Scientific Investigation

Components of Integrated Science
Pathways Related to 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

Career Opportunities Related to Knowledge and Skills in Integrated Science
Importance of Integrated Science
Laboratory Safety; Common Hazards in the Laboratory
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:

Identify career opportunities related to knowledge and skills in Integrated Science.
Name the career opportunities one can gain after learning integrated science.
Discuss how different careers improve the quality of our lives.
Appreciate the career Opportunities Related to Knowledge and Skills in Integrated Science.

In groups, learners to identify career opportunities related to knowledge and skills in Integrated Science.
In groups, learners are guided to name the career opportunities one can gain after learning integrated science.
In groups, learners are guided to discuss how different careers improve the quality of our lives

How can different careers improve the quality of our lives?

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
Demonstrating First Aid for Ingesting Harmful Substances
Importance of Safety Measures in the Laboratory
Basic Science Skills; Identifying Basic Skills in Science
Application of Basic Science Skills in Solving Problems in Our Daily Lives
Application of Basic Skills in Science
International System of Units
Identifying and Using SI Units to Record Measurements
Identifying and Using Derived SI Units for Measuring Area
Identifying and Using Derived Units for Measuring Volume

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.


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

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
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 can you do if one of your friends get injured while you are playing?
What is the importance of the basic skills in Science?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying Derived Units for Measuring Density
Identifying Importance of Packaging Labels on Quantities of Products
Laboratory Apparatus and Instruments
Grouping the Apparatus and Instruments
Parts and Functions of a Light Microscope

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

Identifying derived units for measuring density.
Measure the length, width and height of th box in metres.
Determine the volume of the box in cubic metres.
Appreciate the using derived units for measuring density.

Learners are guided to identifying derived units for measuring density.
In groups, learners are guided to measure the length, width and height of th box in metres
In groups, learners are guided to determine the volume of the box in cubic metres.

What basic units did you use to measure the mass and the volume?

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
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:

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
Mixtures, Elements and Compounds
Mixtures, Elements and Compounds
Mixtures, Elements and Compounds
Mixtures,Elements and Compounds.
Mixtures,Elements and Compounds.
Mixtures,Elements and Compounds.

Identifying Parts and Functions of a Bunsen Burner
Handling and Care of Apparatus and Instruments in the Laboratory
Importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory
Mixtures; Classifying Different Types of Mixtures
Classifying Mixtures as Homogenous or Heterogeneous
Pure and Impure Substances; Distinguishing Between Pure and Impure Water by Boiling
Distinguish Between Pure and Impure Substances By Melting
Distinguish Between Pure and Impure Substances By Melting
Mixtures. (. Methods of Separating Mixtures.(Decantin
Mixtures.(.Methods of Separating Mixtures.(Use of a magnet and filtration)
Mixtures. (. Methods of separating mixtures (Simple Distillation)

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.

Identify the materials used to distinguish between pure and impure water by boiling.
Outline the procedure to distinguish between pure and impure water by boiling.
Compare how pure distilled water and salt water behave when boiling.
Have fun and enjoy conducting the experiment.

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
In groups, learners are guided to identify the materials used to distinguish between pure and impure water by boiling.
In groups, learners are guided to outline the procedure to distinguish between pure and impure water by boiling.
In groups, learners are guided to compare how pure distilled water and salt water behave when boiling

What are the functions of a Bunsen Burner?
What is the procedure of distinguishing between pure and impure water by boiling?

KLB: Top Scholar; Integrated Science Learner
KLB: Top Scholar; Integrated Science Learner
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.
Requirements for the experiment.
Top Scholar Integrated Science pg 58-59.

Oral questions Oral Report Observation

Mixtures,Elements and Compounds.

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

By the end of the lesson, the learner should be able to:
 outline the procedure for using paper chromatography to separate mixtures. carry out the experiment, record and discuss their observations. 

In groups,learners are guided to:
outline the procedure for using paper chromatography to separate mixtures.
carry out the experiment, record and discuss their observations.
search and watch videos on application of separation of mixtures using chromatography in: cosmetic industries, food industry, Athletics, Pharmaceuticals.

What is paper chromatography and how does it work?

Digital devices.
Top Scholar Integrated Science pg 60-62.
Requirements for the experiment.
Top Scholar Integrated Science pg 62-63
Top Scholar Integrated Science pg 64-65.
Top Scholar Integrated Science pg 65-66.
Top Scholar Integrated Science pg 56-66.

Assessment rubric. Checklist. Oral report. observation schedule.

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.
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.
Acids and Bases. (. Determining the strength of Acids and Bases using pH scale and pH chart.

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.
Top Scholar Integrated Science pg 71-72.
Top Scholar Integrated Science pg 73.
Universal indicators.
Top Scholar Integrated Science pg 73-74.

Checklists. Observation schedule. oral report.

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

Acids and Bases. (. Application of Acids and Bases in day to day life.
Reproduction in Human Beings. ( The Human Menstrual Cycle.
Reproduction in Human Beings. ( Challenges Related to Menstrual Cycle.
Reproduction in human beings. ( The process of fertilisation and implantation.
Reproduction in human beings. ( Process of fertilization and implantation.
Human Excretory system-Skin (. Identifying parts of Human Skin.
Human Excretory System - Skin. (. Functions of parts of the skin.
The Human skin. (. Lifestyle to promote a healthy skin.
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 the uses of acids and bases in day to day life
xplain the term excretion. name the organs responsible for removal of wastes. describe the human skin

In groups,learners are guided to:
explore applications of acids and bases in real life (antacid tablets, common fruits in the locality, fertilizers,liming of soil, detergents)
use digital devices to search for information on the applications of acids and bases in day to day life.
discuss the points and present in class.
In groups,pairs,learners are guided to:
explain the term excretion.
name the organs responsible for removal of wastes.
describe the human skin.
study the diagram of a skin and brainstorm on the parts of the skin.
use digital device to search for a well labelled diagram of the human skin.
draw and label the parts of the human skin on charts and display the drawings in class.

What is the significance of acids,bases and indicators? How are acids, bases and indicators applied in day to day life?
What is excretion? why is excretion important to the human body?

Top Scholar Integrated Science pg 75.
Digital devices.
Dictionary.
Top Scholar Integrated Science pg 77-79.
Chart.
Top Scholar Integrated Science pg 80-82.
Top Scholar Integrated Science pg 82-83.
Top Scholar Integrated Science pg 83-85
Charts on fertilization.
Top Scholar Integrated Science pg 87-88.
Charts.
Digital devices.
Diagrams.
Top Scholar Integrated Science pg 89-91.
Digital devices
Top Scholar Integrated Science pg 92-94.
Pictures.
Top Scholar Integrated Science pg 94-95.
Top Scholar Integrated Science pg 96-97.
Realia.

Assessment rubric. Written test. oral report.
Assessment rubric. Checklist. Written test. 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.
Human Excretory System - Urinary system. (. Functions of the parts of the urinary system.
Human Excretory System - Urinary system. (. Kidney Disorders.
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:
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.
Top Scholar Integrated Science pg 99-100.
Top Scholar Integrated Science pg 101-102.
Posters.
Top Scholar Integrated Science pg 102-103
Realia.
Top Scholar Integrated Science pg 103 & 100.

Oral report. Assessment rubric. Checklists. Written test.

Force and Energy.

Static Electricity. (. Demonstrating the Existence of Static Charges.
Static Electricity. (. Methods of Charging Objects.(Rubbing or Friction)
Static Electricity. (. Methods of charging objects. (induction)
Static Electricity. (. Methods of charging objects.(Induction)
Static Electricity. (. Types of Charges.

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.
Top Scholar Integrated Science pg 108-110.
Top Scholar Integrated Science pg 111-113.
Top Scholar Integrated Science pg 113-115.
Requirements for the practical.

Assessment rubric. Checklists. observation schedule. oral questions.

Force and Energy.

Static Electricity. (. Effects of Force between Charged Objects.
Static Electricity. (. Uses of Static Charges.
Static Electricity. (.Dangers and Safety measures when dealing with static charges.
Electrical Energy-Sources of Electricity.
Electrical Energy-Solar power.
Electrical Energy-Hydroelectric Power.
Electrical Energy-Geothermal Generators.
Electrical Energy-Wind power.
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:
conduct an experiment to demonstrate the effects of force between charged objects. observe and record the observations from the experiment. discuss the effects of force between charged objects.
;
Identify hydroelectric power as a source of electricity.
Discuss how electrical energy is produced.
Search and watch a video showing how a hydroelectric generator produces electricity.
Appreciate the hydroelectric power as a source of electricity.

In groups,pairs,learners are guided to;
conduct an experiment to demonstrate the effects of force between charged objects.
observe and record the observations from the experiment.
discuss the effects of force between charged objects.
In groups,pairs,learners are guided to:
discuss how electrical energy is produced.
find out and list where the hydroelectric power plants are found in Kenya.
Search and watch a video showing how a hydroelectric generator produces electricity.

What is the difference between attraction and repulsion force?
How is electric energy transmitted to various areas for use in your locality?

Top Scholar Integrated Science pg 115-118.
Requirements for the experiment.
Top Scholar Integrated Science pg 118-119.
Digital devices.
Pictures.
Top Scholar Integrated Science pg 119-120.
Top Scholar Integrated Science pg 122-123.
Top Scholar Integrated Science pg 123-124.
Videos.
Top Scholar Integrated Science pg 125-126.
Digital devices.
Videos.
Pictures.
Top Scholar Integrated Science pg 126-127.
Top Scholar Pre-Technical Studies pg 127-128.
Top Scholar Pre-Technical Studies pg 129-130.
Dry cells, torch bulbs, connecting copper wires and switch.
Top Scholar Pre-Technical pg 131-132.
Dry cells, bulbs, connecting copper wires and switch.

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

Force and Energy.

Electrical Energy.
Electrical Energy-Conductors and Non-Conductors of Electricity.
Electrical Energy -Electrical Appliances.
Electrical Energy -Safety Measures when Dealing with Electrical Appliances.
Electrical Energy - Self-Assessment Questions.

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.
Top Scholar Pre-Technical Studies pg 137-138.
Flashcards.
Top Scholar Pre-Technical Studies pg 139-140.
Charts.
Top Scholar Pre-Technical Studies pg 140.
Assessment books.

Practical work. Observation. Checklists. Oral questions.

Force and Energy.
Living Things and Their Environment.

Magnetism-Magnetic and Non-Magnetic Materials.
Magnetism.
Magnetism.
Magnetism.
Magnetism-Uses of magnets in day to day life.
Human Excretory System.

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

Identify the magnetic and non-magnetic materials.
Carry out experiments to find out materials that are magnetic or non-magnetic .
Enjoy carrying out experiment on finding out materials that are magnetic or non-magnetic.

In groups,learners are guided to:
identify and collect materials from the environment.
carry out practical activity to find out materials that are magnetic or non-magnetic .
draw a table indicating the materials that were attracted by magnet and those not attracted by magnet.

How do we identify magnetic and non-magnetic materials in our environment?

Top Scholar Pre-Technical Studies pg 141.
Magnets.
Materials from the environment.
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.
Top Scholar Pre-Technical Studies pg 145-146.
Bar magnets, strings and retort stand.
Digital devices
Top Scholar Integrated Science pg 147-148.
Pictures.
Charts.
Flashcards.
Active Integrated Science pg 110.
Dictionary.

Practical work. Oral questions. Observation. 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;
Use the hand lens to observe the back of the hand.
Identify the hairs and the sweat pores.
Search the internet for videos on the structure of the human skin.
Enjoy observing the external parts of the skin using the hand lens
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.

Individually,or in groups,learners are guided to:
use a hand lens to observe the external parts of the human skin (,hair and sweat pores)
identify and describe the hairs and sweat pores as observed through the hand lens and present.
Use digital devices to search for a video on the structure of the human skin and discuss their observation.
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.

Where are the sweat pores and hair located in the skin? Which layers make up the skin?
Which waste product is excreted by the kidney? What are the main components of urine?

Active Integrated Science pg 111.
Hand lens.
Digital devices.
Internet.
Video clips.
Active Integrated Science pg 111-112.
Chart.
Model of human skin.
Teacher's Notes.
Active Integrated Science pg 112-113.
School Field.
Active Integrated Science pg 113.
Pictures.
Chart showing the urinary system.
Active Integrated Science pg 114-115.
Chart/Model of kidney.
Active Integrated Science pg 115.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 115-116.
Posters.
Picture of the kidney stones.
Active Integrated Science pg 117-118.
Pictures.
Active Integrated Science pg 118.
Active Integrated Science pg 119.

Practical work. Observation. Written tests. Oral questions.
Oral questions. Oral presentation. Written tests. Assessment rubric.

Living Things and Their Environment.
Force and Energy.
Force and Energy.
Force and Energy.

Human Excretory System.
Human Excretory System: Assessment.
Electrical Energy.
Electrical Energy.
Electrical Energy.

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.
Active Integrated Science pg 136-137.
Pictures.
Teacher's notes
Active Integrated Science pg 138-139.
Video clips.

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

Force and Energy.
Force and Energy
Force and Energy.
Force and Energy.
Force and Energy.

Electrical Energy.
Electrical Energy
Electrical Energy

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

Outline the steps for setting up a simple electrical circuit in series.
Demonstrate the flow of electric current using simple electric circuit in series.
Enjoy setting up a simple electrical circuit in series.

In groups,pairs,learners are guided to;
prepare the requirements for the activity.
outline the steps for setting up a simple electrical circuit in which dry cells are in series.
collaborate in setting up a simple electrical circuit in series using electrical apparatus.

How do you set up a simple electrical circuit in series?

Active Integrated Science pg 139.
Digital devices.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder and six connecting wires.
Active Integrated Science pg 139-140.
Picture.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder, eight connecting wires.
Active Integrated Science pg 140.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and seven connecting wires.
Active Integrated Science pg 140-141.
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. Checklists. Assessment rubrics. Observation schedule Oral questions.

Force and Energy.

Electrical Energy.
Electrical Energy. Self-Assessment.
Magnetism.
Magnetism.

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.

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 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.
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.

Which devices or instruments at your home or school use electricity? What do you use each of the devices or instruments for?
How can you investigate the poles of magnet and magnetic strength?

Active Integrated Science pg 142-143.
Pictures.
Digital devices.
Lesson notes.
Active Integrated Science pg 144-145.
Posters.
Digit devices.
Electronic devices manuals.
Active Integrated Science pg 145-146.
Active Integrated Science pg 147.
Bar magnets.
Strings and Stands.
Active Integrated Science pg 149.
Digital devices.
Bar magnets.
Paper and Iron filings.
Active Integrated Science pg 150-151.
Rollers.
Active Integrated Science pg 148.
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.
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.
Internet.
Active Integrated Science pg 156.
Teacher's Assessment Questions.

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