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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
2 | 1 |
Mixtures, Elements and Compounds
|
Mixtures - Separation by evaporation
Mixtures - Separation by crystallisation |
By the end of the
lesson, the learner
should be able to:
- Describe the evaporation method of separation - Demonstrate separation of salt solution using evaporation - Appreciate the importance of evaporation in separation |
- Prepare salt solution
- Set up apparatus for evaporation - Heat the solution until crystals form - Record observations and discuss results |
How does evaporation help in separating mixtures?
|
Master Integrated Science pg. 76
- Salt, water - Evaporating dish - Bunsen burner - Tripod stand Master Integrated Science pg. 78 - Salt, distilled water - Filter paper and funnel |
- Practical work
- Observation schedule
- Assessment rubrics
|
|
2 | 2 |
Mixtures, Elements and Compounds
|
Mixtures - Simple distillation setup
Mixtures - Separation by simple distillation Mixtures - Extended chromatography activity |
By the end of the
lesson, the learner
should be able to:
- Identify apparatus used in simple distillation - Set up simple distillation apparatus - Appreciate the importance of proper apparatus setup |
- Identify distillation apparatus
- With teacher guidance, set up distillation apparatus - Discuss the function of each apparatus - Practice safety measures |
Why is proper setup important in distillation?
|
Master Integrated Science pg. 80
- Distillation apparatus - Safety equipment - Salt solution - Complete distillation setup - Thermometer Master Integrated Science pg. 90 - Various pen inks - Filter papers - Propanone - Droppers |
- Practical work
- Observation
- Checklist
|
|
2 | 3 |
Mixtures, Elements and Compounds
|
Mixtures - Applications of separation methods in daily life
Mixtures - Matching separation methods with applications |
By the end of the
lesson, the learner
should be able to:
- Identify applications of separation methods in industries - Explain real-life uses of separation techniques - Appreciate the importance of separation methods in society |
- Study images showing industrial applications
- Discuss separation methods used in salt production - Research applications using digital devices - Present findings to classmates |
How are separation methods applied in industries and daily life?
|
Master Integrated Science pg. 92
- Digital devices - Industrial application images - Reference materials Master Integrated Science pg. 94 - Activity tables - Course book |
- Research presentation
- Oral questions
- Written tests
|
|
2 | 4-5 |
Mixtures, Elements and Compounds
|
Mixtures - Review of separation methods
Mixtures - Assessment and application synthesis Acids, Bases and Indicators - Introduction to acids and bases Acids, Bases and Indicators - Using litmus paper to identify acids and bases Acids, Bases and Indicators - Resource person on plant extract indicators |
By the end of the
lesson, the learner
should be able to:
- Summarize all separation methods learned - Compare advantages and disadvantages of different methods - Demonstrate understanding of separation principles - Define acids and bases - Identify characteristics of acids and bases - Show interest in learning about acids and bases |
- Review all separation methods covered
- Create summary charts of separation techniques - Discuss when to use each method - Practice problem-solving with mixture separation - Brainstorm on acids and bases - Discuss taste and texture of common substances - Identify acidic and basic substances in daily life - Share experiences with sour and bitter substances |
How do we choose the best separation method for a given situation?
What makes substances acidic or basic? |
Master Integrated Science pg. 72-94
- Summary charts - Previous practical results - Problem scenarios - Assessment materials Master Integrated Science pg. 95 - Common household items - Course book Master Integrated Science pg. 96 - Red and blue litmus papers - Various household solutions - Test tubes Master Integrated Science pg. 98 - Resource person - Note-taking materials |
- Written tests
- Observation
- Assessment rubrics
- Observation - Oral questions - Written assignments |
|
3 | 1 |
Mixtures, Elements and Compounds
|
Acids, Bases and Indicators - Preparing indicators from plant extracts
Acids, Bases and Indicators - Alternative plant extract preparation |
By the end of the
lesson, the learner
should be able to:
- Prepare acid-base indicators from plant flowers - Extract colored substances from plant materials - Show interest in natural indicator preparation |
- Collect colored flowers from school environment
- Cut flowers into small pieces - Crush flowers with ethanol to extract color - Filter the extract to obtain colored solution |
How do we extract useful indicators from plants?
|
Master Integrated Science pg. 98
- Plant flowers - Ethanol - Mortar and pestle - Filter paper Master Integrated Science pg. 100 - Red cabbage or beetroot - Extraction apparatus |
- Practical work
- Assessment rubrics
- Observation
|
|
3 | 2 |
Mixtures, Elements and Compounds
|
Acids, Bases and Indicators - Testing solutions with plant extract indicators
Acids, Bases and Indicators - Physical properties of acids |
By the end of the
lesson, the learner
should be able to:
- Use plant extract indicators to test solutions - Classify solutions as acidic or basic using natural indicators - Show appreciation for natural indicator effectiveness |
- Test various household solutions with plant extract indicators
- Record color changes observed - Complete classification table - Compare results with litmus paper tests |
How effective are plant extract indicators compared to litmus paper?
|
Master Integrated Science pg. 100
- Plant extract indicators - Various household solutions - Test tubes - Droppers Master Integrated Science pg. 102 - Lemon juice - Safety equipment - Litmus papers |
- Practical work
- Observation schedule
- Written tests
|
|
3 | 3 |
Mixtures, Elements and Compounds
|
Acids, Bases and Indicators - Physical properties of bases
Acids, Bases and Indicators - Solubility of acids and bases Acids, Bases and Indicators - Electrical conductivity of acids and bases |
By the end of the
lesson, the learner
should be able to:
- Describe physical properties of bases - Compare properties of bases with acids - Appreciate differences between acids and bases |
- Observe appearance of baking powder solution
- Test texture and smell safely - Test with litmus papers - Compare with acidic solution properties - Record comparative observations |
How do physical properties of bases differ from acids?
|
Master Integrated Science pg. 102
- Baking powder solution - Safety equipment - Litmus papers - Comparison tables - Acidic and basic solutions - Water - Test tubes - Observation sheets - Battery and bulb setup - Connecting wires - Metal rods |
- Practical work
- Assessment rubrics
- Comparative analysis
|
|
3 | 4-5 |
Mixtures, Elements and Compounds
|
Acids, Bases and Indicators - Uses of acids in daily life
Acids, Bases and Indicators - Uses of bases in daily life Acids, Bases and Indicators - Uses of indicators in various sectors Acids, Bases and Indicators - Reading product labels for acids and bases |
By the end of the
lesson, the learner
should be able to:
- Identify uses of acids in food, industry, and medicine - Explain applications of acids in various sectors - Appreciate importance of acids in society - Explain uses of indicators in agriculture, medicine, and laboratories - Identify importance of indicators in testing - Appreciate indicator applications in quality control |
- Use digital devices to research acid applications
- Study images of acid uses in various industries - Discuss food preservation using acids - Explore medicinal uses of acids - Research indicator uses in soil testing - Discuss medical test strips - Explore food freshness indicators - Study laboratory indicator applications |
How are acids useful in our daily lives?
How do indicators help in testing and quality control? |
Master Integrated Science pg. 104
- Digital devices - Application images - Reference materials - Household base products - Digital resources - Application examples Master Integrated Science pg. 104 - Test strips examples - Digital resources - Laboratory indicators - Household product containers - Label reading worksheets - Classification tables |
- Research presentation
- Oral questions
- Written assignments
- Research presentation - Assessment rubrics - Written tests |
|
4 | 1 |
Mixtures, Elements and Compounds
|
Acids, Bases and Indicators - Applications in food and cooking
Acids, Bases and Indicators - Applications in agriculture |
By the end of the
lesson, the learner
should be able to:
- Explain uses of acids and bases in food preparation - Identify preservative and flavoring applications - Appreciate chemical processes in cooking |
- Study food preservatives containing acids
- Explore baking powder use in cooking - Discuss vinegar applications in food - Analyze food flavoring with citric acid |
How do acids and bases contribute to food preparation and preservation?
|
Master Integrated Science pg. 104
- Food product examples - Cooking ingredients - Preservative labels - Soil testing materials - Agricultural examples - pH testing demonstrations |
- Observation
- Practical demonstrations
- Oral questions
|
|
4 | 2 |
Mixtures, Elements and Compounds
|
Acids, Bases and Indicators - Applications in medicine and health
Acids, Bases and Indicators - Applications in cleaning and industry Acids, Bases and Indicators - Review and synthesis of concepts |
By the end of the
lesson, the learner
should be able to:
- Identify medicinal uses of acids and bases - Explain antacid function in treating heartburn - Appreciate chemical solutions to health problems |
- Study antacid tablet ingredients
- Discuss stomach acid neutralization - Explore pain relief medications containing acids - Research medical applications of acids and bases |
How do acids and bases help solve health problems?
|
Master Integrated Science pg. 104
- Medicine examples - Antacid products - Medical application research - Cleaning product examples - Industrial application images - Safety material examples Master Integrated Science pg. 95-105 - Review materials - Concept mapping resources |
- Research activities
- Oral presentations
- Written assignments
|
|
4 | 3 |
Mixtures, Elements and Compounds
|
Acids, Bases and Indicators - Problem-solving with acids and bases
Acids, Bases and Indicators - Integration and future applications |
By the end of the
lesson, the learner
should be able to:
- Apply knowledge to solve practical problems - Design experiments to test unknown solutions - Show confidence in handling acid-base problems |
- Solve identification problems with unknown solutions
- Design testing procedures using available indicators - Evaluate effectiveness of different testing methods - Present solutions to practical challenges |
How can we use our knowledge to solve real acid-base problems?
|
Master Integrated Science pg. 95-105
- Unknown solution samples - Various indicators - Problem scenarios - Career information resources - Future learning pathways |
- Problem-solving assessment
- Practical work
- Assessment rubrics
|
|
4 | 4-5 |
Living Things and Their Environment
|
Human Excretory System - Components of the excretory system
Human Excretory System - External parts of the skin Human Excretory System - Structure of the skin Human Excretory System - Functions of skin parts Human Excretory System - Understanding excretion and waste products |
By the end of the
lesson, the learner
should be able to:
- Identify components of the excretory system - Recognize the skin as an excretory organ - Appreciate the importance of waste removal - Identify parts of the skin from diagrams - Label epidermis, dermis, sweat glands and ducts - Understand the layered structure of skin |
- Brainstorm on waste removal in humans - Identify excretory organs (skin, lungs, kidneys) - Discuss the role of excretory system - Compare different excretory organs - Study images and identify labeled parts A to F - Use charts to label parts of human skin - Draw and label parts of human skin - Share work with classmates |
What organs make up the human excretory system?
What are the main structural parts of the human skin? |
- Master Integrated Science pg. 119
- Charts of excretory system - Digital resources - Master Integrated Science pg. 120 - Hand lenses - Observation sheets - Master Integrated Science pg. 121 - Skin structure charts - Digital devices - Master Integrated Science pg. 122 - Reference materials - Digital resources - Master Integrated Science pg. 123 - Puzzle materials - Story completion sheets |
- Observation
- Oral questions
- Practical work
- Assessment rubrics - Practical work - Written assignments |
|
5 | 1 |
Living Things and Their Environment
|
Human Excretory System - Parts of the urinary system
Human Excretory System - Modeling the urinary system |
By the end of the
lesson, the learner
should be able to:
- Identify parts of the urinary system - Label kidneys, ureters, bladder and urethra - Understand the urinary system structure |
- Study diagram and identify urinary system - Identify and name labeled parts A to E - Draw well-labeled diagram of urinary system - Compare drawings with classmates |
What are the main parts of the urinary system?
|
- Master Integrated Science pg. 124
- Urinary system charts - Digital devices - Master Integrated Science pg. 125 - Locally available materials - Model construction supplies |
- Practical work
- Observation
- Oral questions
|
|
5 | 2 |
Living Things and Their Environment
|
Human Excretory System - Functions of urinary system parts
Human Excretory System - External parts of the kidney |
By the end of the
lesson, the learner
should be able to:
- Describe functions of kidneys, ureters, bladder and urethra - Explain the process of urine formation - Appreciate the complexity of kidney function |
- Answer questions about functions of urinary system parts - Use textbooks to search for function information - Take turns reading questions and answering - Share findings with classmates |
How do the parts of the urinary system work together?
|
- Master Integrated Science pg. 126
- Function reference materials - Question cards - Master Integrated Science pg. 127 - Kidney structure charts - Digital resources |
- Assessment rubrics
- Oral questions
- Written assignments
|
|
5 | 3 |
Living Things and Their Environment
|
Human Excretory System - Kidney disorders and their causes
Human Excretory System - Prevention of kidney disorders |
By the end of the
lesson, the learner
should be able to:
- Identify common kidney disorders - Describe causes of kidney stones and kidney failure - Understand the importance of kidney health |
- Search for information on kidney disorders - Read conversation with resource person - Identify kidney disorders mentioned - Discuss causes and prevention methods |
What are common kidney disorders and what causes them?
|
- Master Integrated Science pg. 128
- Reference materials - Case study conversations - Master Integrated Science pg. 129 - Health promotion materials - Resource person |
- Checklist
- Anecdotal records
- Oral questions
|
|
5 | 4-5 |
Living Things and Their Environment
|
Human Excretory System - Promoting skin health
Human Excretory System - Promoting kidney health Human Excretory System - Developing daily health logs Human Excretory System - Integration and health promotion Human Excretory System - Review and assessment |
By the end of the
lesson, the learner
should be able to:
- Identify practices that promote healthy skin - Develop good hygiene habits - Appreciate the importance of skin care - Integrate knowledge of excretory system with health practices - Share health knowledge with family - Demonstrate leadership in health promotion |
- Study pictures and identify healthy skin - Discuss activities to promote healthy skin - Give advice for skin hygiene scenarios - Search for information on skin health practices - Share learning with parents or guardians - Discuss additional health promotion strategies - Connect excretory system to nutrition concepts - Develop health education materials |
What activities promote healthy skin?
How can knowledge of the excretory system benefit families and communities? |
- Master Integrated Science pg. 130
- Health education materials - Digital devices - Master Integrated Science pg. 131 - Nutrition information - Health guidelines - Master Integrated Science pg. 132 - Planning templates - Family involvement - Master Integrated Science pg. 133 - Community health resources - Family discussion guides - Assessment papers - Review materials - Health case studies |
- Practical work
- Assessment rubrics
- Checklist
- Community feedback - Health promotion projects - Presentation assessment |
|
6 | 1 |
Living Things and Their Environment
|
Human Excretory System - Extension and enrichment
Human Excretory System - Final integration and reflection |
By the end of the
lesson, the learner
should be able to:
- Explore advanced concepts in excretory system function - Research current health issues - Demonstrate expertise in health education |
- Research current topics in kidney and skin health - Prepare health education presentations - Create health promotion campaigns - Mentor younger students on health topics |
How can I use my knowledge to promote health in my community?
|
- Advanced health resources
- Research materials - Presentation tools - Reflection journals - Integration activities - Goal-setting materials |
- Research projects
- Presentation skills
- Community impact assessment
|
|
6 | 2 |
Force and Energy
|
Electrical Energy - Sources of electricity in the environment
Electrical Energy - Solar, hydro-electric and geothermal power Electrical Energy - Wind, nuclear and other power sources |
By the end of the
lesson, the learner
should be able to:
- Identify sources of electricity in the environment - Distinguish between renewable and non-renewable sources - Appreciate the variety of electricity sources |
- Brainstorm on electrical energy uses - Identify sources of electricity at school, home, hospital, market - Study images and identify electricity sources - Discuss sources used for laboratory experiments |
What are the different sources of electricity in our environment?
|
- Master Integrated Science pg. 134
- Images of electricity sources - Digital devices - Master Integrated Science pg. 135 - Digital resources - Power generation diagrams - Master Integrated Science pg. 136 - Energy conversion charts - Reference materials |
- Observation
- Oral questions
- Practical work
|
|
6 | 3 |
Force and Energy
|
Electrical Energy - Electrical cells and batteries
Electrical Energy - Flow of electric current in series circuits |
By the end of the
lesson, the learner
should be able to:
- Identify electrical cells and batteries - Understand how batteries store and release energy - Recognize positive and negative terminals |
- Examine electrical cells and identify terminals - Study battery structure and function - Practice identifying positive and negative terminals - Discuss battery safety measures |
How do electrical cells and batteries provide electricity?
|
- Master Integrated Science pg. 137
- Electrical cells - Battery samples - Master Integrated Science pg. 138 - Electrical apparatus - Circuit materials |
- Practical work
- Observation schedule
- Safety checklist
|
|
6 | 4-5 |
Force and Energy
|
Electrical Energy - Flow of electric current in parallel circuits
Electrical Energy - Understanding electrical circuits Electrical Energy - Series and parallel arrangements Electrical Energy - Common electrical appliances |
By the end of the
lesson, the learner
should be able to:
- Demonstrate flow of electric current in parallel circuits - Set up simple parallel circuits - Compare series and parallel arrangements - Compare series and parallel arrangements - Predict circuit behavior - Understand current flow patterns |
- Set up electrical circuits in parallel arrangement - Observe circuit behavior with parallel connections - Draw electrical circuits for each setup - Compare parallel with series circuits - Classify circuits as series or parallel - Analyze effects of removing bulbs from circuits - Compare brightness of bulbs in different arrangements - Draw various circuit configurations |
How does electric current flow in parallel circuits?
How do series and parallel arrangements affect circuit performance? |
- Master Integrated Science pg. 139
- Electrical components - Circuit diagrams - Master Integrated Science pg. 140 - Circuit analysis materials - Switch demonstrations - Master Integrated Science pg. 141 - Circuit comparison charts - Analysis worksheets - Master Integrated Science pg. 142 - Appliance pictures - Flashcards |
- Practical work
- Written tests
- Peer assessment
- Assessment rubrics - Problem solving - Circuit analysis |
|
7 | 1 |
Force and Energy
|
Electrical Energy - Safety measures with electrical appliances
Electrical Energy - Electrical safety in daily life Electrical Energy - Uses of electricity in daily life |
By the end of the
lesson, the learner
should be able to:
- Identify safety measures for electrical appliances - Recognize electrical hazards - Practice safe handling procedures |
- Complete statements about safety measures - Analyze scenarios with electrical hazards - Discuss actions for electrical emergencies - Search for safety information |
How can we safely handle electrical appliances?
|
- Master Integrated Science pg. 143
- Safety guidelines - Emergency procedures - Master Integrated Science pg. 144 - Safety manuals - Emergency resources - Master Integrated Science pg. 145 - Usage examples - Modern life illustrations |
- Written tests
- Safety demonstrations
- Checklist
|
|
7 | 2 |
Force and Energy
|
Electrical Energy - Integration and application
Electrical Energy - Review and assessment |
By the end of the
lesson, the learner
should be able to:
- Integrate knowledge of electrical energy - Apply electrical concepts to solve problems - Design simple electrical solutions |
- Complete comprehensive electrical energy questions - Design simple circuits for specific purposes - Solve electrical problems - Connect electrical knowledge to other subjects |
How can electrical energy knowledge be applied to solve real problems?
|
- Master Integrated Science pg. 145
- Problem-solving materials - Design challenges - Assessment papers - Performance reviews - Improvement plans |
- Project assessment
- Problem solving
- Design evaluation
|
|
7 | 3 |
Force and Energy
|
Electrical Energy - Extension and research
Electrical Energy - Innovation and creativity |
By the end of the
lesson, the learner
should be able to:
- Research advanced electrical concepts - Explore careers in electrical engineering - Demonstrate leadership in electrical safety |
- Research current developments in electrical energy - Explore careers in electrical fields - Create electrical safety campaigns - Mentor younger students on electrical concepts |
How can electrical energy knowledge contribute to future careers and community safety?
|
- Advanced electrical resources
- Career information - Research tools - Innovation materials - Design supplies - Presentation tools |
- Research projects
- Career exploration
- Community service assessment
|
|
7 | 4-5 |
Force and Energy
|
Magnetism - Identifying and demonstrating magnetic properties
Magnetism - Demonstrating attraction and repulsion Magnetism - Directional properties of magnets Magnetism - Magnetic poles and their identification Magnetism - Magnetic strength and measurement |
By the end of the
lesson, the learner
should be able to:
- Identify magnets and their properties - Demonstrate attractive and repulsive properties - Understand magnetic force - Identify magnetic poles - Label north and south poles - Understand pole characteristics |
- Study pictures of magnets and discuss their uses - Use magnets with iron filings and iron nails - Observe attraction when magnet approaches nail - Record observations of magnetic attraction - Place bar magnet on iron filings - Observe where iron filings cling most - Suspend magnet and identify north-pointing end - Label north and south poles correctly |
What are the basic properties of magnets?
What are magnetic poles and how can they be identified? |
- Master Integrated Science pg. 146
- Bar magnets - Iron filings and nails - Master Integrated Science pg. 147 - Two bar magnets - Observation sheets - Master Integrated Science pg. 148 - Thread and retort stand - Compass for reference - Master Integrated Science pg. 149 - Iron filings - Pole identification materials - Master Integrated Science pg. 150 - Spring balance - Various magnets |
- Observation
- Practical work
- Oral questions
- Practical work - Written tests - Pole identification assessment |
|
8 | 1 |
Force and Energy
|
Magnetism - Basic law of magnetism
Magnetism - Magnetic and non-magnetic materials |
By the end of the
lesson, the learner
should be able to:
- Understand the basic law of magnetism - Predict magnetic interactions - Apply magnetic principles |
- Bring north pole to south pole of another magnet - Bring north poles together - Bring south poles together - Record all observations and formulate law |
What is the basic law of magnetism?
|
- Master Integrated Science pg. 151
- Multiple bar magnets - Law formulation materials - Master Integrated Science pg. 152 - Collection of materials - Classification tables |
- Scientific reasoning
- Law application
- Prediction accuracy
|
|
8 | 2 |
Force and Energy
|
Magnetism - Testing household materials
Magnetism - Uses of magnets in separation |
By the end of the
lesson, the learner
should be able to:
- Apply magnetic testing to household items - Extend classification skills - Connect learning to home environment |
- Test household items with parent/guardian permission - Use magnet to classify household materials - Record observations in table format - Share findings with classmates |
What household materials are magnetic or non-magnetic?
|
- Master Integrated Science pg. 153
- Household materials - Home testing permissions - Master Integrated Science pg. 154 - Application examples - Magnetic toys |
- Home-school connection
- Extended classification
- Family involvement
|
|
8 | 3 |
Force and Energy
|
Magnetism - Magnets in technology and navigation
Magnetism - Practical applications and problem solving Magnetism - Review and integration |
By the end of the
lesson, the learner
should be able to:
- Understand magnets in speakers and compasses - Appreciate magnetic navigation - Connect magnetism to technology |
- Explain magnetic demonstrations and magic tricks - Suggest magnetic solutions for practical problems - Study magnetic compass operations - Research technological applications |
How do magnets work in speakers, compasses, and other technologies?
|
- Master Integrated Science pg. 155
- Magnetic compass - Speaker demonstrations - Master Integrated Science pg. 156 - Problem-solving scenarios - Design materials - Master Integrated Science pg. 157 - Review materials - Assessment questions |
- Assessment rubrics
- Technology connections
- Research skills
|
|
8 | 4-5 |
Force and Energy
|
Magnetism - Extension and research
Magnetism - Innovation and creativity Force and Energy Integration - Connecting electrical energy and magnetism Force and Energy Integration - Comprehensive review and assessment Force and Energy Integration - Real-world applications and careers Force and Energy Integration - Future learning and reflection |
By the end of the
lesson, the learner
should be able to:
- Research advanced magnetic concepts - Explore magnetic technologies - Demonstrate expertise in magnetism - Connect electrical energy and magnetism concepts - Understand electromagnetic relationships - Integrate Force and Energy strand learning |
- Research electromagnets and magnetic levitation - Study magnetic storage devices - Investigate magnetic medical applications - Create advanced magnetic projects - Compare electrical and magnetic forces - Explore connections between electricity and magnetism - Investigate electromagnetic devices - Create integrated concept maps |
How are advanced magnetic technologies changing our world?
How are electrical energy and magnetism related? |
- Advanced magnetic resources
- Research materials - Technology examples - Innovation materials - Design supplies - Presentation tools - Integration materials - Electromagnetic examples - Concept mapping tools - Comprehensive assessment materials - Complex problem scenarios - Reflection guides - Career information - Field trip resources - Community connections - Reflection portfolios - Goal-setting materials - STEM pathway information |
- Research projects
- Technology analysis
- Advanced applications
- Integration assessment - Concept understanding - Relationship analysis |
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