Life Science

Respiration -Definition and meaning of respiration

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

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

What is respiration and why is it essential for all living organisms?

Humming Bird General Science pg. 69
- Digital devices with internet access
- Diagrams of respiration
- Reference books

- Oral questions -Written assignments -Observation

Life Science

Respiration -Aerobic respiration
Respiration -Anaerobic respiration
Respiration -Fermentation
Respiration -Respiratory quotient and respiratory substrates
Respiration -Factors affecting respiration
Respiration -Economic importance of anaerobic respiration
Respiration -Making products through anaerobic respiration

By the end of the lesson, the learner should be able to:
- Describe the process of aerobic respiration including glycolysis, the Krebs cycle and the electron transport chain
- Write the equation for aerobic respiration
- Relate aerobic respiration to real-life activities such as the sustained energy athletes need during long-distance running
- Explain the factors that affect the rate of respiration in living things including temperature, pH, substrate concentration, hormones, age and surface area to volume ratio
- Analyse case studies showing how physical activity and oxygen availability affect respiration
- Relate factors affecting respiration to real-life scenarios such as why cows in poorly ventilated barns have lower energy levels

In groups, learners are guided to:
- Set up germinating seeds in a thermos flask with a thermometer and observe the temperature rise as evidence of energy release during aerobic respiration
-Discuss the three stages of aerobic respiration and where each takes place
-Write the equation for aerobic respiration and share with peers
- Read and discuss two case studies on factors affecting respiration in cows and in a student doing exercise
-Search for information on factors affecting respiration using print and digital media
-Write short notes on each factor and present findings to the class

How does aerobic respiration release energy efficiently for use by living organisms?
How do temperature, pH, substrate concentration and physical activity influence the rate of respiration in living organisms?

Humming Bird General Science pg. 69
- Germinating seeds (beans or peas)
- Thermos flask, thermometer, cotton wool
- Reference books
- Digital devices with internet access
- Glucose solution, yeast, limewater
- Test tubes, delivery tube, warm water bath
- Yeast, glucose solution, balloons, warm water
- Litmus papers (blue and red), sour milk
- Diagrams of respiratory quotient
Humming Bird General Science pg. 69
- Digital devices with internet access
- Case study cards
- Reference books
- Resource persons from biogas or food processing facilities
- Plastic containers, balloons, plastic tubing
- Organic waste (food peels, manure)

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

Life Science

Plant Growth and Development -Concept of growth and development
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:
- Explain the meaning of growth and development in plants distinguishing quantitative growth from qualitative development
- Describe the differences between growth and development including cell division, elongation and differentiation
- Relate plant growth to real-life observations such as measuring the increase in height of seedlings over time in a garden

In groups, learners are guided to:
- Observe a diagram showing different stages of plant growth from seed to maturity and describe changes
-Carry out a hands-on activity by planting bean seeds, measuring height every three days and recording development indicators
-Discuss with peers the differences between growth and development using a comparison table

What is the difference between growth and development in plants and why are both important for plant survival?

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

- Observation -Written assignments -Oral questions

Life Science

Plant Growth and Development -Primary and secondary growth
Plant Growth and Development -Factors influencing growth and development
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:
- 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
- Hormone and function cards
- Print media
Humming Bird General Science pg. 111
- Digital devices with internet access (virtual lab tour)
- Diagrams of microorganisms

- Oral presentations -Written tests -Observation

Life Science
Matter and Chemical Reactions

Microorganisms -Modes of transmission and infections
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
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:
- 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
- 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:
- 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
- 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 do different microorganisms spread from one person to another and what infections do they cause?
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
- Resource persons (health officers)
- 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
- Internet access

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

Matter and Chemical Reactions

The Periodic Table -Writing and balancing chemical equations
Chemical Families -Alkali metals: properties and reactions
Chemical Families -Alkaline earth metals: properties and reactions
Chemical Families -Halogens: 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
- Magnesium ribbon
- Bunsen burner
- Dilute hydrochloric acid
- Samples of chlorine, bromine and iodine
- Test tubes and droppers
- Hexane

- Written tests - Oral questions - Observation

Matter and Chemical 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:
- Explain the unreactive nature of noble gases in relation to their full outer electron shells
- Describe the physical properties of noble gases including state, melting point, boiling point and density
- Connect the properties of noble gases to real-life uses such as helium in balloons, neon in signage and argon in arc welding

In groups, learners are guided to:
- Study the unreactive nature of noble gases using the classroom seating analogy
- Study Table 2.28 on physical properties of noble gases
- Watch a video or use the provided link to research applications of noble gases
- Discuss pictures of noble gas applications and write notes in exercise books

Why are noble gases chemically unreactive and how does this make them safe for use in lighting and welding?

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

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

Chemical Bonding -Role of valence electrons in bond formation
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⁺
Chemical Bonding -Hydrogen bonds and Van der Waals forces
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:
- 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
- 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:
- 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
- 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 valence electrons determine the type of chemical bond an atom will form?
How do hydrogen bonds and Van der Waals forces influence the physical properties of everyday substances like water?

- Humming Bird General Science pg. 189
- Digital devices
- Internet access
- Reference books
- Plasticine or beads for modelling
- Toothpicks and beads for modelling
- Humming Bird General Science pg. 189
- Beads and strings for modelling
- Digital devices
- Reference books
- Metal samples
- Charts showing molecular structures
- Aluminium cookware samples

- Oral questions - Observation - Written assignments

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
Acids, Bases and Salts -Role of acids and bases in biological processes

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
- Test tubes and test tube rack
- Pepsin suspension
- Egg albumen
- Limewater and straws

- Oral questions - Observation - Written assignments

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
Acids, Bases and Salts -Classifying salts by behaviour when exposed to air

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
- Petri dishes
- Sodium hydroxide pellets
- Calcium chloride crystals
- Sodium carbonate crystals

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

Acids, Bases and Salts -Applications of salts in daily life
Acids, Bases and Salts -Effects of salts on the environment and human health
Rates of Reactions -Meaning of the rate of a chemical reaction
Rates of Reactions -Performing experiments to measure reaction rates
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:
- 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
- Measure the rate of a reaction by recording the volume of gas produced or the change in mass over time
- Compare the reaction rates of sodium and calcium with water
- Connect rate measurement techniques to industrial quality control processes such as monitoring reaction progress in pharmaceutical manufacturing

In groups, learners are guided to:
- 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
- Carry out Hands-on Activity on comparing reaction rates of sodium and calcium with water
- Carry out the rate of precipitation experiment between sodium sulphate and barium chloride
- Record time taken for each reaction and compare results using Table 2.45
- Draw graphs of volume of gas or mass change against time and discuss trends

How are salts used across different sectors of the economy to improve human health and productivity?
How can we measure and compare the rates of different chemical reactions in the laboratory?

- Humming Bird General Science pg. 208
- Digital devices
- Internet access
- Reference books
- Charts and pictures
- Pamphlets on salt and blood pressure
- Humming Bird General Science pg. 231
- Conical flask and balloon
- Baking soda and vinegar
- Magnesium ribbon
- Bunsen burner
- Stopwatch
- Humming Bird General Science pg. 231
- Sodium metal and calcium
- Beakers of water
- Sodium sulphate solution
- Barium chloride solution
- Stopwatch
- Conical flasks and labels
- Hydrochloric acid (2M)
- Magnesium ribbon
- Measuring cylinder
- 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
- Oral questions - Observation - Written assignments

Matter and Chemical Reactions
Natural Physical Science

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
Turning Effect of Force -Meaning of moment of force

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
- Humming Bird General Science Learner's Book pg. 252
- Digital resources

- Oral questions - Observation - Written assignments

Natural Physical Science

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
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:
- State the factors that affect the turning effect of a force
- Investigate how distance and force influence the turning effect
- Relate the turning effect of force to everyday situations such as using a wrench or lifting a pump handle

In groups, learners are guided to:
- In groups, investigate how changing the distance from the pivot and the magnitude of force affects the turning effect
- Use a lift pump or spanner to demonstrate the effect of distance from pivot
- Discuss findings with peers and note how increased distance or force increases the turning effect

How does the position of a hand on a spanner affect the ease of turning a bolt?

- Humming Bird General Science Learner's Book pg. 252
- Spanners, lift pump, metre rule
- Digital resources
- Humming Bird General Science Learner's Book pg. 254
- Calculator
- Reference books
- Humming Bird General Science Learner's Book pg. 256
- Metre rule, string, known masses, stand
- Humming Bird General Science Learner's Book pg. 258
- Metre rule, spring balance, stand
- Humming Bird General Science Learner's Book pg. 260
- Wooden strip, Newton balances, screw
- Humming Bird General Science Learner's Book pg. 261
- Humming Bird General Science Learner's Book pg. 263
- Internet access

- Observation - Oral questions

Natural Physical Science

Linear Motion -Distance and displacement
Linear Motion -Calculations on distance and displacement
Linear Motion -Speed and velocity
Linear Motion -Practical determination of velocity
Linear Motion -Calculations on speed and velocity
Linear Motion -Acceleration
Linear Motion -Calculations on acceleration and deceleration

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
- 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 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
- 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

Why does a GPS device show a shorter distance to a destination than the actual road distance travelled?
How do traffic officers use speed guns to measure the velocity of vehicles on a highway?

- 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
- 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

- Oral questions - Observation
- Observation - Written assignments

Natural Physical Science

Linear Motion -Equations of motion (v = u + at)
Linear Motion -Equations of motion (s = ut + ½at² and v² = u² + 2as)
Linear Motion -Free fall and gravity

By the end of the lesson, the learner should be able to:
- State and apply the equation v = u + at
- Identify the variables of motion: initial velocity, final velocity, acceleration and time
- Relate the first equation of motion to real-life situations such as a car accelerating from rest

In groups, learners are guided to:
- Introduce the five variables of motion using a table (u, v, a, s, t)
- Solve problems using v = u + at where three variables are known
- Work through examples involving vehicles, boulders and runners

How would you use v = u + at to find the speed of a matatu after accelerating for a given time from rest?

- 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

- Written assignments - Oral questions

Natural Physical Science

Linear Motion -Tick timer investigation
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:
- Describe how a tick timer is used to investigate motion
- Analyse ticker tape results to determine velocity and acceleration
- Relate ticker tape analysis to how speed cameras and data loggers record vehicle motion

In groups, learners are guided to:
- Set up a ramp using books and cardboard and release different objects such as a marble, toy car, apple and pumpkin
- Observe and record how speed increases from rest to maximum at the bottom
- Analyse speed-time data from a table and calculate acceleration due to gravity

How do engineers use motion sensors and data loggers to monitor the speed of vehicles during crash testing?

- Humming Bird General Science Learner's Book pg. 285
- Cardboard, books, toy car, marble, apple
- Stopwatch, ruler
- 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

- Observation - Written assignments

Natural Physical Science

Waves -Amplitude and wavelength
Waves -Frequency and period
Waves -Velocity of waves
Waves -Wave equation
Waves -Calculations using wave equation
Waves -Reflection of sound and echo
Waves -Refraction of sound

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
- State the wave equation v = fλ
- Explain the relationship between wave speed, frequency and wavelength
- Relate the wave equation to real-life applications such as radio wave transmission and sonar

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
- Stretch a long rope on a flat surface and oscillate it to create waves
- Measure wavelength by marking distance between successive crests
- Count waves passing a fixed point in 10 seconds to find frequency and use v = fλ to calculate wave speed

How does increasing the amplitude of a sound wave affect how loud the sound appears to a listener?
How do telecommunications engineers use the wave equation to determine the wavelength of signals transmitted by mobile phone towers?

- 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
- Humming Bird General Science Learner's Book pg. 316
- Reference books
- Humming Bird General Science Learner's Book pg. 317
- Long rope, stopwatch, ruler
- Digital resources
- Humming Bird General Science Learner's Book pg. 318
- Calculator
- Reference books
- Humming Bird General Science Learner's Book pg. 320
- Stopwatch, measuring tape, hard wall
- Humming Bird General Science Learner's Book pg. 322
- Digital devices with internet access
- Drawing materials

- Oral questions - Observation
- Observation - Oral questions

Natural Physical Science

Waves -Diffraction of sound
Waves -Effects of waves on the environment
Waves -Mitigation measures against effects of waves
Waves -Applications in road safety, refraction and diffraction

By the end of the lesson, the learner should be able to:
- Define diffraction and explain how sound bends around obstacles and through openings
- Investigate how sound can be heard around a corner or through a slightly open door
- Relate diffraction to real-life situations such as hearing vehicles approaching around a blind corner

In groups, learners are guided to:
- Position a ringing phone behind a wall and check whether a listener on the other side can hear it
- Repeat with a slightly open door and note how sound spreads through the opening
- Discuss how diffraction allows sound to bend around edges and through gaps

How does diffraction of sound help a pedestrian hear an approaching vehicle before it comes into view around a corner?

- Humming Bird General Science Learner's Book pg. 323
- Phone, large wall, door
- Measuring tape
- 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
- Humming Bird General Science Learner's Book pg. 331

- Observation - Oral questions

Natural Physical Science

Magnetism and Electromagnetic Induction -Magnetisation methods
Magnetism and Electromagnetic Induction -Demagnetisation
Magnetism and Electromagnetic Induction -Magnetic field patterns

By the end of the lesson, the learner should be able to:
- Describe the electrical, induction, stroking and hammering methods of magnetising soft iron
- Compare the strength and permanence of magnets produced by each method
- Relate magnetisation methods to real-life applications such as manufacturing compass needles, refrigerator door magnets and industrial lifting magnets

In groups, learners are guided to:
- Wrap insulated copper wire around a soft iron rod, connect to a battery and test with iron filings (electrical method)
- Place soft iron near a bar magnet without touching and test magnetism (induction method)
- Stroke a soft iron rod with a permanent magnet in one direction and test with iron filings (stroking method)
- Strike a soft iron rod aligned north-south with a hammer and test with iron filings (hammering method)

Which method of magnetisation would be most suitable for manufacturing a permanent compass needle and why?

- 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
- Humming Bird General Science Learner's Book pg. 347
- Bar magnet, iron filings, white paper, small compass
- Drawing materials

- Observation - Oral questions

Natural Physical Science

Magnetism and Electromagnetic Induction -Direction and strength of fields
Magnetism and Electromagnetic Induction -Induced EMF
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:
- Explain how the spacing and direction of magnetic field lines indicate field strength and direction
- Interpret magnetic field diagrams to identify regions of strong and weak fields
- Relate field strength and direction to real-life applications such as the design of speakers and electric motors

In groups, learners are guided to:
- Use compass results from the previous lesson to draw and interpret field line diagrams
- Identify regions near the poles where field lines are closest together as regions of strongest field
- Discuss with peers how field direction and density are used in the design of motors and generators

How does an engineer use knowledge of magnetic field strength and direction when designing the electromagnet in an electric motor?

- 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
- 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
- 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 - Oral questions