Scientific Investigation

Components of Integrated Science

By the end of the lesson, the learner should be able to:

Explain the meaning of Integrated science.
Search for the components of Integrated Science from learning resources like the Internet.
Discuss the components of Integrated Science.
Appreciate the components of Integrated Science.

In pairs, learners are guided to explain the meaning of Integrated science
In groups, learners to search for the components of Integrated Science from learning resources like the Internet
In groups, learners are guided to discuss the components of Integrated Science

What is Integrated Science?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Pathways Related to Integrated Science
Career Opportunities Related to Knowledge and Skills in Integrated Science

By the end of the lesson, the learner should be able to:

Define th term pathway.
Identify the pathways Related to Integrated Science.
Discuss the pathways at senior school and describe how integrated science is related to them.
Appreciate the importance of integrated science in relation to the three pathways.

Learners to define th term pathway
In groups, learners are guided to identify the pathways Related to Integrated Science.
In groups, learners to discuss pathways at senior school and describe how integrated science is related to them.

What is a pathway?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Importance of Integrated Science
Laboratory Safety; Common Hazards in the Laboratory

By the end of the lesson, the learner should be able to:

Identify the important roles played by different professions in the society.
Discuss the importance of the professions in

In groups, learners to identify the important roles played by different professions in the society
In groups, learners are guided to discuss the importance of the professions in the learner

What is the importance of integrated science in our daily lives?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying Common Hazard Symbols in the Laboratory
Common Laboratory Accidents; Analysing Causes of Common Laboratory Accidents

By the end of the lesson, the learner should be able to:

Define the term hazard.
Make a list of the laboratory hazard symbols and state what they communicate.
Draw some of the hazard symbols.
Appreciate the importance of hazards symbols.

Learners are guided to define the term hazard.
In groups, learners are guided to Make a list of the laboratory hazard symbols and state what they communicate.
Individually, learners to draw some of the hazard symbols

What are the common hazard symbols in the laboratory?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

First Aid Safety Measures; Demonstrating the First Aid Safety Measures for Common Laboratory Accidents
Demonstrating First Aid for Burns and Scalds

By the end of the lesson, the learner should be able to:

Outline the first aid procedure for cuts.
Demonstrate the first aid for cuts.
Discuss the given procedure and role play.
Appreciate the importance of first aid procedure for cuts.

In pairs, learners are guided to outline the first aid procedure for cuts.
In pairs, learners are guided to demonstrate the first aid for cuts
In groups, learners are guided to discuss the given procedure and role play

What can you do if one of your friends get injured while you are playing?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Demonstrating First Aid for Ingesting Harmful Substances
Importance of Safety Measures in the Laboratory

By the end of the lesson, the learner should be able to:

Outline the first aid procedure for ingesting harmful substances
Demonstrate the first aid for ingesting harmful substances
Discuss the given procedure and role play.
Appreciate the importance of first aid procedure for ingesting harmful substances.

In pairs, learners are guided to outline the first aid procedure for ingesting harmful substances.
In pairs, learners are guided to demonstrate the first aid for ingesting harmful substances.
In groups, learners are guided to discuss the given procedure and role play

What is the procedure for ingesting harmful substances?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Basic Science Skills; Identifying Basic Skills in Science
Application of Basic Science Skills in Solving Problems in Our Daily Lives

By the end of the lesson, the learner should be able to:

Identify the basic skills one need in the laboratory.
Demonstrate the basic skills in Science.
Appreciate the basic science skills.

In groups, learners to identify the basic skills one need in the laboratory
In groups, learners are guided to demonstrate the basic skills in Science as shown in the learner

Which kind of skills does one requires in Science?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Application of Basic Skills in Science
International System of Units

By the end of the lesson, the learner should be able to:

Identify the importance of the basic skills in Science.
Discuss the basic skills applied in each activity in

Learners are guided to identify the importance of the basic skills in Science
In groups, learners are guided to discuss the basic skills applied in each activity in the learner

What is the importance of the basic skills in Science?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying and Using SI Units to Record Measurements
Identifying and Using Derived SI Units for Measuring Area

By the end of the lesson, the learner should be able to:

Identify the object used to measure mass and temperature.
Measure different objects in class and record in International standard unit of measurement.
Appreciate the use of SI units to record measurements.

Learners to identify the object used to measure mass and temperature.
In groups, learners are guided to measure different objects in class and record in International standard unit of measurement

What do you use to measure mass?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying and Using Derived Units for Measuring Volume
Identifying Derived Units for Measuring Density

By the end of the lesson, the learner should be able to:

Identify the basic units to measure the length, width and height.
Measure the length, width and height of the box provided and record.
Multiply the length, width and height of the box and record.
Discuss cubic metres as a derived unit for measuring volume.
Appreciate the using derived units for measuring volume.

In pairs, learners are guided to identify the basic units to measure the length, width and height.
In groups, learners are guided to measure the length, width and height of the box provided and record.
In groups, learners are guided to multiply the length, width and height of the box and record.
In groups, learners are guided to discuss cubic metres as a derived unit for measuring volume.

What basic units did you use to measure the length, width and height? What are the basic units for recording volume?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying Importance of Packaging Labels on Quantities of Products
Laboratory Apparatus and Instruments

By the end of the lesson, the learner should be able to:

Identify Importance of Packaging Labels on Quantities of Products.
Collect the packaging labels of different products such as bread, juice, biscuits.
Study the quantities recorded on the packages and record.
Appreciate the importance of packaging labels on quantities of products.

Learners are guided to identify importance of packaging labels on quantities of products
In groups, learners are guided to collect the packaging labels of different products such as bread, juice, biscuits
In groups, learners are guided to study the quantities recorded on the packages and record

What is the importance of packaging labels on quantities of products?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Grouping the Apparatus and Instruments
Parts and Functions of a Light Microscope

By the end of the lesson, the learner should be able to:

Classify the instruments according to the functions.
Draw any one instrument used for measuring each of the following; volume, time, length, mass and temperature.
Appreciate the use of laboratory apparatus and instruments.

Learners are guided to classify the instruments according to the functions
In groups, learners are guided to draw any one instrument used for measuring each of the following; volume, time, length, mass and temperature.

What instrument is used to measure time?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Parts and Functions of a Light Microscope
Handling and use of a Light Microscope
Using a Light Microscope

By the end of the lesson, the learner should be able to:

Identify the functions of a light microscope.
Draw and label a light microscope and not how various parts are interrelated.
Appreciate the functions of a light microscope.

In groups, learners are guided to identify the functions of a light microscope
In groups, learners are guided to draw and label a light microscope and not how various parts are interrelated.

What are the functions of a light microscope?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Using a Light Microscope
Identifying Heating Apparatus and Instruments Used in the Laboratory

By the end of the lesson, the learner should be able to:

Outline the procedure of using a light microscope.
Conduct an experiment using a light microscope.
Enjoy using a light microscope.

In groups, learners to outline the procedure of using a light microscope.
In groups, learners to conduct an experiment using a light microscope

How do use a Light Microscope?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying Parts and Functions of a Bunsen Burner
Handling and Care of Apparatus and Instruments in the Laboratory

By the end of the lesson, the learner should be able to:

Identify parts and functions of a Bunsen burner.
Discuss uses of parts of the Bunsen burner.
Draw and label the parts of a Bunsen burner.
Appreciate the uses of parts of a Bunsen burner.

In groups, learners are guided to identify parts and functions of a Bunsen burner.
In groups, learners are guided to discuss uses of parts of the Bunsen burner
Individually or in pairs, learners are guided to draw and label the parts of a Bunsen burner

What are the functions of a Bunsen Burner?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation
Mixtures, Elements and Compounds

Importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory
Mixtures; Classifying Different Types of Mixtures

By the end of the lesson, the learner should be able to:

State the importance of the information on the packaging of the laboratory instruments and chemicals.
Discuss ways in which consumers are protected when handling apparatus and chemicals in the laboratory.
Appreciate the importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory.

In groups, learners are guided to state the importance of the information on the packaging of the laboratory instruments and chemicals.
In groups, learners to discuss ways in which consumers are protected when handling apparatus and chemicals in the laboratory.

What is the importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Mixtures, Elements and Compounds

Classifying Mixtures as Homogenous or Heterogeneous
Pure and Impure Substances; Distinguishing Between Pure and Impure Water by Boiling

By the end of the lesson, the learner should be able to:

Explain the meaning of homogenous and heterogeneous.
List the materials used to classify mixtures as homogenous or heterogeneous
Classify different types of mixtures as homogenous or heterogeneous.
Enjoy conducting the experiment.

Learners to explain the meaning of homogenous and heterogeneous.
In groups, learners are guided to list the materials used to classify mixtures as homogenous or heterogeneous.
In groups, learners are guided to classify different types of mixtures as homogenous or heterogeneous.

What is homogenous solution? What is heterogeneous solution?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Mixtures, Elements and Compounds

Distinguish Between Pure and Impure Substances By Melting

By the end of the lesson, the learner should be able to:

Search the internet to find out at what temperature ice and candle wax melt at sea level.
Watch videos or animations on determining melting and boiling points of substances.
Enjoy watching the videos.

As a class, learners are guided to search the internet to find out at what temperature ice and candle wax melt at sea level.
As a class, learners are guided to watch videos or animations on determining melting and boiling points of substances

How do you distinguish between pure and impure substances by melting?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Mixtures,Elements and Compounds.

Mixtures. (. Methods of Separating Mixtures.(Decantin
Mixtures.(.Methods of Separating Mixtures.(Use of a magnet and filtration)

By the end of the lesson, the learner should be able to:
outline the procedure of separating solid, liquid mixture by decanting

In groups,learners are guided to;
outline and describe the procedure for separating a solid-liquid mixture by decanting.
carry out an experiment to separate a solid-liquid mixture by decanting and record the observations.
name other mixtures that can be separated using the same method at home.

What should be considered when separating various mixtures?

Requirements (Beakers, water,sand or maize grains or bean seeds & stirring ro
Top Scholar Integrated Science pg 56.
Digital devices.
Requirements for the experiments.
Top Scholar Integrated Science pg 57-58.

Observation schedule. Assessment rubric. oral report. Checklists.

Mixtures,Elements and Compounds.

Mixtures. (. Methods of separating mixtures (Simple Distillation)
Mixtures. (. Methods of separating mixtures (Paper chromatography)

By the end of the lesson, the learner should be able to:
 outline the procedure for separating a homogeneous solid-liquid mixture by simple distillation

In groups,learners are guided to:
search and explain the meaning of distillation.
outline the procedure for separating a homogeneous solid-liquid mixture by simple distillation.
carry out the experiment and record the observations.
discuss the observations recorded.
search a video on how distillation is used to separate crude oil in oil refineries.

How can simple distillation be used to obtain pure water from river water at home?

Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 58-59.
Top Scholar Integrated Science pg 60-62.

Assessment rubric. Checklist. Observation schedule. oral report.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (use of solvent extraction)
Mixtures (. Methods of separating mixtures (Sublimation)

By the end of the lesson, the learner should be able to:
explain the term solvent extraction. outline the procedure for separating mixtures using solvent extraction

In groups,learners are guided to:
explain the term solvent extraction.
outline the procedure for separating mixtures using solvent extraction.
conduct an experiment to separate mixtures using solvent extraction and record the observations.
search the internet or use other sources on how oil can be extracted from the coconut and other plant materials.

What is solvent extraction? How does solvent extraction work to separate mixtures?

Requirements for the experiment.
Top Scholar Integrated Science pg 62-63
Digital devices.
Top Scholar Integrated Science pg 64-65.

Assessment rubric. Observation schedule. Checklist. oral report.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (Crystallisation)
Mixtures (. Methods of separating mixtures.

By the end of the lesson, the learner should be able to:
 explain the term crystallisation. describe the procedure for separating a mixture using crystallisation.

In groups,learners are guided to:
explain the term crystallisation.
describe the procedure for separating a mixture using crystallisation.
conduct an experiment to separate a mixture using crystallisation.
record and discuss the observations from the experiment.
search from the internet how salt is manufactured from sea water.

What is crystallisation? How does the method of crystallisation works as a method of separating mixtures?

Digital devices.
Top Scholar Integrated Science pg 65-66.
Requirements for the experiment.
Top Scholar Integrated Science pg 56-66.

Assessment rubric. Checklists. observation schedules. oral report.

Mixtures,Elements and Compounds.

Acids and Bases. (. Preparing Plant Extracts to be used as Acid-Base Indicator.
Acids and Bases. (. Using plant extracts to group household solutions into basic or acidic.

By the end of the lesson, the learner should be able to:

define the term indicator.
outline the procedure for preparing a plant extract.
prepare a plant extract and record the observations.

In groups,learners are guided to:
outline the procedure for preparing plant extracts.
prepare a plant extract.
record and discuss the observations made from the activity.
use digital device to find out other plant extracts that can also be used as indicators.

What is an indicator? How do you prepare a plant extract?

Top Scholar Integrated Science pg 68-69.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 69-71.
Plant extract.

Checklists. Observation schedule. oral report.

Mixtures,Elements and Compounds.

Acids and Bases. (. using commercial indicators to classify household solution as acids and bases.
Acids, bases and indicators. (. Determining the strength of Acids and Bases using Universal Indicators.

By the end of the lesson, the learner should be able to:
outline and follow the procedure for using commercial indicators to classify household solutions as acids and bases.

In groups,learners are guided to:
outline and follow the procedure for using commercial indicators to classify household solutions as acids and bases.
carry out the experiment, record and discuss the observations .

What is the colour of the commercial indicators? What is the advantage of commercial indicators over the plant extracts?

Top Scholar Integrated Science pg 71-72.
Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 73.
Universal indicators.

Assessment rubric. Checklists. Oral questions. observation schedule.

Mixtures,Elements and Compounds.
Living Things and Their Environment.

Acids and Bases. (. Determining the strength of Acids and Bases using pH scale and pH chart.
Acids and Bases. (. Application of Acids and Bases in day to day life.
Reproduction in Human Beings. ( The Human Menstrual Cycle.

By the end of the lesson, the learner should be able to:

conduct an experiment to determine the strength of acids and bases using pH scale and pH chart.
classify the acidic and basic solutions provided as either strong or weak.
discuss what is pH scale and pH chart and how it relates to strength of acids or bases.

In groups,learners are guided to:
carry out an experiment.
match the colour of the universal indicator in each solution to the pH chart provided.
classify acidic or basic solutions as either strong or weak using a pH scale and pH chart.
search, watch videos and animations showing different colours of acid-base indicators in different solutions.

What is the relationship between pH values and strength of acids and bases?

Top Scholar Integrated Science pg 73-74.
Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 75.
Dictionary.
Top Scholar Integrated Science pg 77-79.
Chart.

Assessment rubric. oral questions. observation schedule.

Living Things and Their Environment.

Reproduction in Human Beings. ( Challenges Related to Menstrual Cycle.
Reproduction in human beings. ( The process of fertilisation and implantation.

By the end of the lesson, the learner should be able to:
identify the challenges related to the menstrual cycle. discuss the challenges related to the menstrual cycle.

In groups,pairs,learners are guided to:
identify the challenges related to the menstrual cycle.
discuss the challenges related to the menstrual cycle.
search for more information on challenges related to menstrual cycle from textbooks and internet and record their findings.
discuss what one should do if she had the challenges related to menstrual cycle.

What challenges are associated with the menstrual cycle? How best can we manage issues related to the menstrual cycle?

Top Scholar Integrated Science pg 80-82.
Digital devices.
Top Scholar Integrated Science pg 82-83.
Chart.

Written test. oral questions. Assessment rubric.

Living Things and Their Environment.

Reproduction in human beings. ( Process of fertilization and implantation.
Human Excretory system-Skin (. Identifying parts of Human Skin.

By the end of the lesson, the learner should be able to:

define the terms: fusion, fertilization, zygote and implantation.
describe the process of fertilization and implantation.
identify where the process of fertilisation and implantation takes place from a diagram of uterus.

In groups, pairs, learners are guided to;
use digital devices or dictionary to search the meaning of fusion, fertilisation, zygote and implantation.
watch a video on the movement of sperms, fusion and implantation of the zygote in the uterus.
draw the movement of the fertilised egg from the fallopian tube to the uterus for implantation.

What is fertilisation and implantation? How does the process of fertilisation and implantation takes place?

Top Scholar Integrated Science pg 83-85
Digital devices.
Charts on fertilization.
Top Scholar Integrated Science pg 87-88.
Charts.
Diagrams.

Assessment rubric. Written test. oral questions.

Living Things and Their Environment.

Human Excretory System - Skin. (. Functions of parts of the skin.
The Human skin. (. Lifestyle to promote a healthy skin.

By the end of the lesson, the learner should be able to:
discuss the functions of the the different parts of the skin

In groups,pairs,learners are guided to:
use digital devices to search the internet on the functions of the different parts of skin.
discuss the functions of the the different parts of the skin.
use a hand lens to observe the external parts of the skin.

Why is the skin important in humans? what is the composition of the sweat excreted through the skin?

Top Scholar Integrated Science pg 89-91.
Digital devices
Top Scholar Integrated Science pg 92-94.
Pictures.
Digital devices.

Assessment rubric. Written test. oral questions. Checklist.

Living Things and Their Environment.

Human Excretory System-Skin. (. Proper use of cosmetics.
Human Excretory System -Skin. (. Identifying effects of cosmetics on the human body.

By the end of the lesson, the learner should be able to:
give examples of cosmetics. search from the internet and other relevant materials the importance of proper use of cosmetics. discuss the importance of proper use of cosmetics.

In groups,pairs, learners are guided to:
give examples of cosmetics.
search from the internet and other relevant materials the importance of proper use of cosmetics.
discuss the importance of proper use of cosmetics.

Why is proper use of cosmetics important? What is the importance of using cosmetics to our skin?

Top Scholar Integrated Science pg 94-95.
Digital devices.
Top Scholar Integrated Science pg 96-97.
Realia.

Assessment rubric. oral questions.

Living Things and Their Environment.

Human Excretory System -Skin. (. Importance and proper use of comsetics for consumer protection.
Human Excretory System - Urinary system. (. Parts of the Urinary system.

By the end of the lesson, the learner should be able to:
give  the uses of cosmetics. identify the harmful effects of cosmetics.

In groups,pairs,learners are guided to:
search the internet on how cosmetics can be used for skin protection, skin repair and skin treatment.
discuss their findings , write th em down and present in class.
brainstorm on the possible harmful effects of the use of cosmetics on human health.

What are the harmful effects of the use of cosmetics on human health?

Digital devices.
Top Scholar Integrated Science pg 98.
Top Scholar Integrated Science pg 98-99.
Charts.
Pictures.

Oral report. Assessment rubric. Checklists. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Functions of the parts of the urinary system.
Human Excretory System - Urinary system. (. Kidney Disorders.

By the end of the lesson, the learner should be able to:
 use digital devices and reference materials to search for information on the functions of the parts of the urinary system.

In groups, pairs,learners are guided to;
brainstorm on the functions of the different parts of the urinary system.
use digital devices and reference materials to search for information on the functions of the parts of the urinary system.
discuss the functions of the parts of the urinary system.

What are the functions of the parts of the urinary system?

Top Scholar Integrated Science pg 99-100.
Digital devices.
Charts.
Top Scholar Integrated Science pg 101-102.
Posters.

Assessment rubric. oral questions. Written test. Checklists.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Identifying lifestyles that promote a healthy kidney and prevent kidney disorders.
Human Excretory System - Urinary System. (.Project.

By the end of the lesson, the learner should be able to:
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders. use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.

In groups,pairs,learners are guided to;
search the internet and other relevant materials for lifestyles that promote a healthy kidney and prevent kidney disorders.
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders.
use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.

which healthy lifestyles can we adopt to promote healthy kidneys?

Top Scholar Integrated Science pg 102-103
Digital devices.
Charts.
Realia.
Top Scholar Integrated Science pg 103 & 100.

Assessment rubric. observation schedule. Checklists. oral questions. Portfolios. Written test.

Force and Energy.

Static Electricity. (. Demonstrating the Existence of Static Charges.
Static Electricity. (. Methods of Charging Objects.(Rubbing or Friction)

By the end of the lesson, the learner should be able to:
 identify the two forms of electricity. carry out an experiment to demonstrate the existence of static charges. rub different objects to show the presence of static charges in objects.

In groups,pairs,learners are guided to:
search the meaning of static electricity from the internet.
identify the two forms of electricity.
carry out an experiment to demonstrate the existence of static charges.
rub different objects to show the presence of static charges in objects.
record and discuss the observations made.

What is static electricity? How do materials acquire static charges?

Top Scholar Integrated Science pg 105-106.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 107-108.

Assessment rubric. Checklists. observation schedule. oral questions.

Force and Energy.

Static Electricity. (. Methods of charging objects. (induction)
Static Electricity. (. Methods of charging objects.(Induction)

By the end of the lesson, the learner should be able to:
 explain what is induction. conduct an experiment on charging objects by induction using two balloon

In groups,pairs,learners are guided to;
explain what is induction.
conduct an experiment on charging objects by induction using two balloons.
observe, record and discuss the observations made.

What is charging by induction?

Top Scholar Integrated Science pg 108-110.
Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 111-113.

Practical Work. Assessment rubric. Checklist. oral report.

Force and Energy.

Static Electricity. (. Types of Charges.
Static Electricity. (. Effects of Force between Charged Objects.

By the end of the lesson, the learner should be able to:
 use digital devices to search and watch videos on types of charges and write their findings. differentiate between like charges and unlike charges. conduct an experiment to demonstrate the types of charges using a balloon and a ruler

In groups, pairs,learners are guided to;
use digital devices to search and watch videos on types of charges and write their findings.
differentiate between like charges and unlike charges.
conduct an experiment to demonstrate the types of charges using a balloon and a ruler.
observe and discuss the observations made.

What is the difference between like and unlike charges?

Top Scholar Integrated Science pg 113-115.
Requirements for the practical.
Digital devices.
Top Scholar Integrated Science pg 115-118.
Requirements for the experiment.

Practical work. Assessment rubric. observation schedule. Checklists. oral questions.

Force and Energy.

Static Electricity. (. Uses of Static Charges.
Static Electricity. (.Dangers and Safety measures when dealing with static charges.

By the end of the lesson, the learner should be able to:
mention the equipment that uses electrostatics to function. use digital devices to find out how each of the equipment mentioned use electrostatic charges to function. describe how the equipment uses electrostatic to function.

In groups, pairs, learners are guided to:
mention the equipment that uses electrostatics to function.
use digital devices to find out how each of the equipment mentioned use electrostatic charges to function.
describe how the equipment uses electrostatic to function.

What are the uses of static charges? Which equipment uses electrostatic charges to function?

Top Scholar Integrated Science pg 118-119.
Digital devices.
Pictures.
Top Scholar Integrated Science pg 119-120.

Assessment rubric. oral questions. Written test. Checklist.

Force and Energy.

Electrical Energy-Sources of Electricity.
Electrical Energy-Solar power.
Electrical Energy-Hydroelectric Power.

By the end of the lesson, the learner should be able to:

Identify the sources of electricity in pictures.
Study the pictures and Discuss where the sourceof electricity is coming from.
Search the internet for other sources of electricity.
Appreciate the different sources of electricity.

In groups,pairs,learners are guided to:
identify the sources of electricity.
discuss the various sources of electricity.
search the internet for other sources of electricity.

What are the sources of electricity?

Top Scholar Integrated Science pg 122-123.
Pictures.
Digital devices.
Top Scholar Integrated Science pg 123-124.
Videos.
Top Scholar Integrated Science pg 125-126.

Written tests. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy-Geothermal Generators.
Electrical Energy-Wind power.

By the end of the lesson, the learner should be able to:
;
Identify geothermal generator as a source of electricity.
Discuss how geothermal generators operate as a source of electricity.
Search and watch a video showing geothermal power generators producing electricity.
Appreciate geothermal generators aa sources of electricity.

In groups,pairs, learner are guided to;
search and watch a video showing geothermal power generators producing electricity.
discuss how geothermal generators operate as source of electricity.
find out and list where geothermal power stations are found in Kenya.

How do geothermal generators operate as source of electricity?

Top Scholar Integrated Science pg 126-127.
Pictures.
Digital devices.
Top Scholar Pre-Technical Studies pg 127-128.

Assessment rubric. Written test. Checklist. Oral questions.

Force and Energy.

Electrical Energy- Simple Electrical Circuits.
Electrical Energy-Setting up Simple Electrical Circuit in Parallel.

By the end of the lesson, the learner should be able to:
;
Identify the electrical components and their symbols while connecting a simple circuit.
Discuss what is simple electrical circuit in series.
Search and watch videos showing how to set up a simple electric circuit with components in series.
Set up simple electrical circuits in series using dry cells, bulbs, switch and connecting copper wires.
Enjoy setting up simple electrical circuit in series.

In groups,learners are guided to:
identify the electrical components and their symbols used while connecting a simple circuit.
describe what is a simple electrical circuit in series.
search and watch videos showing how to set up simple electric circuit with components in series.
set up simple electrical circuit in series.

What are the electrical components and their symbols? How do you set up a simple electrical circuit in series?

Top Scholar Pre-Technical Studies pg 129-130.
Pictures.
Dry cells, torch bulbs, connecting copper wires and switch.
Digital devices.
Top Scholar Pre-Technical pg 131-132.
Dry cells, bulbs, connecting copper wires and switch.

Checklists. Observation. Practical work. Oral questions.

Force and Energy.

Electrical Energy.
Electrical Energy-Conductors and Non-Conductors of Electricity.

By the end of the lesson, the learner should be able to:
;
Search and watch a video on connecting an ammeter and voltmeter in series and parallel simple circuits.
Connect an ammeter and a voltmeter in series and parallel simple circuit.
Enjoy connecting an ammeter and voltmeter in series and parallel simple circuit.

In groups, learners are guided to:
Search for and observe videos and animations showing how to connect an ammeter and voltmeter in series and parallel simple circuits.
Connect an ammeter and voltmeter in series and parallel simple circuits and record themselves.

How do you connect an ammeter and voltmeter in series and parallel simple circuits?

Top Scholar Pre-Technical Studies pg 133-135.
Dry cells, pieces of copper wire, two switches, bulbs.
Digital devices.
Pictures.
Top Scholar Pre-Technical Studies pg 135-137.
Requirements for experiments:dry cells,bulb, copper wire, metallic spoon, aluminum foil, rubber band,steel wool,nail, pencil rib,paper,10 shilling coin etc.

Practical work. Observation. Checklists. Oral questions.

Force and Energy.

Electrical Energy -Electrical Appliances.
Electrical Energy -Safety Measures when Dealing with Electrical Appliances.

By the end of the lesson, the learner should be able to:

Identify electrical appliances in the locality.
Discuss the uses of the electrical appliances in the locality.
Make flashcards showing the electrical appliances used in the locality.
Appreciate the uses of the different electrical appliances in our daily lifes.

In groups,pairs,learners are guided to:
study pictures in learner's book, identify and name the electrical appliances.
discuss the uses of the identified electrical appliances in the locality.
make flashcards showing the different electrical appliances used in the locality.

What is an electrical appliance? What are the uses of the different electrical appliances?

Pictures.
Top Scholar Pre-Technical Studies pg 137-138.
Digital devices.
Flashcards.
Top Scholar Pre-Technical Studies pg 139-140.
Charts.

Written tests. Checklists. Assessment rubric. Oral questions.

Force and Energy.

Electrical Energy - Self-Assessment Questions.
Magnetism-Magnetic and Non-Magnetic Materials.

By the end of the lesson, the learner should be able to:

Attempt all the questions on the sub-strand.

Individually,in pairs,learners to:
answer the questions on the sub-strand.

Top Scholar Pre-Technical Studies pg 140.
Assessment books.
Top Scholar Pre-Technical Studies pg 141.
Magnets.
Materials from the environment.

Assessment rubric. Written test. Checklists.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Carry out experiments using magnets and different materials from the environment.
Classify the materials in the environment as magnetic or non-magnetic.
Enjoy classifying the materials as either magnetic or non-magnetic.

In groups,learners are guided to:
carry out practical activity with materials collected from environment and magnets.
record their observation and classify the materials as either magnetic or non-magnetic.

What is the difference between magnetic and non-magnetic materials?

Magnets
Materials collected from environment.
Top Scholar Pre-Technical Studies pg 142-143.
Digital devices.
Top Scholar Pre-Technical Studies pg 143-144.
Bar magnet,iron fillings and flour.

Practical work. Assessment rubric. observation. Oral questions.

Force and Energy.

Magnetism.
Magnetism-Uses of magnets in day to day life.

By the end of the lesson, the learner should be able to:

Differentiate between like ad unlike poles of a magnet.
Investigate the force between like and unlike poles of magnets.
Search for videos and animations on effect between poles of a magnet.

In groups,learners are guided to:
differentiate between unlike and like poles of a magnet.
carry out a practical activities showing attraction between two unlike poles and repulsion between two like poles of magnet.
record and explain the observations made from the activity.

What is the difference between force of attraction and force of repulsion?

Top Scholar Pre-Technical Studies pg 145-146.
Bar magnets, strings and retort stand.
Digital devices
Top Scholar Integrated Science pg 147-148.
Pictures.
Digital devices.
Charts.
Flashcards.

Practical work. Observation. Assessment rubric. Oral questions.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Excretion.
List the components of the excretory system.
Identify the parts of the human skin.
Draw and label the identified parts of the human skin.
Appreciate the parts of the human skin.

In groups,pairs,learners are guided to:
search the internet or relevant textbook for the meaning of excretion and the components of excretory system and present.
study the charts , picture or photo of the human skin and identify the parts of the human skin.
draw and label the parts of the human skin in their exercise books.

What is Excretion? What are the components of the human excretory system? which parts of the skin do you know?

Active Integrated Science pg 110.
Pictures.
Charts.
Digital devices.
Dictionary.
Active Integrated Science pg 111.
Hand lens.
Internet.
Video clips.

Written tests. Observation. Checklists. Assessment rubric. Oral questions.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the functions of the parts of the human skin.
Describe the functions of the parts of the human skin.
Appreciate the functions of the parts of the human skin.

In groups,pairs,learners are guided to;
brainstorm on the functions of the parts of the human skin; (Epidermis,Sweat pores,Hair,Sweat glands,dermis)
search the internet or textbook for information on the functions of the parts of the human skin.
discuss and present their findings on the functions of the parts of the human skin.

What are the functions of the different parts of the human skin?

Active Integrated Science pg 111-112.
Chart.
Model of human skin.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 112-113.
School Field.

Written tests. Assessment rubrics. Oral questions. Oral discussion. Checklists.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the parts of the Urinary system.
Draw and label the different parts of the urinary system.
Acknowledge the parts of the urinary system.

In groups,pairs,learners are guided to;
Study the chart or picture showing the urinary system.
identify the parts of the urinary system from the chart or pictures presented.
discuss the position of each of the parts of the urinary system.
draw and label the parts of the urinary system in their books and charts.

Which parts form the urinary system?

Active Integrated Science pg 113.
Pictures.
Chart showing the urinary system.
Digital devices.
Active Integrated Science pg 114-115.
Chart/Model of kidney.
Video clips.

Oral questions. Written tests. Self and peer assessment. Assessment rubric. Checklists.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the components of the urine.
Discuss the waste products excreted through the kidneys.
Search the internet for information on the contents of human urine.
Acknowledge the waste product excreted through the kidney.

In groups,pairs,learners are guided to;
mention the waste product excreted through the kidney.
search the contents of human urine from the internet.
discuss their findings from the internet and present in class.

Which waste product is excreted by the kidney? What are the main components of urine?

Active Integrated Science pg 115.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 115-116.
Posters.
Picture of the kidney stones.

Oral questions. Oral presentation. Written tests. Assessment rubric.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the ways of preventing kidney disorders.
Discuss the ways of preventing kidney disorders.
Prepare posters on ways of preventing kidney disorders.
Appreciate the ways of preventing kidney disorders.

In groups,pairs,learners are guided to;
study the pictures in learner's book and state the ways of preventing kidney disorders.
search the internet for additional information on the ways of preventing kidney disorders.
discuss the ways of preventing kidney disorders.
prepare educative posters both online and physical on ways of preventing kidney disorders.

How can we prevent kidney disorders?

Active Integrated Science pg 117-118.
Pictures.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 118.
Posters.
Active Integrated Science pg 119.

Assessment rubric. Observation. Oral questions. Project. Written tests.

Living Things and Their Environment.

Human Excretory System.
Human Excretory System: Assessment.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the format of daily log on activities that promote skin and kidney health.
Develop and maintain a daily log on activities that promote skin and kidney health.
Develop discipline in maintaining a daily log on activities that promote skin and kidney health.

In groups, individually or in pairs,learners are guided to;
discuss on how to prepare a daily log on activities that promote skin and kidney health.
develop a daily log on the activities that promote skin and kidney health.

Why is it important to develop and maintain a daily log on activities that promote skin and kidney health?

Internet.
Exercise books.
Digital devices.
Teacher's Notes.
Active Integrated Science pg 117-119.
Assessment books.
Active Integrated Science pg 122-123.
Teacher's Assessment Questions.

Assessment rubrics. Checklists. Portfolios. Rating scale. Observation schedule.

Force and Energy.

Electrical Energy.

By the end of the lesson, the learner should be able to:
;
Identify the sources of electricity in the environment.
Discuss the sources of electricity in the environment.
Search the internet for information on the sources of electricity.
Appreciate the different sources of electricity.

In groups,learners are guided to;
study the pictures in the learner's book and identify the some of the sources of electricity.
search the internet for information on how the sources of electricity in nature works (hydro-electric power,geothermal,solar and wind power) and note down their findings.
discuss the information found on the sources of electricity used in the environment.

What are the sources of electricity in the environment?

Active Integrated Science pg 136-137.
Pictures.
Digital devices.
Internet.
Teacher's notes.
Teacher's notes

Assessment rubrics. Oral questions. Written tests. Checklists.

Force and Energy.

Electrical Energy.

By the end of the lesson, the learner should be able to:

Define the term electrical circuit.
Discuss the components of the electrical circuit.
Search the internet for video clips on how to make a simple electrical circuit in series and parallel.
Desire to make electrical circuits in series and parallel.

In groups,learners are guided to;
use digital devices to search the internet for clips on making a simple electrical circuit.
state the meaning of an electrical circuit.
list the components used in making a simple electrical circuit.
discuss the functions of the components of the electrical circuit.

What is an electrical circuit? What are the components of an electrical circuit?

Active Integrated Science pg 138-139.
Digital devices.
Video clips.
Internet.
Active Integrated Science pg 139.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder and six connecting wires.

Observation. Oral questions. Oral discussion. Written tests. Assessment rubrics.

Force and Energy
Force and Energy.

Electrical Energy.

By the end of the lesson, the learner should be able to:
lesson,
Outline the steps for setting up a simple electrical circuit in parallel.
Demonstrate the flow of electric current using simple circuit in parallel.
Enjoy setting up a simple electrical circuit in parallel.

In groups,learners are guided to;
prepare the requirements for the practical activity.
outline the steps for setting up a simple electrical circuit in parallel.
collaborate in setting up a simple electrical circuit in parallel.

What is the difference between the series and parallel arrangement of cells?

Active Integrated Science pg 139-140.
Picture.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder, eight connecting wires.
Digital devices.
Active Integrated Science pg 140.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and seven connecting wires.

Practical Activity. Portfolio. Checklists. Observation. Assessment rubrics.

Force and Energy.

Electrical Energy

By the end of the lesson, the learner should be able to:

Outline the steps of setting up a simple electrical circuit in which bulbs are in parallel.
Set up a simple electrical circuit in which bulbs are in parallel.
Enjoy setting up a simple electrical circuit in which bulbs are parallel.

In groups,learners are guided to;
prepare the requirements for the practical activity.
use the requirements prepared to set up a simple electrical circuit in which bulbs are in parallel.
record and discuss their observations.

What is the difference between the arrangement of the bulbs in series and parallel?

Active Integrated Science pg 140-141.
Digital devices.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and eight connecting wires.
Active Integrated Science pg 141-142.
Two dry cells, torch bulb,dry cell holder,bulb holder,three connecting wires.
Objects made of different materials e.g plastic strip, silver coin, piece of wood, piece of paper,iron nail, piece of cloth, aluminium strip, copper wire, steel pin & piece of glass.

Practical activity. Oral questions. Assessment rubric. Observation. Checklists.

Force and Energy.

Electrical Energy.

By the end of the lesson, the learner should be able to:

Define the term Electrical appliances.
Identify common electrical appliances used in day to day life.
Discuss the use of each of the identified electrical appliances used in our day to day life.
Appreciate the use of electricity in our day to day life.

In pairs or groups,learners are guided to;
study pictures in learner's book and identify the electrical appliances by name and share in class.
state and discuss the uses of each of the identified electrical appliances.
search the internet for uses of some of the electrical appliances.

Which devices or instruments at your home or school use electricity? What do you use each of the devices or instruments for?

Active Integrated Science pg 142-143.
Pictures.
Digital devices.
Lesson notes.
Active Integrated Science pg 144-145.
Posters.
Digit devices.
Electronic devices manuals.

Checklists. Oral questions. Written tests. Observation.

Force and Energy.

Electrical Energy.
Electrical Energy. Self-Assessment.

By the end of the lesson, the learner should be able to:

Explore the uses of electricity in our environment.
Appreciate the uses of electricity in day to day life.

In groups,learners to:
collaborate in discussing how people use electricity in their locality.
write down their discussion points and share/present their points in class.

How is electricity used in day to day life?

Active Integrated Science pg 145-146.
Active Integrated Science pg 147.

Written tests. Checklists. Assessment rubrics. Rating scale.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:

Identify the properties of a magnet.
use digital devices to search for information on the properties of magnets.
Appreciate the properties of magnets.

In. groups or pairs ,learners are guided to:
brainstorm on the meaning of magnet and present in class.
use digital devices to search for information on the properties of magnets and note them down.
discuss the properties of the magnets.

What is a Magnet? What are the properties of magnets?

Digital devices.
Lesson notes.
Bar magnets.
Strings and Stands.

Written tests. Oral questions. Checklists.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:

Conduct a practical activity on the poles and magnetic strength properties of magnets.
Explain their observation made from the activities.
Enjoy conducting the practical activities.

In groups,learners are guided to:
collaboratively carry out activities to demonstrate properties of a magnet (poles and magnetic strength properties)
observe and record their observations.
explain their observations and give a conclusion.

How can you investigate the poles of magnet and magnetic strength?

Active Integrated Science pg 149.
Digital devices.
Bar magnets.
Paper and Iron filings.
Active Integrated Science pg 150-151.
Rollers.

Practical work. Checklists. Observation. Written test. Oral questions.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:

Conduct a practical activity to identify the magnetic and non-magnetic materials in the environment.
Classify materials as magnetic or non-magnetic .
Enjoy conducting the practical activity.

In groups,learners are guided to:
collaborate in carrying out practical activities to determine the magnetic and non-magnetic materials in the environment.
observe and record their observations.
classify the materials that are magnetic and non-magnetic and share their work with peers.

Which materials are magnetic and non-magnetic in the environment?

Active Integrated Science pg 148.
Bar magnets.
Pieces of cotton thread, copper wire,iron nail,a piece of glass.
Plastic,Steel pin, Piece of aluminium, piece of wood.
Active Integrated Science PG 151-155.
Lesson notes.
Digital resources.

Practical work. Observation. Checklists. Oral questions.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:

Conduct simple activities to determine the uses of magnets
Appreciate the use of magnets in our daily life.

In groups,learners are guided to:
carry out a simple activity on separation of mixtures using magnet,determing direction.
observe and record their observations.
share their views on the practical activity.

How are magnets used in day to day life?

Active Integrated Science pg 151-152.
Mixture of iron fillings and sand or flour.
Bar magnets, piece of thread, magnetic compass and wooden support.
Speakers, Magnetic screwdriver.
Bar magnet.
Sheet of paper, piece of iron sheet and electrical device with screws.
Active Integrated Science pg 153-154.
Active Integrated Science pg 151-155.
Internet.
Digital resources.
Active Integrated Science pg 156.
Teacher's Assessment Questions.

Practical work. Oral questions. Observation schedule. Checklists.