Life Science

Introduction to General Science - Meaning of General Science
Introduction to General Science - Importance of General Science in human life
Introduction to General Science - Importance of General Science in environment and technology

By the end of the lesson, the learner should be able to:
- Explain the meaning of General Science as a learning area
- Brainstorm on the meaning of General Science from various sources
- Connect General Science concepts to everyday activities like cooking and farming

- Engage a resource person on the meaning of General Science
- Brainstorm on the meaning of General Science from a resource person or the internet
- Use available digital and/or print media to research on scientific processes

How is General Science useful in daily life?

- Mentor General Science pg. 1
- Digital devices
- Resource person
- Mentor General Science pg. 3
- Charts
- Pictures
- Mentor General Science pg. 4
- Reference books
- Charts

- Oral questions - Observation - Class discussions

Life Science

Careers in General Science
Principles of inference in science education
The Cell - Types of microscopes
The Cell - Differences between light and electron microscopes
The Cell - Plant and animal cell under an electron microscope
The Cell - Comparison of plant and animal cells under microscopes

By the end of the lesson, the learner should be able to:
- Identify career opportunities related to General Science
- Draw a chart on careers related to General Science
- Relate General Science to career aspirations in healthcare, agriculture, industry and education

- Use available digital and print media to research on career opportunities related to General Science
- Draw a chart on careers related to General Science and identify with a particular career path
- Discuss how different careers utilise knowledge and skills acquired in General Science

What careers can you pursue with knowledge of General Science?

- Mentor General Science pg. 6
- Digital devices
- Career charts
- Manila paper
- Mentor General Science pg. 9
- Charts showing scientific process
- Video clips
- Mentor General Science pg. 12
- Light microscope
- Charts
- Mentor General Science pg. 13
- Comparison charts
- Reference books
- Mentor General Science pg. 14
- Photomicrographs
- Mentor General Science pg. 16
- Cell diagrams
- Comparison charts

- Chart presentation - Oral questions - Peer review

Life Science

The Cell - Functions of cell membrane, cell wall and cytoplasm
The Cell - Functions of nucleus, mitochondria and ribosomes
The Cell - Functions of endoplasmic reticulum, Golgi apparatus and lysosomes
The Cell - Levels of cell organisation

By the end of the lesson, the learner should be able to:
- Explain the functions of cell membrane, cell wall and cytoplasm
- Discuss with peers the functions of these components
- Relate cell membrane function to how medicines enter cells in the body

- Discuss with peers the functions of cell membrane, cell wall and cytoplasm
- Search for information on functions of cell components
- Draw and label cell components showing their locations

How does the cell membrane control what enters and leaves the cell?

- Mentor General Science pg. 18
- Digital devices
- Cell diagrams
- Reference books
- Mentor General Science pg. 19
- Organelle diagrams
- Charts
- Mentor General Science pg. 20
- Mentor General Science pg. 22
- Manila paper
- Markers

- Oral questions - Written exercises - Diagrams

Life Science

The Cell - Modelling plant and animal cells
Nutrition in Animals - Chemical and mechanical digestion
Nutrition in Animals - Digestion of food in the mouth
Nutrition in Animals - Digestion of food in the stomach
Nutrition in Animals - Digestion in the duodenum and ileum
Nutrition in Animals - Adaptations of the mouth and oesophagus

By the end of the lesson, the learner should be able to:
- Construct models of plant and animal cells using locally available materials
- Label all cell components on the models
- Connect model-making skills to scientific visualization used in medical research
- Describe digestion of food in the stomach
- Explain the role of gastric juice and enzymes in protein digestion
- Relate stomach acid function to understanding heartburn and indigestion

- Use locally available materials to make models of plant and/or animal cells
- Display models for peer review
- Discuss the displayed models using respectful language
- Search for information on digestion in the stomach
- Discuss the action of pepsin and hydrochloric acid
- Explain how chyme is formed

How can we represent cell structures using everyday materials?
How does the stomach digest proteins?

- Mentor General Science pg. 23
- Clay, plasticine
- Cardboard
- Locally available materials
- Mentor General Science pg. 25
- Digital devices
- Video clips
- Charts
- Mentor General Science pg. 27
- Diagrams of mouth
- Reference books
- Mentor General Science pg. 29
- Digital devices
- Stomach diagrams
- Charts
- Mentor General Science pg. 30
- Charts
- Reference books
- Mentor General Science pg. 33
- Teeth models

- Model presentation - Peer assessment - Observation
- Oral questions - Written exercises - Diagrams

Life Science

Nutrition in Animals - Adaptations of the stomach and intestines
Nutrition in Animals - Testing for starch in food
Nutrition in Animals - Testing for reducing and non-reducing sugars
Nutrition in Animals - Testing for proteins and lipids

By the end of the lesson, the learner should be able to:
- Explain the adaptations of stomach and intestines to their functions
- Describe the role of villi and microvilli in absorption
- Connect intestinal surface area to efficient nutrient uptake for body growth

- Search for information on adaptations of stomach and intestines
- Discuss how the stomach walls, villi and microvilli are adapted
- Draw diagrams showing intestinal villi

Why do intestines have finger-like projections called villi?

- Mentor General Science pg. 34
- Digital devices
- Diagrams
- Charts
- Mentor General Science pg. 36
- Test tubes
- Iodine solution
- Food samples
- Mentor General Science pg. 37
- Benedict's solution
- Heat source
- Mentor General Science pg. 39
- Biuret's solution
- Ethanol
- Filter paper

- Labelled diagrams - Oral questions - Written tests

Life Science

Nutrition in Animals - Testing for Vitamin C
Nutrition in Animals - Modelling the human digestive system
Transport in Plants - Absorption of water and mineral salts

By the end of the lesson, the learner should be able to:
- Perform experiments to determine presence of Vitamin C in food
- Use DCPIP solution to test for Vitamin C
- Relate Vitamin C content to choosing fruits for immune system support

- Carry out experiments using DCPIP solution
- Add food sample drop by drop and observe decolourisation
- Compare Vitamin C content in different foods

Which foods are rich in Vitamin C?

- Mentor General Science pg. 41
- Test tubes
- DCPIP solution
- Fresh fruit juices
- Mentor General Science pg. 42
- Clay, plasticine
- Cardboard
- String
- Balloons
- Mentor General Science pg. 44
- Digital devices
- Plant specimens
- Diagrams

- Practical assessment - Written reports - Oral questions

Life Science

Transport in Plants - Root tissues and their functions
Transport in Plants - Adhesive and cohesive forces in water transport
Transport in Plants - Translocation in plants
Transport in Plants - Environmental factors affecting transpiration

By the end of the lesson, the learner should be able to:
- Identify tissues responsible for absorption of water in plants
- Describe the arrangement of tissues in root cross-sections
- Relate root structure to understanding why some crops need deeper soil

- Observe plant specimens to identify root structures
- Cut thin cross-sections of roots and observe under microscope
- Draw and label cross-sections of monocot and dicot roots

How are root tissues arranged to facilitate water absorption?

- Mentor General Science pg. 46
- Microscope
- Plant roots
- Razor blade
- Staining solution
- Mentor General Science pg. 48
- Cut flowers
- Food colouring
- Beakers
- Water
- Mentor General Science pg. 50
- Young tree or plant
- Sharp knife
- Marker pen
- Mentor General Science pg. 52
- Potted plants
- Polythene bags
- Fan
- Light source

- Labelled diagrams - Practical observation - Written tests

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
Respiration - Differences between aerobic and anaerobic respiration
Respiration - Fermentation using yeast cells

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
- Explain the meaning of respiration in living things
- Describe where respiration occurs in cells
- Connect respiration to understanding why we breathe faster during exercise

- Carry out experiments comparing transpiration in different leaf types
- Discuss how plant structures reduce water loss
- Observe stomata distribution in different plants
- Discuss with peers the meaning of respiration
- Search for information on definition and location of respiration
- Differentiate between respiration and breathing

How do desert plants survive with very little water?
Why do living things need to respire?

- 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
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 61
- Mentor General Science pg. 63
- Yeast
- Glucose solution
- Test tubes
- Delivery tubes

- Practical assessment - Written reports - Group discussions
- Oral questions - Written exercises - Group discussions

Life Science

Respiration - Respiratory quotient and respiratory substrates
Respiration - Factors affecting respiration in living things
Respiration - Economic importance of anaerobic respiration
Respiration - Making products using anaerobic respiration

By the end of the lesson, the learner should be able to:
- Relate the respiratory quotient to the type of substrate and type of respiration
- Calculate respiratory quotient for different substrates
- Apply RQ calculations to understanding energy production from different foods

- Calculate the Respiratory Quotient to determine type of substrate
- Solve numerical problems involving RQ
- Discuss how RQ indicates the type of respiration

How can we determine what substance is being respired?

- Mentor General Science pg. 65
- Digital devices
- Calculators
- Charts
- Mentor General Science pg. 67
- Yeast
- Water baths
- Thermometers
- Test tubes
- Mentor General Science pg. 69
- Flour
- Milk
- Mentor General Science pg. 70
- Milk
- Yoghurt starter
- Containers

- Numerical exercises - Oral questions - Written tests

Life Science

Plant Growth and Development - Growth and development in plants
Plant Growth and Development - Causes of seed dormancy
Plant Growth and Development - Investigating conditions for germination

By the end of the lesson, the learner should be able to:
- Explain the meaning of growth and development in plants
- Differentiate between growth and development
- Relate plant growth concepts to understanding crop maturation timelines

- Use digital or print media to search for differences between growth and development
- Discuss characteristics of growth and development
- Observe growing plants over time

What is the difference between a plant growing taller and developing flowers?

- Mentor General Science pg. 71
- Digital devices
- Growing plants
- Charts
- Mentor General Science pg. 72
- Various seeds
- Mentor General Science pg. 74
- Bean seeds
- Cotton wool
- Boiling tubes
- Water

- Oral questions - Written exercises - Observation

Life Science

Plant Growth and Development - Epigeal and hypogeal germination
Plant Growth and Development - Primary and secondary growth in plants
Plant Growth and Development - Factors and hormones affecting plant growth
Microorganisms - Types of microorganisms affecting human beings

By the end of the lesson, the learner should be able to:
- Differentiate between epigeal and hypogeal germination
- Carry out experiments to observe both types of germination
- Connect germination types to recognizing different seedling patterns in the garden

- Carry out experiments to investigate epigeal and hypogeal germination
- Plant bean and maize seeds and observe germination
- Draw diagrams showing both types of germination

Why do bean seedlings look different from maize seedlings?

- Mentor General Science pg. 78
- Bean seeds
- Maize seeds
- Soil
- Containers
- Mentor General Science pg. 79
- Woody stem cross-sections
- Diagrams
- Charts
- Mentor General Science pg. 81
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 86
- Pictures

- Practical observation - Labelled diagrams - Written tests

Life Science
Matter and Chemical Reactions
Matter and Chemical Reactions
Matter and Chemical Reactions

Microorganisms - Transmission and infections caused by microorganisms
Microorganisms - Prevention, control and economic importance of microorganisms
The Periodic Table - Atomic structure review
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
The Periodic Table - Writing chemical formulae

By the end of the lesson, the learner should be able to:
- Explain modes of transmission of microorganisms in human beings
- Identify types of infections caused by microorganisms
- Connect transmission knowledge to personal hygiene practices that prevent disease spread
- Explain how atoms achieve stability
- Describe the unreactive nature of noble gases
- Relate atomic stability to why gold doesn't rust while iron does

- Use digital or print media to search for information on modes of transmission
- Discuss infections caused by bacteria, fungi and viruses
- Create awareness charts on disease prevention
- Discuss how atoms acquire stability by losing or gaining electrons
- Research on noble gases and their stability
- Compare stable and unstable electron configurations

How do microorganisms spread from one person to another?
Why are some elements more reactive than others?

- Mentor General Science pg. 88
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 91
- Poster materials
- Mentor General Science pg. 99
- Charts showing atomic structure
- Digital resources
- Periodic table charts
- Periodic table
- Chart materials
- Internet access
- Mentor General Science pg. 99
- Digital resources
- Reference books
- Digital devices
- Charts
- Periodic table
- Periodic table
- Charts showing radicals
- Digital resources
- Reference books

- Charts - Oral questions - Group discussions
- Oral questions - Written tests - Group discussions

Matter and Chemical Reactions

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 of compounds containing radicals
- Use brackets correctly in chemical formulae
- Apply formula writing to understand composition of baking soda and antacids

- Write formulae of compounds with radicals
- Practice using brackets for multiple radicals
- Make a chart of common compounds and their formulae

How do radicals affect the formula of a compound?

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

- Written tests - 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

- 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

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

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
- 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

- Research on transition elements (copper, iron, zinc, lead)
- Discuss properties of transition metals
- Investigate uses of transition metals in daily life
- 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 transition metals suited to their uses?
How are ionic bonds formed?

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

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

Matter and Chemical Reactions

Chemical Bonding - Covalent bonding in molecules
Chemical Bonding - Dative-covalent bond
Chemical Bonding - Hydrogen bonds and intermolecular forces

By the end of the lesson, the learner should be able to:
- Illustrate covalent bonding in water, ammonia, and oxygen molecules
- Distinguish between single and double covalent bonds
- Connect molecular structures to properties of drinking water and the air we breathe

- Draw dot and cross diagrams for water, ammonia, and oxygen molecules
- Illustrate double covalent bonds in oxygen and carbon (IV) oxide
- Make models of molecules using locally available materials

Why does oxygen form a double bond?

- Mentor General Science pg. 153
- Modelling materials
- Digital resources
- Digital resources
- Charts
- Reference books

- Written tests - Practical assessment - Observation

Matter and Chemical Reactions

Chemical Bonding - Metallic bonding
Chemical Bonding - Giant ionic and giant atomic structures
Chemical Bonding - Properties and uses of substances
Acids, Bases and Salts - Definition of acids and bases

By the end of the lesson, the learner should be able to:
- Describe metallic bond formation
- Explain properties of metals based on metallic bonding
- Relate metallic bonding to electrical wiring, cooking pots, and car bodies

- Discuss formation of metallic bonds through delocalised electrons
- Illustrate metallic bonding in sodium, magnesium, and aluminium
- Investigate electrical and thermal conductivity of metals

Why do metals conduct electricity?

- Mentor General Science pg. 153
- Metal samples
- Electrical circuit
- Digital resources
- Sodium chloride
- Graphite
- Circuit components
- Samples of materials
- Mentor General Science pg. 185
- Common household substances

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Acids, Bases and Salts - pH scale and indicators
Acids, Bases and Salts - Acids and bases in digestion and respiration
Acids, Bases and Salts - Neutralisation reactions

By the end of the lesson, the learner should be able to:
- Use universal indicator to test pH of substances
- Interpret pH values using the pH chart
- Apply pH testing to soil testing for farming and checking pool water safety

- Test acidic and basic substances using universal indicator
- Determine pH levels of various substances
- Classify substances as strong acids, weak acids, neutral, weak bases, or strong bases

How do we determine the strength of an acid or base?

- Mentor General Science pg. 185
- Universal indicator
- pH chart
- Various solutions
- Digital resources
- Reference books
- Dilute acids and bases
- Burette, pipette
- Indicators

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Acids, Bases and Salts - Acids and carbonates
Acids, Bases and Salts - Acids and metals
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
Rates of Reactions - Measuring reaction rates

By the end of the lesson, the learner should be able to:
- Investigate reactions of acids with carbonates
- Write balanced equations for the reactions
- Connect the reactions to baking (baking soda) and effervescent tablets
- Describe effects of salts on the environment
- Create awareness on proper salt intake
- Connect knowledge to preventing high blood pressure and soil salinisation in farms

- Carry out experiments on reactions of acids with carbonates
- Test the gas produced using lime water
- Write balanced equations for the reactions
- Discuss eutrophication, soil pollution, and air pollution by salts
- Create posters on acidity and alkalinity of household substances
- Present on importance of proper salt intake in diet

What gas is produced when acids react with carbonates?
How do salts affect our environment and health?

- Mentor General Science pg. 185
- Sodium carbonate
- Dilute acids
- Lime water
- Delivery tubes
- Zinc, magnesium, iron
- Test tubes
- Various salts
- Watch glasses
- Digital resources
- Digital resources
- Charts
- Reference books
- Mentor General Science pg. 185
- Poster materials
- Digital resources
- Mentor General Science pg. 202
- Sodium metal
- Magnesium ribbon
- Water trough
- Dilute HCl
- Gas syringe
- Stopwatch

- Practical assessment - Written tests - Observation
- Project assessment - Presentations - Peer assessment

Matter and Chemical Reactions

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

By the end of the lesson, the learner should be able to:
- Measure reaction rates using change in mass
- Interpret rate graphs
- Relate mass change measurements to monitoring fermentation in brewing and baking

- Carry out experiments on reaction between calcium carbonate and hydrochloric acid
- Record mass at intervals using top pan balance
- Plot graphs and calculate average rate of reaction

Why does the mass of the reaction mixture decrease?

- Mentor General Science pg. 202
- Calcium carbonate
- Dilute HCl
- Top pan balance
- Stopwatch
- Dilute and concentrated HCl
- Magnesium ribbon
- Sodium thiosulphate
- Thermometer
- Water bath
- Marble chips
- Powdered CaCO₃
- Gas syringe

- Practical assessment - Written tests - Observation

Matter and Chemical Reactions

Rates of Reactions - Catalysts
Rates of Reactions - Light and pressure effects
Rates of Reactions - Optimum conditions and applications

By the end of the lesson, the learner should be able to:
- Investigate the effect of a catalyst on rate of reaction
- Explain how catalysts work without being used up
- Relate catalysts to catalytic converters in vehicles and enzymes in digestion

- Carry out experiments on decomposition of hydrogen peroxide with and without manganese (IV) oxide
- Record volume of gas at intervals
- Explain effect of catalyst on reaction rate

How do catalysts speed up reactions without being used up?

- Mentor General Science pg. 202
- Hydrogen peroxide
- Manganese (IV) oxide
- Gas syringe
- Stopwatch
- Dark cupboard
- Light source
- Digital resources
- Digital resources
- Reference books

- Practical assessment - Written tests - Observation

Natural Physical Science

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:
- Define moment of a force at a point
- Identify turning points in everyday tools
- Relate turning effect of force to opening doors and using spanners

- Identify tools that turn at a given point when force is applied
- Discuss how force causes objects to turn about a pivot
- Use digital devices or print media to research on turning effect of force

How is the turning effect of force used in our daily life?

- 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

- Oral questions - Observation - Written exercises

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
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 the effective moment of antiparallel forces
- Solve problems involving antiparallel forces
- Apply antiparallel force calculations to understanding torque in vehicle steering
- Calculate distance covered along different paths
- Determine displacement between two points
- Apply distance and displacement calculations to planning shortest routes for travel

- 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
- Solve numerical problems involving distance and displacement
- Draw diagrams to represent motion paths
- Calculate resultant displacement using vectors

How do we calculate the turning effect of a steering wheel?
How do we calculate the shortest distance between two points?

- 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
- 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 - Oral questions
- 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

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

- 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

- Oral questions - Numerical exercises - Written tests

Natural Physical Science

Linear Motion - Using v = u + at
Linear Motion - Using s = ut + ½at²
Linear Motion - Using v² = u² + 2as

By the end of the lesson, the learner should be able to:
- Apply the first equation of motion to solve problems
- Calculate final velocity, initial velocity, acceleration or time
- Use the equation to determine how fast a vehicle will be after accelerating

- Solve numerical problems using v = u + at
- Calculate unknown variables in different scenarios
- Apply to real-life examples like car acceleration

How fast will a car be moving after accelerating for a certain time?

- Mentor General Science pg. 243
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 244
- Mentor General Science pg. 245

- Numerical exercises - Written tests - Oral questions

Natural Physical Science

Linear Motion - Effects of gravity on bodies under free fall
Linear Motion - Using tick timer to investigate free fall
Linear Motion - Calculations on free fall motion
Linear Motion - Safety on sloping surfaces

By the end of the lesson, the learner should be able to:
- Investigate the effect of gravity on bodies under free fall
- Explain that all objects fall at the same rate regardless of mass
- Relate free fall to understanding why parachutes and air resistance are important

- Drop objects from a height and observe increase in speed
- Discuss the meaning of free fall and acceleration due to gravity
- Analyse pictures showing effects of gravity

Why do all objects fall at the same rate in a vacuum?

- Mentor General Science pg. 246
- Balls of different masses
- Raised platform
- Digital devices
- 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

- Practical observation - Oral questions - Written exercises

Natural Physical Science

Linear Motion - Applications in real life
Waves - Amplitude and wavelength
Waves - Frequency and period
Waves - Velocity of waves
Waves - Interpreting the wave equation
Waves - Calculations using wave equation
Waves - Reflection of sound waves

By the end of the lesson, the learner should be able to:
- Identify applications of linear motion in real-life situations
- Explain how linear motion principles apply to vehicles, sports and elevators
- Apply linear motion knowledge to understanding traffic safety and athletics
- Define velocity of a wave
- State the wave equation v = fλ
- Relate wave velocity to understanding how quickly sound travels compared to light

- Search for applications of linear motion at home and in the environment
- Discuss applications in vehicles, athletics, falling objects
- Present findings on mitigating dangers of linear motion
- Search for information about velocity of waves
- Discuss the relationship between velocity, frequency and wavelength
- Derive the wave equation

How do we use knowledge of linear motion to stay safe?
Why do we see lightning before we hear thunder?

- Mentor General Science pg. 251
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 257
- Wave diagrams
- Springs
- Ropes
- Mentor General Science pg. 258
- Mentor General Science pg. 259
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 260
- Ripple tank
- Stopwatch
- Ruler
- Mentor General Science pg. 261
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 263
- Pipes
- Soft board barrier
- Ticking clock
- Protractor

- Presentations - Written reports - Oral questions
- Oral questions - Written exercises - Formula recall

Natural Physical Science

Waves - Echo and distance measurement
Waves - Refraction of sound waves
Waves - Diffraction of sound waves

By the end of the lesson, the learner should be able to:
- Explain how echoes are formed
- Calculate distance using echo method
- Apply echo principles to understanding sonar in ships and bats' navigation

- Carry out experiments to demonstrate echo using a high wall
- Measure time for echo and calculate distance
- Discuss applications of echo in distance measurement

How do ships use sound to measure ocean depth?

- Mentor General Science pg. 264
- High wall
- Stopwatch
- Tape measure
- Mentor General Science pg. 265
- Digital devices
- Diagrams
- Video clips
- Mentor General Science pg. 267
- Radio
- Building walls
- Barriers

- Practical assessment - Calculations - Written exercises

Natural Physical Science

Waves - Effects of waves on communities and ecosystems
Waves - Mitigation measures for wave effects
Waves - Applications of reflection in road safety
Waves - Applications of refraction and diffraction

By the end of the lesson, the learner should be able to:
- Explain effects of waves on the environment
- Discuss impact on communities, marine ecosystems and infrastructure
- Connect wave effects to understanding coastal erosion and noise pollution

- Search for information on effects of waves on environment
- Discuss effects on communities, marine ecosystems, infrastructure
- Analyse pictures showing wave effects

How do waves affect coastal communities and marine life?

- Mentor General Science pg. 268
- Digital devices
- Pictures
- Charts
- Mentor General Science pg. 269
- Charts
- Reference books
- Mentor General Science pg. 270
- Reflector jackets
- Road signs
- Digital devices

- Group discussions - Presentations - Written reports

Natural Physical Science

Magnetism - Magnetisation by induction method
Magnetism - Magnetisation by stroking method
Magnetism - Magnetisation by electrical and hammering methods

By the end of the lesson, the learner should be able to:
- Describe magnetisation using the induction method
- Demonstrate temporary magnetisation by induction
- Connect induction to how paper clips form chains when attached to magnets

- Suspend a magnet and bring paper clips close to it
- Observe how paper clips become temporary magnets
- Discuss the polarity of induced magnetism

How can an object become a magnet without touching another magnet?

- Mentor General Science pg. 271
- Bar magnets
- Paper clips
- Cotton thread
- Stand
- Mentor General Science pg. 273
- Steel needles
- Iron filings
- Stickers
- Mentor General Science pg. 275
- Insulated copper wire
- Nails
- Cells
- Iron filings

- Practical demonstration - Oral questions - Written exercises

Natural Physical Science

Magnetism - Methods of demagnetisation
Magnetism - Magnetic field patterns around magnets
Magnetism - Direction and strength of magnetic fields
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 methods of demagnetisation
- Explain electrical, hammering and heating methods of demagnetisation
- Connect demagnetisation to understanding why magnets weaken when dropped or heated
- 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

- Carry out experiments on demagnetisation using AC current
- Demonstrate demagnetisation by heating and hammering
- Test demagnetised materials with iron filings
- Search for information on meaning of induced e.m.f
- Discuss how electromagnetic induction occurs
- Watch videos on electromagnetic induction

Why do magnets lose their magnetism when heated or dropped?
How can we produce electricity using magnets?

- 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
- 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

- Practical assessment - Oral questions - Written reports
- Oral questions - Written exercises - Group discussions