Mixtures, element and compounds.

Structure of an atom.

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

-Define the term atom.
-Describe the structure of an atom.
-Draw the structure of an atom.
-Appreciate the structure of an atom.

In groups or pairs, learners are guided to: -
-Discuss and give the meaning of an atom.
-Use digital or print resources to search for information about the structure of an atom.
-Draw the structure of an atom.

-How is the structure of an important? -What are the components of atoms?

Sportlight
integrated science learner

-Observation. -Oral questions. -Assessment rubrics. -Checklists. -Written tests.

Mixtures, element and compounds.

Structure of an atom.

By the end of the lesson, the learner should be able to:
-Differentiate between atomic number and mass number.
-Determine the mass number of the first twenty elements in the periodic table.
-Prepare charts showing the mass number of the twenty elements.

-Use digital devices or print resources to find the meaning of atomic and mass numbers.
-Discuss the difference between mass and atomic number.
-Work out the mass number of the first twenty elements collaboratively.

-What is the difference between mass number and atomic number? -How do we Determine the mass numbers of elements?

Sportlight
integrated science studies learner

-Written test. -Observation. -Oral questions. -Assessment rubrics.

Mixtures, element and compounds.

Structure of an atom.
Structure of an atom assessment.

By the end of the lesson, the learner should be able to:
-Identify the features used to distinguish metals and non-metals based on their tendency to lose or gain electrons.
-Search for information on How you can classify elements based on electron arrangement.

-Use digital devices to Search for information on which feature one can Use to distinguish metals based on electron arrangement.
-Discuss How number of valence electrons distinguishes metals and non-metals based on their tendency to lose or gain electrons.
-Watch video clips on How one can distinguish elements as metal or non-metals.

How can one distinguish metals and non-metals elements based on electron arrangement?

Sportlight
integrated science studies learner

-Observation. -Oral questions. -Written questions. -Assessment rubrics.

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Identify the physical properties of metals.
-Describe the physical properties of metals.
-Search the internet for more information on the physical properties of metals.
-Appreciate the physical properties of the metals.

-Use digital or print resources to Search for information on the physical properties of metals.
-Identify the physical properties of metals.
-Prepare posters or charts showing the physical properties of metals and Display in class.

-What is a metal? -What are the physical properties of metals?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Oral questions. -Written questions.

Mixtures, element and compounds.

Metals and alloys.
Metals and alloys.
Metals and alloys assessment.

By the end of the lesson, the learner should be able to:
-Identify uses of different metals in day-to-day life.
-Discuss the uses of different metals.
-Make flashcards or charts to Show the uses of metals in the society.
-Appreciate the uses of metals in the society.
-Carry out simple experiment on the cause of rusting on metals.
-Enjoy carrying out the experiment on causes of rusting on metals.

-List some items made of metals in the locality.
-Use digital or print devices to Search for information on the uses of metals.
-Identify and Discuss the uses of the different metals.
-Prepare flashcards or charts showing uses of different metals.
-Prepare the requirements for the experiment.
-Work together in carrying out the experiment on causes of rusting.
-Observe, record and Discuss the observation made after a few days.

What are the uses of the different metals in the locality?
What are the observation made from the experiment on the causes of rusting?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -Written questions. -Assessment rubrics.
-Checklists. -Demonstration. -Practical. -Observation. -Oral questions.

Mixtures, element and compounds.

Water hardness.
Water hardness and softness.

By the end of the lesson, the learner should be able to:
-Identify the physical properties of water.
-Describe the -physical properties of water.
-Search the internet for more information on physical properties of water.
-Appreciate the physical properties of water.

-Discuss the physical properties of water and present in class.
-Discuss the physical properties of water.
-Collect and observe water from different sources.
-Compare the water collected in terms of; appearance, odour, taste and boiling point and record the observation made and present it in class.

What are the physical properties of water?

Sportlight
integrated science studies learner

-Written questions. -Oral questions. -Checklists. -Observation. -Assessment rubrics.

Mixtures, element and compounds.

Water hardness.

By the end of the lesson, the learner should be able to:
-Conduct the soap leather test to Differentiate between hard and soft water.
-Put in group the samples of water into hard and soft water.
-Enjoy carrying out the activity on sampling hard and soft water.

-Collaborate in identifying the materials and steps to follow in conducting the soap leather test.
-Carry out activities to Compare the leathering abilities of various samples of water.
-Observe, record and Discuss their Observation.
-group the samples of water into either hard or soft water and Present in class.

Which test can you carry out to determine hard and soft water?

Sportlight
integrated science studies learner

-Checklists. -Demonstration. -Observation. -Oral questions. -Written questions. -Practical activity.

Mixtures, element and compounds.

Water hardness.
Water hardness assessment.

By the end of the lesson, the learner should be able to:
-Describe distilling as a method of softening temporary hard water.
-Conduct an activity to softening temporary hard water by distilling method.
-Appreciate distilling as a method of softening temporary hard water.

-Discuss and Present the meaning of distilling method.
-Use digital or print devices to Search for information on distilling as a method of softening temporary hard water.
-Discuss distilling method of softening temporary hard water.
-Carry out activity to soften temporary hard water using distilling method.
-Observe, record and Discuss their findings in class.

How can we soften temporary hard water using the distilling method?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -Practical activities. -Observation. -Assessment rubrics.