactions to practical situations such as the corrosion of metal pipes and tools by acidic substances and the production of hydrogen gas in industry
- Outline the applications of salts in agriculture, food industry, medicine, laundry and road use
- Identify specific salts and their functions in each sector
- Connect knowledge of salts to informed consumer choices such as reading food labels for sodium content and understanding which fertilisers to recommend for different soils

In groups, learners are guided to:
- Carry out Hands-on Activity 6 on the reaction of magnesium ribbon with dilute hydrochloric acid
- Test the gas produced using a burning splint
- Measure the pH of the filtrate using universal indicator
- Write the balanced equation for the reaction and discuss findings with peers
- Research applications of salts using digital devices or print media
- Study Table 2.42 on applications of salts across different industries
- Study the pictures in Figure 2.51 and identify uses of common salts
- Discuss findings with peers and write notes in exercise books

How does the reaction of acids with metals explain the corrosion of metallic structures in acidic environments?
How are salts used across different sectors of the economy to improve human health and productivity?

- Humming Bird General Science pg. 208
- Magnesium ribbon
- Dilute hydrochloric acid
- Conical flask and gas syringe
- Universal indicator
- Burning splint
- Petri dishes
- Sodium hydroxide pellets
- Calcium chloride crystals
- Sodium carbonate crystals
- Digital devices
- Humming Bird General Science pg. 208
- Digital devices
- Internet access
- Reference books
- Charts and pictures
- Pamphlets on salt and blood pressure

- Oral questions - Observation - Written tests

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

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

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

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 temperature increases the rate of a reaction by increasing kinetic energy of particles
- Carry out an experiment to investigate the effect of temperature on the rate of reaction between sodium thiosulphate and hydrochloric acid
- Relate temperature effects to everyday situations such as why food cooks faster at higher temperatures and why refrigeration preserves food longer

In groups, learners are guided to:
- Carry out Hands-on Activity 5 using sodium thiosulphate and hydrochloric acid at different temperatures (room temperature, 30°C, 40°C, 50°C and 60°C)
- Record time for the cross to become invisible at each temperature
- Draw a graph of rate of reaction against temperature
- Discuss the cooking scenario and relate to optimum temperature effects

Why does increasing temperature speed up chemical reactions, and how is this used in cooking and food preservation?

- Humming Bird General Science pg. 231
- 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
- Stopwatch

- Oral questions - Observation - Written assignments

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
- Define optimum conditions and explain their importance in biological, chemical and physical processes
- Describe how optimum conditions maximise efficiency in industrial processes such as the Haber process and in biological processes such as enzyme activity
- Connect optimum conditions to everyday decisions such as setting the correct oven temperature for baking, maintaining body temperature for health and choosing the right conditions for fermenting yoghurt

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
- Research the importance of optimum conditions using digital devices
- Study Table 2.49 summarising optimum conditions for biological, chemical and physical processes
- Read and discuss the findings of Groups A, B and C from the factory field trip scenario
- Discuss other processes where optimising conditions is beneficial and share with peers

How do catalysts make chemical reactions more efficient, and why are they important in industry and in our bodies?
Why is controlling temperature, pressure and concentration so important for making chemical and biological processes safe and efficient?

- 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
- Humming Bird General Science pg. 231
- Digital devices
- Internet access
- Reference books
- Charts summarising optimum conditions

- Oral questions - Observation - Written assignments