Mixtures, element and compounds.

Structure of an atom.
Structure of an atom.
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.
-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.
-Define the term electron arrangement.
-Draw the electron arrangement in an atom using crosses or dots diagrams.
-Show interest in drawing electron arrangement in atoms using crosses or dots diagrams.

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.
-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.
-Explain the meaning of electron arrangement and energy level.
-Observe the teacher or video clip on drawing electron arrangement in atoms using dots or cross diagrams.
-Illustrate the electron arrangement in atoms using dot or cross diagrams.

-How is the structure of an important? -What are the components of atoms?
-What is the difference between mass number and atomic number? -How do we Determine the mass numbers of elements?

Sportlight
integrated science learner
Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Structure of an atom.

By the end of the lesson, the learner should be able to:
-Draw electronic arrangement of the first twenty elements on charts and books.
-Enjoy drawing the electron arrangement of the first twenty elements in periodic table.

-Draw electron arrangement of the first twenty elements using dots or cross diagrams on charts and excises books.
-Display their charts in class and peers to assess them and give feedback.

-How do you Draw the electron arrangement of elements? -What are valence electrons?

Sportlight
integrated science studies learner

Observation. -Oral questions. -Checklists.

Mixtures, element and compounds.

Structure of an atom.

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.

Structure of an atom.

By the end of the lesson, the learner should be able to:
-classify elements in metals and non-metals based on the electron arrangement.
-Prepare charts showing the metal and non-metal elements.
-Show interest in classifying elements into metals and non-metals.

-Use electron arrangement to classify the first twenty elements into metals and non-metals.
-Collaborate on preparing charts showing classification of elements into metals and non-metals.

How can one determine an element is a metal or non-metal?

Sportlight
integrated science studies learner

-Observation. -Checklists. -Assessment rubrics. -Oral questions and answers. -Written exercise.

Mixtures, element and compounds.

Structure of an atom.
Structure of an atom assessment.
Metals and alloys.

By the end of the lesson, the learner should be able to:
-Identify some locally available materials used in modelling the atomic structure selected elements of the periodic table.
-Model the atomic structure of the selected elements of the periodic table using locally available materials.
-Enjoy modelling the atomic structure of the selected elements of the periodic table using locally available materials.
-Attempt the questions on the sub-strand; structure of the atom.
-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.

-Collaborate on discussing on the suitable locally available materials to Use in modeling elements.
-Collect the locally available materials needed to Model the elements.
-Collaborate in modelling the twenty elements of the periodic table.
-Display their models in call for peer assessment.
Answer questions on the sub-strand; structure of the atom correctly.
-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.

Which locally available materials can one use to model the elements of the periodic table?

Sportlight
integrated science studies learner

-Observation. -Checklists. -Assessment rubrics. -Portfolio. -Project.
-Written questions. -Assessment rubrics. -Checklists.

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Carry out experiments to Show the physical properties of metals.
-Enjoy carrying out the experiments to Show the physical properties of metals.

-Study the procedure for conducting the experiments on physical properties of metals.
-Collaborate in carrying out experiments to demonstrate the physical properties of metals.
-Observe record and Discuss the observation they made.
-Present their findings for assessment.

Which experiment can one conduct to determine the physical properties of metals.

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Define the composition of alloys.
-Identify the alloys in the locality.
-Discuss the uses of common alloys in the environment.
-Appreciate the uses of different metals in the society.
-Enjoy collecting the metals in the locality.

-Discuss about the meaning of an alloy.
-Identify and Collect the alloys found in the locality.
-Discuss and Present the importance of metals in the community.
-Present their findings and Draw different items made of the alloys they collected.

-What is an alloy? -which examples of items are made of metals?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys.

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.

-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.

What are the uses of the different metals in the locality?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

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

By the end of the lesson, the learner should be able to:
-Identify the uses of alloys in day-to-day life.
-Discuss the uses of the alloys in day-to-day life.
-Prepare charts and flashcards showing the uses of alloys in day-to-day life.
-Appreciate the uses of the different alloys in day-to-day life.
-Explain the meaning of rust in metals.
-Identify the causes of rusting in metals.
-Describe the causes of rusting in metals.
-Appreciate the causes of rusting in metals.
-Carry out simple experiment on the cause of rusting on metals.
-Enjoy carrying out the experiment on causes of rusting on metals.

-Work together to Identify some of the items in the locality that are made of alloy.
-Use digital devices to Search for information on uses of common alloys.
-List and Discuss the uses of the common alloys in the locality.
-Prepare charts or flashcards showing the uses of common metals in the locality.
-Observe rusted objects or items in the locality e.g. knives, nails, pangas etc.
-Discuss on the meaning of rusting and Present in class.
-Use digital or print devices to Search for information and causes of rusting in metals.
-Discuss the causes of rusting in 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 common alloys in the locality? -What items are made of alloys in the locality?
-What is rusting? -What are the causes of rusting?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Identify the effects of rusting on metals.
- Discuss the effects of rusting on metals.
-Search the internet for information on the effects of rusting.
-Appreciate the effects of rusting on metals in the environment.

-Observe some of the metallic objects that have rusted.
-Identify the effects of rusting on metals.
-Use digital devices to Search for more information on the effects of rusting on metals.
-Discuss the effects of rusting on metals.

What are the effects of rusting on metals?

Sportlight
integrated science studies learner

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

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-State different ways of controlling rusting of metals in the environment.
-Discuss the different ways of controlling rusting of metals.
-Search on the internet for the information on ways of controlling rusting of metals.
-Appreciate the different ways controlling rusting of metals.

-Discuss the different ways of controlling rusting on metals.
-Use digital devices to Search for information on ways of controlling rusting on metals.
-Discuss the different ways of controlling rusting on metals.

Which ways are best for controlling rusting on metals?

Sportlight
integrated science studies learner

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