Life Science

The Cell -Levels of cell organisation
The Cell -Modelling plant and animal cells

By the end of the lesson, the learner should be able to:
- Construct a concept map showing the levels of cell organisation from organelle to organism
- Give examples of each level of organisation in plants and animals
- Relate levels of organisation to real-life understanding such as how damage to tissues leads to organ failure in the human body

In groups, learners are guided to:
- Search the internet for information on levels of cell organisation
-Make a chart showing organelle, cell, tissue, organ, organ system and organism with examples
-Match names to the correct levels in both plant and animal organisation tables

How are cells organised into tissues, organs and organ systems in living things?

Humming Bird General Science pg. 15
- Digital devices with internet access
- Charts showing levels of organisation
- Reference books
- Locally available materials (clay, cardboard, bottle caps, seeds)
- Printed cell diagrams

- Oral questions -Written tests -Observation

Life Science

Nutrition in Animals -Chemical and mechanical digestion
Nutrition in Animals -Digestion in the mouth

By the end of the lesson, the learner should be able to:
- Describe chemical and mechanical digestion of food in the human digestive system
- Distinguish between mechanical digestion by teeth and chemical digestion by enzymes
- Relate digestion to real-life situations such as why chewing food well before swallowing improves digestion
- Describe the digestion of food in the mouth including the roles of teeth, tongue, saliva and salivary amylase
- Explain how the bolus is formed and moved to the stomach through peristalsis
- Relate saliva production to real-life observations such as salivating at the sight or smell of food

In groups, learners are guided to:
- Simulate chewing by mashing food and adding a saliva substitute then observe texture changes
-Watch animations or videos showing digestion along the alimentary canal
-Discuss with peers the difference between mechanical and chemical digestion and write short notes
- Carry out a simulation activity using mashed food and a saliva substitute to observe starch digestion
-Discuss the roles of chewing, salivary amylase and tongue in the mouth
-Write short notes on digestion in the mouth and the role of each structure

Why is it important for food to undergo both mechanical and chemical digestion before absorption?
How is food digested in the mouth and what role does saliva play in this process?

Humming Bird General Science pg. 29
- Digital devices with internet access
- Animation or video of digestion
- Reference books
Humming Bird General Science pg. 29
- Digital devices with internet access
- Small pieces of bread or banana
- Reference books

- Oral questions -Observation -Written assignments

Life Science

Nutrition in Animals -Digestion in the stomach
Nutrition in Animals -Digestion in the duodenum

By the end of the lesson, the learner should be able to:
- Describe the digestion of food in the stomach including the roles of hydrochloric acid, pepsin, rennin and mucus
- Explain how the stomach is adapted to carry out digestion
- Relate stomach acid to real-life conditions such as heartburn and the use of antacids to neutralise excess acid

In groups, learners are guided to:
- Watch a video of digestion in the stomach and note the key steps
-Read a case scenario on protein digestion and answer questions on the role of pepsin and HCl
-Discuss the adaptations of the stomach and write short notes

How does the stomach break down proteins and what adaptations make it suited for this function?

Humming Bird General Science pg. 29
- Digital devices with internet access
- Animation or video of stomach digestion
- Reference books
- Cooking oil, water, dish soap for simulation

- Oral questions -Observation -Written assignments

Life Science

Nutrition in Animals -Digestion in the ileum and adaptations

By the end of the lesson, the learner should be able to:
- Describe the digestion and absorption of food in the ileum including the roles of maltase, sucrase, lactase, lipase and peptidase
- Explain the adaptations of the ileum for efficient digestion and absorption
- Relate villi and microvilli to real-life understanding such as how diseases like Celiac disease damage villi and affect nutrient absorption

In groups, learners are guided to:
- Match food molecules to enzymes and end products using cards and arrange as a flow diagram
-Discuss the adaptations of the ileum including villi, microvilli, length and folding
-Write short notes on the role of the ileum in completing digestion and absorption

How is the ileum adapted to ensure complete digestion and efficient absorption of nutrients?

Humming Bird General Science pg. 29
- Enzyme, food and end-product cards
- Digital devices with internet access
- Reference books

- Oral questions -Written tests -Observation

Life Science

Nutrition in Animals -Adaptations of the digestive system

By the end of the lesson, the learner should be able to:
- Explain the adaptations of the mouth, oesophagus, stomach and intestines to their digestive functions
- Compare the structural adaptations of each region and relate them to their specific digestive roles
- Relate digestive adaptations to real-life medical conditions such as ulcers caused by damage to the stomach's mucus lining

In groups, learners are guided to:
- Use cards to match each region of the digestive system to its structural adaptations
-Discuss the role of sphincters, mucus, villi and peristalsis across different regions
-Write a summary table of adaptations for each region

How are the different regions of the human digestive system structurally adapted to perform their specific functions?

Humming Bird General Science pg. 29
- Digital devices with internet access
- Charts of the digestive system
- Reference books

- Oral questions -Written tests -Observation

Life Science

Nutrition in Animals -Food tests for starch and reducing sugars
Nutrition in Animals -Food tests for non-reducing sugars, proteins, lipids and Vitamin C
Nutrition in Animals -Modelling the human digestive system

By the end of the lesson, the learner should be able to:
- Perform experiments to test for the presence of starch using iodine solution and reducing sugars using Benedict's solution
- Record and interpret colour changes as evidence of nutrient presence
- Relate food tests to real-life applications such as quality control in food processing industries
- Construct a model of the human digestive system using locally available materials
- Explain the role of different parts of the digestive system using the model
- Relate the model to real-life understanding of how food travels from the mouth through the alimentary canal to the anus

In groups, learners are guided to:
- Carry out the iodine test for starch and observe the blue-black colour change
-Carry out Benedict's test for reducing sugars and observe the colour change from blue to orange/red
-Record observations and write conclusions in exercise books
- Gather locally available materials such as plastic bottles, straws, funnels and plastic bags to represent different parts of the digestive system
-Assemble the model and use it to demonstrate the journey of food through the alimentary canal
-Present the model to the class and explain each part's function

How can we use chemical tests to identify the presence of starch and reducing sugars in food?
How can a model of the human digestive system help us understand the process of digestion?

Humming Bird General Science pg. 29
- Iodine solution
- Benedict's solution
- Test tubes, droppers, heat source
- Food samples
- Biuret reagent (CuSO₄ and NaOH)
- DCPIP reagent
- Filter paper, ethanol, food samples
- Test tubes and droppers
Humming Bird General Science pg. 29
- Plastic bottles, straws, funnels, plastic bags
- Locally available materials
- Reference books

- Experiments -Observation -Written assignments
- Model making -Oral questions -Observation

Life Science

Transport in Plants -Absorption of water and mineral salts

By the end of the lesson, the learner should be able to:
- Describe the process of absorption of water and mineral salts in plants including osmosis through root hair cells
- Explain how water moves from the soil into root hair cells and onwards through the plant
- Relate water absorption to real-life farming practices such as the importance of adequate soil moisture for healthy crop growth

In groups, learners are guided to:
- Search for information on absorption of water and mineral salts using digital devices or textbooks
-Study a diagram of a set-up investigating transport in plants and discuss observations
-Write short notes on how water and mineral salts are absorbed and share with peers

Why is absorption of water and mineral salts through roots essential for plant survival?

Humming Bird General Science pg. 51
- Digital devices with internet access
- Diagrams of root absorption
- Reference books

- Oral questions -Observation -Written assignments

Life Science

Transport in Plants -Root tissues
Transport in Plants -Adhesive and cohesive forces in water transport

By the end of the lesson, the learner should be able to:
- Identify tissues responsible for absorption of water in plants including root hair cells and vascular bundles
- Compare the arrangement of xylem and phloem in monocot and dicot roots
- Relate root tissue structure to real-life agricultural applications such as why uprooting plants damages root hairs and reduces water uptake

In groups, learners are guided to:
- Prepare and observe a root specimen under a light microscope and identify root hair cells and epidermal tissue
-Draw and label the root structure including xylem and phloem arrangement in monocot and dicot roots
-Discuss the distribution of vascular bundles in both types of roots

How are root tissues structurally arranged to maximise the absorption of water and mineral salts?

Humming Bird General Science pg. 51
- Fresh root specimens (bean and maize)
- Light microscope, slides, cover slips
- Methylene blue stain
- Reference books
- Capillary tubes of different diameters
- Beaker of water, food colouring
- Ruler or marker
- Digital devices with internet access

- Observation -Oral questions -Written assignments

Life Science

Transport in Plants -Translocation

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

- Experiments -Observation -Oral questions

Life Science

Transport in Plants -Structural factors affecting transpiration
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 structural factors affecting the rate of transpiration including stomata number, leaf size, cuticle thickness and leaf orientation
- Describe how leaf structure in different environments such as desert and aquatic plants affects water loss
- Relate leaf adaptations to real-life examples such as cacti having fewer stomata to survive dry conditions
- 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:
- Visit the school garden and observe structural features of plants in exposed, shaded and aquatic areas
-Use cobalt(II) chloride paper on leaf surfaces to compare transpiration rates on upper and lower surfaces
-Record observations and discuss which structural features help reduce water loss
- 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 the structural features of a leaf influence the rate of transpiration?
How do temperature, humidity, wind and light intensity affect the rate of water loss through transpiration?

Humming Bird General Science pg. 51
- Cobalt(II) chloride paper
- Fresh leaves, glass slides, elastic bands
- Stopwatch
- Reference books
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 -Oral questions
- 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

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

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

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

How does aerobic respiration release energy efficiently for use by 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

- Experiments -Oral questions -Written tests

Life Science

Respiration -Fermentation
Respiration -Respiratory quotient and respiratory substrates

By the end of the lesson, the learner should be able to:
- Investigate carbon(IV) oxide production in yeast fermentation using balloons
- Test the acidity of fermented products such as sour milk using litmus paper
- Relate fermentation to real-life production of bread, yoghurt, cheese and biogas
- 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:
- Set up three bottles with yeast and varying amounts of sugar covered with balloons to investigate CO₂ production
-Test sour milk with blue and red litmus paper to confirm its acidity from lactic acid fermentation
-Discuss the practical uses of fermentation in food production and energy
- 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 is fermentation used in everyday life to produce useful products from anaerobic respiration?
How does the respiratory quotient help us determine which food substrate is being broken down during respiration?

Humming Bird General Science pg. 69
- Yeast, glucose solution, balloons, warm water
- Litmus papers (blue and red), sour milk
- Reference books
- Digital devices with internet access
Humming Bird General Science pg. 69
- Digital devices with internet access
- Diagrams of respiratory quotient
- Reference books

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

Life Science

Respiration -Factors affecting respiration
Respiration -Economic importance of anaerobic respiration

By the end of the lesson, the learner should be able to:
- 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:
- 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 do temperature, pH, substrate concentration and physical activity influence the rate of respiration in living organisms?

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

- Oral questions -Written assignments -Observation

Life Science

Respiration -Making products through anaerobic respiration

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

- Projects -Observation -Oral presentations

Life Science

Plant Growth and Development -Concept of growth and development

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

- Observation -Written assignments -Oral questions

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

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

- Oral presentations -Written tests -Observation

Life Science

Plant Growth and Development -Factors influencing growth and development
Plant Growth and Development -Role of growth hormones in plants

By the end of the lesson, the learner should be able to:
- Describe the role of water, light, temperature and soil nutrients in the growth and development of plants
- Explain how each factor contributes to processes such as photosynthesis, enzyme activity and cell turgidity
- Relate environmental factors to real-life farming decisions such as choosing well-watered and nutrient-rich soils for high crop yields

In groups, learners are guided to:
- Study a concept map summarising factors affecting plant growth and discuss whether the information is correctly presented
-Research the role of water, light, temperature and soil nutrients using textbooks or online resources
-Write a summary table of factors and their effects on plant growth

How do water, light, temperature and soil nutrients influence the growth and development of plants?

Humming Bird General Science pg. 88
- Digital devices with internet access
- Concept map of growth factors
- Reference books
- Hormone and function cards
- Print media

- Oral questions -Written assignments -Observation

Life Science

Microorganisms -Types of microorganisms

By the end of the lesson, the learner should be able to:
- Identify the types of microorganisms that affect human beings including viruses, bacteria and fungi
- Describe the key characteristics of each type of microorganism
- Relate microorganisms to real-life health challenges such as how viruses like influenza and COVID-19 cause respiratory infections while bacteria like Salmonella cause food poisoning

In groups, learners are guided to:
- Take a virtual tour of a microbiology laboratory using a digital device to observe different types of microorganisms
-Study diagrams of viruses, bacteria and fungi and identify each type
-Discuss findings with peers and write short notes on the types of microorganisms and their characteristics

What types of microorganisms affect human beings and what are their key characteristics?

Humming Bird General Science pg. 111
- Digital devices with internet access (virtual lab tour)
- Diagrams of microorganisms
- Reference books

- Oral questions -Observation -Written assignments

Life Science

Microorganisms -Modes of transmission and infections
Microorganisms -Prevention and control of microorganism infections
Microorganisms -Economic importance of microorganisms

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
- 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

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
- 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

How do different microorganisms spread from one person to another and what infections do they cause?
How can we prevent and control the spread of infections caused by viruses, bacteria and fungi in our communities?

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

- Oral questions -Observation -Written assignments

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

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 -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:
- Define valency and oxidation number
- Determine the valency and oxidation number of the first 20 elements
- Relate valency to real-life situations such as understanding why certain elements form specific compounds used in fertilisers and medicines

In groups, learners are guided to:
- Discuss how to determine valency from electron configuration
- Use Table 2.8 to study valency and oxidation states of the first 20 elements
- Discuss the difference between valency and oxidation number
- Write notes summarising the valency of key elements

How is the valency of an element determined from its electron configuration?

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

- Oral questions - Written tests - Observation

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

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
- Identify alkali metals and describe their physical properties including appearance, atomic radius, ionisation energy, melting point and electrical conductivity
- Describe the chemical reactions of alkali metals with oxygen and water
- Connect properties of alkali metals to real-life uses such as lithium in phone batteries and sodium in street lighting

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
- Investigate physical properties of alkali metals including appearance, hardness and electrical conductivity using Hands-on Activities 1–4
- Study trends in atomic radius and ionisation energy from Table 2.13
- Carry out or observe the reaction of sodium with oxygen and water
- Write balanced equations for reactions of sodium with oxygen and water
- Discuss uses of alkali metals and share findings with peers

How does balancing a chemical equation reflect the law of conservation of mass?
How do the physical and chemical properties of alkali metals make them useful in everyday applications?

- 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
- Digital devices
- Reference books
- Magnesium ribbon
- Bunsen burner
- Dilute hydrochloric acid

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

Matter and Chemical Reactions

Chemical Families -Halogens: properties and reactions

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

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Chemical Families -Noble gases: properties and applications

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

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

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 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

- 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
- 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:
- 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 2.25 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 do valence electrons determine the type of chemical bond an atom will form?
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
- Digital devices
- Internet access
- Reference books
- Humming Bird General Science pg. 189
- Plasticine or beads for modelling
- Digital devices
- Reference books

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

Matter and Chemical Reactions

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 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
- Internet access

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

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 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

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Chemical Bonding -Metallic bonding and metallic structure

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

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

How does the sea of delocalised electrons in metals explain their unique physical properties?

- Humming Bird General Science pg. 189
- Digital devices
- Reference books
- Metal samples

- Oral questions - Observation - Written tests

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
- 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:
- 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
- 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

How does the structure of a substance determine its physical properties and practical uses?
Why do some substances taste sour or feel slippery, and what does this tell us about their chemical nature?

- 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

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

- Oral questions - Observation - Written tests

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

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
- 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 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
- 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 reaction of acids with metals explain the corrosion of metallic structures in acidic environments?
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
- Magnesium ribbon
- Dilute hydrochloric acid
- Conical flask and gas syringe
- Universal indicator
- Burning splint
- 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

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

Matter and Chemical Reactions

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:
- Explain the effects of salts on water bodies through eutrophication, on soil through salinisation and on air through salt-dust pollution
- Describe the health risks of excessive salt intake including high blood pressure
- Connect environmental and health literacy to community awareness campaigns on safe salt use in food and farming

In groups, learners are guided to:
- Study Figure 2.52 on the process of eutrophication
- Research the effect of salts on soil in irrigated areas using digital devices
- Research salt-dust contribution to air pollution in coastal areas
- Organise a community session on the dangers of excessive salt intake and demonstrate safe alternatives using the project activity

How does excessive use of salts in farming and food affect the environment and human health?

- Humming Bird General Science pg. 208
- Digital devices
- Internet access
- Reference books
- 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

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

- Oral questions - Observation - Written tests

Matter and Chemical Reactions

Rates of Reactions -Performing experiments to measure reaction rates
Rates of Reactions -Effect of concentration on reaction rate

By the end of the lesson, the learner should be able to:
- 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:
- 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 can we measure and compare the rates of different chemical reactions in the laboratory?

- 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

- Oral questions - Observation - Written assignments

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
- Explain how increasing surface area increases the rate of a reaction by exposing more particles to contact
- Carry out an experiment comparing the rate of reaction of powdered marble and marble chips with hydrochloric acid
- Relate surface area effects to real-life examples such as why powdered medicines dissolve faster than tablets and why charcoal burns faster when broken into smaller pieces

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
- Carry out Hands-on Activity 8 using powdered marble and marble chips with hydrochloric acid
- Measure volume of gas produced every 30 seconds using a gas syringe
- Record results in Table 2.48 and draw a graph of volume of CO₂ against time
- Read the scenario on surface area effects and discuss with peers

Why does increasing temperature speed up chemical reactions, and how is this used in cooking and food preservation?
How does increasing the surface area of a reactant speed up a chemical reaction, and where is this principle used in daily life?

- Humming Bird General Science pg. 231
- Conical flasks
- Sodium thiosulphate solution
- Hydrochloric acid
- Thermometer and stopwatch
- White paper with cross
- Humming Bird General Science pg. 231
- Marble chips and marble powder
- Dilute hydrochloric acid
- Gas syringe and conical flask
- Weighing balance
- Stopwatch

- Oral questions - Observation - Written assignments
- 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

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

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

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:
- 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:
- 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

Why is controlling temperature, pressure and concentration so important for making chemical and biological processes safe and efficient?

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

- Oral questions - Observation - Written assignments