Life Science

Transport in Plants - Environmental factors affecting transpiration

By the end of the lesson, the learner should be able to:
- Investigate environmental factors affecting transpiration
- Explain how temperature, humidity and wind affect transpiration
- Connect transpiration rates to understanding why plants need more water on hot days

In groups, learners are guided to:
- Carry out experiments to investigate factors affecting transpiration
- Compare transpiration rates under different conditions
- Record and analyse results

Why do plants lose more water on hot, windy days?

- Mentor General Science pg. 52
- Potted plants
- Polythene bags
- Fan
- Light source

- Practical assessment - Lab reports - Oral questions

Life Science

Transport in Plants - Structural factors affecting transpiration
Transport in Plants - Importance of transpiration in plant life
Transport in Plants - Watering and manuring for plant growth
Respiration - Definition of respiration

By the end of the lesson, the learner should be able to:
- Investigate structural factors affecting transpiration
- Explain how leaf size, cuticle thickness and stomata affect water loss
- Relate leaf adaptations to plant survival in different environments like deserts

In groups, learners are guided to:
- Carry out experiments comparing transpiration in different leaf types
- Discuss how plant structures reduce water loss
- Observe stomata distribution in different plants

How do desert plants survive with very little water?

- Mentor General Science pg. 54
- Different leaf samples
- Polythene bags
- Microscope
- Mentor General Science pg. 56
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 57
- Poster materials
- Charts
- Mentor General Science pg. 60

- Practical assessment - Written reports - Group discussions

Life Science

Respiration - Differences between aerobic and anaerobic respiration
Respiration - Fermentation using yeast cells
Respiration - Respiratory quotient and respiratory substrates
Respiration - Factors affecting respiration in living things

By the end of the lesson, the learner should be able to:
- Describe aerobic and anaerobic respiration in living things
- Compare the two types of respiration
- Relate anaerobic respiration to muscle fatigue during intense exercise

In groups, learners are guided to:
- Discuss with peers the difference between aerobic and anaerobic respiration
- Search for information on effects of anaerobic respiration
- Create comparison tables

Why do muscles feel sore after intense exercise?

- Mentor General Science pg. 61
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 63
- Yeast
- Glucose solution
- Test tubes
- Delivery tubes
- Mentor General Science pg. 65
- Calculators
- Charts
- Mentor General Science pg. 67
- Water baths
- Thermometers
- Test tubes

- Comparison tables - Oral questions - Written tests

Life Science

Respiration - Economic importance of anaerobic respiration
Respiration - Making products using anaerobic respiration
Plant Growth and Development - Growth and development in plants
Plant Growth and Development - Causes of seed dormancy

By the end of the lesson, the learner should be able to:
- Describe economic importance of anaerobic respiration at home and in industry
- Explain applications in baking, dairy and biogas production
- Connect anaerobic respiration to income-generating activities like yoghurt making

In groups, learners are guided to:
- Search for information on economic importance of anaerobic respiration
- Discuss applications in bakeries, dairy industry and biogas production
- Carry out project making fermented products

How is fermentation used to make products we use daily?

- Mentor General Science pg. 69
- Digital devices
- Yeast
- Flour
- Milk
- Mentor General Science pg. 70
- Milk
- Yoghurt starter
- Containers
- Mentor General Science pg. 71
- Growing plants
- Charts
- Mentor General Science pg. 72
- Various seeds

- Project assessment - Presentations - Written reports

Life Science

Plant Growth and Development - Investigating conditions for germination
Plant Growth and Development - Epigeal and hypogeal germination
Plant Growth and Development - Primary and secondary growth in plants

By the end of the lesson, the learner should be able to:
- Investigate the conditions necessary for germination
- Set up experiments to test for water, oxygen and temperature requirements
- Apply germination knowledge to successful seed planting in agriculture

In groups, learners are guided to:
- Carry out experiments to investigate conditions necessary for germination
- Set up controlled experiments for water, oxygen and temperature
- Record and analyse results

What conditions must be present for a seed to germinate?

- Mentor General Science pg. 74
- Bean seeds
- Cotton wool
- Boiling tubes
- Water
- Mentor General Science pg. 78
- Maize seeds
- Soil
- Containers
- Mentor General Science pg. 79
- Woody stem cross-sections
- Diagrams
- Charts

- Practical assessment - Lab reports - Oral questions

Life Science
Matter and Chemical Reactions

Plant Growth and Development - Factors and hormones affecting plant growth
Microorganisms - Types of microorganisms affecting human beings
Microorganisms - Transmission and infections caused by microorganisms
Microorganisms - Prevention, control and economic importance of microorganisms
The Periodic Table - Atomic structure review

By the end of the lesson, the learner should be able to:
- Describe factors that contribute to growth and development in plants
- Explain the role of growth hormones in plants
- Apply knowledge to improving plant growth through proper care and hormone application

In groups, learners are guided to:
- Discuss the role of water, temperature, light and nutrients in plant growth
- Search for information on plant growth hormones
- Research on applications of auxins, gibberellins and cytokinins

How do farmers use plant hormones to improve crop production?

- Mentor General Science pg. 81
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 86
- Pictures
- Mentor General Science pg. 88
- Mentor General Science pg. 91
- Poster materials
- Mentor General Science pg. 99
- Charts showing atomic structure
- Digital resources

- Presentations - Oral questions - Written tests

Matter and Chemical Reactions

The Periodic Table - Electron arrangement
The Periodic Table - Groups and periods
The Periodic Table - Stability of atoms
The Periodic Table - Cation formation
The Periodic Table - Anion formation
The Periodic Table - Valency of elements
The Periodic Table - Oxidation numbers and radicals

By the end of the lesson, the learner should be able to:
- Write electron configurations of the first 20 elements
- Identify valence electrons in an atom
- Connect electron arrangement to how batteries and conductors work in daily life

In groups, learners are guided to:
- Write electron configurations of elements 1-20
- Identify the number of energy levels and electrons in each level
- Use digital devices to visualize electron arrangements

Why is electron arrangement significant in determining element properties?

- Mentor General Science pg. 99
- Periodic table charts
- Digital resources
- Periodic table
- Chart materials
- Internet access
- Digital resources
- Reference books
- Digital devices
- Charts
- Periodic table
- Charts showing radicals

- Written tests - Oral questions - Observation

Matter and Chemical Reactions

The Periodic Table - Writing chemical formulae
The Periodic Table - Formulae of compounds with radicals
The Periodic Table - Writing chemical equations
The Periodic Table - Balancing chemical equations

By the end of the lesson, the learner should be able to:
- Write chemical formulae using valencies
- Apply the criss-cross method for formula writing
- Relate chemical formulae to labels on medicines, fertilizers, and household chemicals

In groups, learners are guided to:
- Write chemical formulae of common compounds using valencies
- Practice the criss-cross method
- Verify formulae using total charges

How do we represent compounds using chemical symbols?

- Mentor General Science pg. 99
- Reference books
- Periodic table
- Charts
- Digital resources
- Modelling materials

- Written assignments - Oral questions - Observation

Matter and Chemical Reactions

Chemical Families - Alkali metals
Chemical Families - Reactions of alkali metals
Chemical Families - Alkaline earth metals
Chemical Families - Reactions of alkaline earth metals

By the end of the lesson, the learner should be able to:
- Identify alkali metals in the periodic table
- Describe physical properties of alkali metals
- Relate alkali metals to street lighting and fireworks displays

In groups, learners are guided to:
- Search for information on alkali metals
- Sort and group alkali metals from the periodic table
- Discuss physical properties of sodium, potassium, and lithium

Why are alkali metals stored under oil?

- Mentor General Science pg. 122
- Periodic table
- Digital resources
- Sodium metal
- Water trough
- Safety equipment
- Magnesium ribbon
- Dilute acids
- Bunsen burner

- Oral questions - Observation - Written assignments

Matter and Chemical Reactions

Chemical Families - Halogens
Chemical Families - Reactions of halogens
Chemical Families - Noble gases

By the end of the lesson, the learner should be able to:
- Identify halogens in the periodic table
- Describe physical properties of halogens
- Relate halogens to water purification, disinfectants, and salt in food

In groups, learners are guided to:
- Research on halogens and their properties
- Compare physical states and colours of halogens
- Discuss the trend in properties down the group

Why are halogens important in water treatment?

- Mentor General Science pg. 122
- Periodic table
- Charts
- Digital resources
- Chlorine water
- Litmus paper
- Safety equipment
- Fume chamber
- Digital resources
- Pictures of neon signs

- Oral questions - Written assignments - Group discussions

Matter and Chemical Reactions

Chemical Families - Transition metals
Chemical Families - Uses of elements and their compounds
Chemical Families - Applications in road safety and lighting
Chemical Bonding - Valence electrons and stability

By the end of the lesson, the learner should be able to:
- Identify selected transition metals in the periodic table
- Describe properties of transition metals
- Relate transition metals to jewelry, coins, electrical wiring, and cooking utensils

In groups, learners are guided to:
- Research on transition elements (copper, iron, zinc, lead)
- Discuss properties of transition metals
- Investigate uses of transition metals in daily life

How are transition metals suited to their uses?

- Mentor General Science pg. 122
- Samples of metals
- Digital resources
- Reference books
- Charts
- Pictures of lighting systems
- Mentor General Science pg. 153
- Periodic table
- Digital resources

- Oral questions - Written tests - Observation

Matter and Chemical Reactions

Chemical Bonding - Ionic bond formation
Chemical Bonding - Ionic bonding in various compounds
Chemical Bonding - Covalent bond formation
Chemical Bonding - Covalent bonding in molecules

By the end of the lesson, the learner should be able to:
- Describe ionic bond formation through electron transfer
- Draw dot and cross diagrams for ionic compounds
- Connect ionic bonding to table salt, baking soda, and mineral supplements

In groups, learners are guided to:
- Discuss formation of ionic bonds
- Use dots (.) and crosses (x) to illustrate ionic bonding in sodium chloride
- Navigate online sources for simulations on ionic bond formation

How are ionic bonds formed?

- Mentor General Science pg. 153
- Digital devices
- Modelling materials
- Modelling materials
- Digital resources
- Ball and stick models

- Written tests - Oral questions - Observation

Matter and Chemical Reactions

Chemical Bonding - Dative-covalent bond
Chemical Bonding - Hydrogen bonds and intermolecular forces
Chemical Bonding - Metallic bonding
Chemical Bonding - Giant ionic and giant atomic structures

By the end of the lesson, the learner should be able to:
- Describe dative-covalent bond formation
- Illustrate dative bonding in ammonium and hydroxonium ions
- Relate dative bonding to fertilizer chemistry and acid-base reactions in the stomach

In groups, learners are guided to:
- Discuss formation of dative-covalent bonds
- Draw dot and cross diagrams for ammonium ion and hydroxonium ion
- Illustrate dative bonding in carbon (II) oxide

How is a dative bond different from a normal covalent bond?

- Mentor General Science pg. 153
- Digital resources
- Charts
- Reference books
- Metal samples
- Electrical circuit
- Digital resources
- Sodium chloride
- Graphite
- Circuit components

- Oral questions - Written assignments - Observation

Matter and Chemical Reactions

Chemical Bonding - Properties and uses of substances
Acids, Bases and Salts - Definition of acids and bases
Acids, Bases and Salts - pH scale and indicators

By the end of the lesson, the learner should be able to:
- Relate bond types to physical properties
- Select appropriate materials based on their structure
- Apply knowledge to choosing cookware, building materials, and electrical insulators

In groups, learners are guided to:
- Discuss relationship between bond types and physical properties
- Explore uses of diamond, graphite, and aluminium
- Sensitise community on use and care of common appliances

How do we select materials for specific purposes based on their bonding?

- Mentor General Science pg. 153
- Samples of materials
- Digital resources
- Mentor General Science pg. 185
- Common household substances
- Universal indicator
- pH chart
- Various solutions

- Project assessment - Oral questions - Written tests

Matter and Chemical Reactions

Acids, Bases and Salts - Acids and bases in digestion and respiration
Acids, Bases and Salts - Neutralisation reactions
Acids, Bases and Salts - Acids and carbonates
Acids, Bases and Salts - Acids and metals

By the end of the lesson, the learner should be able to:
- Explain the role of acids in digestion
- Describe the role of the bicarbonate buffer system in respiration
- Connect acid-base chemistry to antacid use and breathing regulation

In groups, learners are guided to:
- Discuss functions of hydrochloric acid in the stomach
- Research on the bicarbonate buffer system in blood
- Explain how antacids neutralise stomach acid

Why is stomach acid important for digestion?

- Mentor General Science pg. 185
- Digital resources
- Reference books
- Dilute acids and bases
- Burette, pipette
- Indicators
- Sodium carbonate
- Dilute acids
- Lime water
- Delivery tubes
- Zinc, magnesium, iron
- Test tubes

- Oral questions - Written assignments - Group discussions

Matter and Chemical Reactions

Acids, Bases and Salts - Hygroscopy, deliquescence and efflorescence
Acids, Bases and Salts - Uses of salts in daily life
Acids, Bases and Salts - Environmental effects and health awareness
Rates of Reactions - Introduction to reaction rates

By the end of the lesson, the learner should be able to:
- Classify salts based on their behaviour when exposed to air
- Distinguish between hygroscopic, deliquescent, and efflorescent salts
- Apply knowledge to proper storage of table salt, fertilizers, and medicines

In groups, learners are guided to:
- Carry out experiments on behaviour of salts when exposed to air
- Classify salts as hygroscopic, deliquescent, or efflorescent
- Discuss proper storage of various salts

Why does table salt become damp when left exposed?

- Mentor General Science pg. 185
- Various salts
- Watch glasses
- Digital resources
- Digital resources
- Charts
- Reference books
- Poster materials
- Mentor General Science pg. 202
- Sodium metal
- Magnesium ribbon
- Water trough

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Rates of Reactions - Measuring reaction rates
Rates of Reactions - Measuring rate by mass change
Rates of Reactions - Concentration and reaction rate
Rates of Reactions - Temperature and reaction rate

By the end of the lesson, the learner should be able to:
- Measure reaction rates using volume of gas produced
- Plot graphs of volume against time
- Apply rate measurement concepts to industrial production and quality control

In groups, learners are guided to:
- Carry out experiments on reaction between magnesium and hydrochloric acid
- Record volume of gas at intervals
- Plot graphs and determine average rate of reaction

How can we measure the rate of a chemical reaction?

- Mentor General Science pg. 202
- Magnesium ribbon
- Dilute HCl
- Gas syringe
- Stopwatch
- Calcium carbonate
- Top pan balance
- Dilute and concentrated HCl
- Sodium thiosulphate
- Thermometer
- Water bath

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Rates of Reactions - Surface area and reaction rate
Rates of Reactions - Catalysts
Rates of Reactions - Light and pressure effects

By the end of the lesson, the learner should be able to:
- Investigate the effect of surface area on rate of reaction
- Explain observations using particle theory
- Apply surface area effects to understanding why kindling starts fire faster and chewing food aids digestion

In groups, learners are guided to:
- Carry out experiments comparing reactions of marble chips and powdered calcium carbonate with acid
- Record volume of gas at intervals
- Plot graphs and compare rates of reaction

Why do powdered substances react faster than lumps?

- Mentor General Science pg. 202
- Marble chips
- Powdered CaCO₃
- Dilute HCl
- Gas syringe
- Hydrogen peroxide
- Manganese (IV) oxide
- Gas syringe
- Stopwatch
- Dark cupboard
- Light source
- Digital resources

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions
Natural Physical Science
Natural Physical Science
Natural Physical Science
Natural Physical Science
Natural Physical Science
Natural Physical Science
Natural Physical Science

Rates of Reactions - Optimum conditions and applications
Turning Effect of Force - Meaning of moment of force
Turning Effect of Force - Factors affecting turning effect
Turning Effect of Force - Calculating moment of force
Turning Effect of Force - Demonstrating principle of moments
Turning Effect of Force - Calculations using principle of moments
Turning Effect of Force - Moments due to weight of a uniform beam
Turning Effect of Force - Moments of antiparallel forces

By the end of the lesson, the learner should be able to:
- Describe importance of optimum conditions in biological and chemical processes
- Apply knowledge of reaction rates to daily life situations
- Connect optimum conditions to efficient cooking, fuel usage, and industrial manufacturing

In groups, learners are guided to:
- Research on optimum conditions in biological, chemical, and physical processes
- Discuss applications of reaction rates in daily life
- Explain to family members the importance of factors affecting reaction rates

How do industries optimise conditions for maximum production?

- Mentor General Science pg. 202
- Digital resources
- Reference books
- Mentor General Science pg. 221
- Spanners
- Door handles
- Scissors
- Mentor General Science pg. 222
- Metre rule
- Masses
- String
- Retort stand
- Mentor General Science pg. 223
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 224
- Knife edge
- Cotton thread
- Mentor General Science pg. 225
- Mentor General Science pg. 226
- Known masses
- Mentor General Science pg. 227
- Turning knobs
- Steering wheel models
- Diagrams

- Project assessment - Oral questions - Written tests

Natural Physical Science

Turning Effect of Force - Calculations involving antiparallel forces
Turning Effect of Force - Applications in real life
Turning Effect of Force - Importance in everyday life
Linear Motion - Distance and displacement

By the end of the lesson, the learner should be able to:
- Calculate the effective moment of antiparallel forces
- Solve problems involving antiparallel forces
- Apply antiparallel force calculations to understanding torque in vehicle steering

In groups, learners are guided to:
- Solve numerical problems on moments of antiparallel forces
- Calculate moment using M = F × d (distance between forces)
- Apply to real-life examples like spanners and steering wheels

How do we calculate the turning effect of a steering wheel?

- Mentor General Science pg. 228
- Calculators
- Worked examples
- Diagrams
- Mentor General Science pg. 229
- Beam balance
- Spanners
- Digital devices
- Mentor General Science pg. 230
- Digital devices
- Charts
- Presentation materials
- Mentor General Science pg. 235
- Tape measure
- School playground

- Numerical exercises - Written tests - Oral questions

Natural Physical Science

Linear Motion - Calculations involving distance and displacement
Linear Motion - Speed and velocity
Linear Motion - Practical determination of velocity
Linear Motion - Calculations on speed and velocity

By the end of the lesson, the learner should be able to:
- Calculate distance covered along different paths
- Determine displacement between two points
- Apply distance and displacement calculations to planning shortest routes for travel

In groups, learners are guided to:
- Solve numerical problems involving distance and displacement
- Draw diagrams to represent motion paths
- Calculate resultant displacement using vectors

How do we calculate the shortest distance between two points?

- Mentor General Science pg. 236
- Calculators
- Graph paper
- Rulers
- Mentor General Science pg. 237
- Stopwatches
- Tape measure
- Calculators
- Mentor General Science pg. 238
- Ropes
- Exercise books
- Mentor General Science pg. 239
- Worked examples

- Numerical exercises - Written tests - Diagram drawing

Natural Physical Science

Linear Motion - Acceleration
Linear Motion - Calculations on acceleration and deceleration
Linear Motion - Equations of linear motion
Linear Motion - Using v = u + at

By the end of the lesson, the learner should be able to:
- Define acceleration as used in linear motion
- Calculate acceleration using change in velocity and time
- Relate acceleration to vehicle performance and braking distances

In groups, learners are guided to:
- Discuss the meaning of acceleration
- Derive the formula for acceleration
- State the SI unit of acceleration (m/s²)

What causes a car to speed up or slow down?

- Mentor General Science pg. 240
- Digital devices
- Charts
- Calculators
- Mentor General Science pg. 241
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 242
- Reference books
- Mentor General Science pg. 243

- Oral questions - Numerical exercises - Written tests

Natural Physical Science

Linear Motion - Using s = ut + ½at²
Linear Motion - Using v² = u² + 2as
Linear Motion - Effects of gravity on bodies under free fall

By the end of the lesson, the learner should be able to:
- Apply the second equation of motion to solve problems
- Calculate displacement for uniformly accelerating objects
- Use the equation to determine runway length needed for aircraft takeoff

In groups, learners are guided to:
- Solve numerical problems using s = ut + ½at²
- Calculate distance covered during acceleration
- Apply to scenarios involving objects starting from rest

How far does an accelerating object travel in a given time?

- Mentor General Science pg. 244
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 245
- Mentor General Science pg. 246
- Balls of different masses
- Raised platform
- Digital devices

- Numerical exercises - Written tests - Oral questions

Natural Physical Science

Linear Motion - Using tick timer to investigate free fall
Linear Motion - Calculations on free fall motion
Linear Motion - Safety on sloping surfaces
Linear Motion - Applications in real life

By the end of the lesson, the learner should be able to:
- Investigate free fall motion using a tick timer
- Analyse tape patterns to determine acceleration
- Connect tick timer analysis to motion sensors used in vehicle safety systems

In groups, learners are guided to:
- Set up tick timer experiment with falling mass
- Analyse dot patterns on paper tape
- Compare acceleration of different masses

How can we prove that falling objects accelerate?

- Mentor General Science pg. 248
- Tick timer
- Paper tape
- Masses
- Power source
- Mentor General Science pg. 249
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 250
- Digital devices
- Pictures of slopes
- Road safety charts
- Mentor General Science pg. 251
- Charts
- Reference books

- Practical assessment - Data analysis - Lab reports

Natural Physical Science

Waves - Amplitude and wavelength
Waves - Frequency and period
Waves - Velocity of waves
Waves - Interpreting the wave equation

By the end of the lesson, the learner should be able to:
- Define amplitude and wavelength as used in waves
- Identify amplitude and wavelength on wave diagrams
- Relate amplitude to loudness of sound and wavelength to pitch of musical instruments

In groups, learners are guided to:
- Discuss the meaning of amplitude and wavelength
- Identify amplitude and wavelength on transverse and longitudinal wave diagrams
- Draw and label wave diagrams

What determines how loud a sound is and how high or low it sounds?

- Mentor General Science pg. 257
- Wave diagrams
- Springs
- Ropes
- Mentor General Science pg. 258
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 259
- Mentor General Science pg. 260
- Ripple tank
- Stopwatch
- Ruler

- Labelled diagrams - Oral questions - Written exercises

Natural Physical Science

Waves - Calculations using wave equation
Waves - Reflection of sound waves
Waves - Echo and distance measurement
Waves - Refraction of sound waves

By the end of the lesson, the learner should be able to:
- Calculate wave characteristics using the wave equation
- Solve problems involving velocity, frequency and wavelength
- Apply wave calculations to determining radio frequencies and sound properties

In groups, learners are guided to:
- Solve numerical problems using v = fλ
- Calculate velocity, frequency or wavelength as required
- Apply to sound waves, water waves and electromagnetic waves

How do we calculate the wavelength of a radio wave?

- Mentor General Science pg. 261
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 263
- Pipes
- Soft board barrier
- Ticking clock
- Protractor
- Mentor General Science pg. 264
- High wall
- Stopwatch
- Tape measure
- Mentor General Science pg. 265
- Digital devices
- Diagrams
- Video clips

- Numerical exercises - Written tests - Oral questions

Natural Physical Science

Waves - Diffraction of sound waves
Waves - Effects of waves on communities and ecosystems
Waves - Mitigation measures for wave effects

By the end of the lesson, the learner should be able to:
- Demonstrate movement of sound waves around corners
- Explain diffraction of sound waves
- Relate diffraction to hearing people talking around corners

In groups, learners are guided to:
- Carry out experiments to demonstrate diffraction using a radio and wall
- Listen to sound around corners
- Discuss how sound spreads through openings

Why can we hear sounds around corners even when we can't see the source?

- Mentor General Science pg. 267
- Radio
- Building walls
- Barriers
- Mentor General Science pg. 268
- Digital devices
- Pictures
- Charts
- Mentor General Science pg. 269
- Charts
- Reference books

- Practical demonstration - Oral questions - Written reports

Natural Physical Science

Waves - Applications of reflection in road safety
Waves - Applications of refraction and diffraction
Magnetism - Magnetisation by induction method
Magnetism - Magnetisation by stroking method

By the end of the lesson, the learner should be able to:
- Explain applications of wave reflection in road safety
- Describe how reflector jackets and road signs work
- Apply reflection knowledge to understanding importance of wearing visible clothing at night

In groups, learners are guided to:
- Search for applications of reflection in road safety
- Discuss reflector jackets, road markings, signs and vehicle rear lights
- Explain how reflection improves visibility

How do reflective materials help keep pedestrians safe at night?

- Mentor General Science pg. 270
- Reflector jackets
- Road signs
- Digital devices
- Digital devices
- Pictures
- Charts
- Mentor General Science pg. 271
- Bar magnets
- Paper clips
- Cotton thread
- Stand
- Mentor General Science pg. 273
- Steel needles
- Iron filings
- Stickers

- Oral questions - Presentations - Written exercises

Natural Physical Science

Magnetism - Magnetisation by electrical and hammering methods
Magnetism - Methods of demagnetisation
Magnetism - Magnetic field patterns around magnets
Magnetism - Direction and strength of magnetic fields

By the end of the lesson, the learner should be able to:
- Describe magnetisation using electrical and hammering methods
- Make an electromagnet using a coil and current
- Connect electrical magnetisation to how electromagnets work in doorbells and speakers

In groups, learners are guided to:
- Wrap copper wire around a nail and connect to a cell
- Observe attraction of iron filings or pins
- Demonstrate hammering method with steel bar aligned to Earth's field

How do we make a magnet using electricity?

- Mentor General Science pg. 275
- Insulated copper wire
- Nails
- Cells
- Iron filings
- Mentor General Science pg. 276
- Bar magnets
- AC source
- Solenoid
- Heat source
- Mentor General Science pg. 279
- Iron filings
- Plain paper
- U-shaped magnet
- Mentor General Science pg. 280
- Digital devices
- Compass
- Magnets
- Charts

- Practical assessment - Oral questions - Written exercises

Natural Physical Science

Magnetism - Induced electromotive force
Magnetism - Practical demonstration of electromagnetic induction
Magnetism - Factors affecting magnitude of induced e.m.f
Magnetism - Applications of electromagnetic induction
Magnetism - Designing and making an electric bell
Magnetism - Completing and presenting electric bell projects

By the end of the lesson, the learner should be able to:
- Describe induced electromotive force in electromagnetic induction
- Explain how moving a conductor in a magnetic field produces electricity
- Connect electromagnetic induction to how power stations generate electricity

In groups, learners are guided to:
- Search for information on meaning of induced e.m.f
- Discuss how electromagnetic induction occurs
- Watch videos on electromagnetic induction

How can we produce electricity using magnets?

- Mentor General Science pg. 282
- Digital devices
- Video clips
- Charts
- Mentor General Science pg. 283
- U-shaped magnet
- Copper wire
- Galvanometer
- Connecting wires
- Mentor General Science pg. 284
- Charts
- Reference books
- Mentor General Science pg. 285
- Pictures
- Mentor General Science pg. 287
- Nails
- Bells
- Batteries
- Switches
- Mentor General Science pg. 288
- Electric bell components
- Presentation materials

- Oral questions - Written exercises - Group discussions