Mixtures, Elements and Compounds

Elements and compounds - Relationship between an atom, an element, a compound and a molecule

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

- Define the term atom
- Describe the structure of an atom
- Show interest in learning about atoms

In groups, learners are guided to:
- Discuss the meaning of an atom and illustrate its structure
- Search the Internet or use reference books to get information about the atom
- Draw the structure of an atom

How is the structure of the atom important?

- Mentor Bk 8 pg. 1
- Digital resources
- Internet access and reference books

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Elements and compounds - Protons, electrons and neutrons
Elements and compounds - Elements and molecules
Elements and compounds - Molecules
Elements and compounds - Chemical symbols for common elements

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

- Identify the subatomic particles in an atom
- Explain the location and electrical charges of subatomic particles
- Show interest in the study of atoms

In groups, learners are guided to:
- Discuss the composition of an atom
- Locate the components within the atom
- Discuss the electrical charges of protons, electrons and neutrons

How small are atoms and are they divisible?

- Mentor Bk 8 pg. 1
- Internet access
- Reference books
- Charts showing atomic structure
- Digital devices
- Relevant print resources
- Charts showing molecular structures
- Digital resources
- Mentor Bk 8 pg. 2
- Periodic table charts

- Observation - Oral questions - Written tests

Mixtures, Elements and Compounds

Elements and compounds - Deriving symbols from element names
Elements and compounds - Symbols derived from Latin names
Elements and compounds - Word equations for formation of compounds

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

- Derive chemical symbols from element names
- Apply rules for writing symbols
- Show interest in learning chemical symbols

In groups, learners are guided to:
- Analyze how symbols are derived from element names
- Practice deriving symbols from given elements
- Discuss cases where two elements share the same first letter

How are chemical symbols derived from element names?

- Mentor Bk 8 pg. 2
- Element name charts
- Digital resources
- Mentor Bk 8 pg. 3
- Reference books
- Internet access
- Mentor Bk 8 pg. 5
- Charts with word equations

- Written assignments - Peer assessment - Oral questions

Mixtures, Elements and Compounds

Elements and compounds - More practice on word equations
Elements and compounds - Application of common elements in society

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

- Write word equations for various reactions
- Explain the meaning of arrows in equations
- Appreciate the use of word equations

In groups, learners are guided to:
- Practice writing word equations
- Discuss the direction of reactions
- Share findings with classmates

What do the arrows in word equations represent?

- Mentor Bk 8 pg. 5
- Worksheets
- Digital resources
- Mentor Bk 8 pg. 6
- Pictures of items made from elements
- Real samples where available

- Written tests - Group discussions - Peer assessment

Mixtures, Elements and Compounds

Elements and compounds - Elements in jewellery, trophies and medals
Elements and compounds - Elements in construction and electrical applications

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

- Identify elements used in making valuable items
- Explain properties that make elements suitable for jewellery
- Show appreciation for precious elements

In groups, learners are guided to:
- Examine pictures of jewellery, trophies and medals
- Discuss properties of gold, silver and diamond
- Explain why these items are expensive

What makes precious elements valuable?

- Mentor Bk 8 pg. 6
- Pictures of jewellery and trophies
- Internet access
- Mentor Bk 8 pg. 7
- Samples of wires and construction materials
- Reference books

- Oral questions - Group presentations - Written assignments

Mixtures, Elements and Compounds

Elements and compounds - Mineral elements in food
Elements and compounds - Information on packaging labels

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

- Identify mineral elements in food
- Explain nutritional benefits of mineral elements
- Appreciate the importance of minerals in diet

In groups, learners are guided to:
- Discuss mineral elements in food
- Study pictures of nutritious foods
- Explain benefits of sodium, potassium, calcium, etc.

Why are mineral elements important in our diet?

- Mentor Bk 8 pg. 7
- Pictures of foods
- Nutrition charts
- Mentor Bk 8 pg. 8
- Product packages
- Digital resources

- Oral questions - Group discussions - Written assignments

Mixtures, Elements and Compounds

Elements and compounds - Extended activity on elements at home
Elements and compounds - End of sub-strand assessment

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

- Identify elements in household items
- Explain how elements affect value of products
- Show responsibility in completing assignments

In groups, learners are guided to:
- Identify items at home
- Name elements used in making them
- Explain how elements affect their value

How do elements affect the value of household items?

- Mentor Bk 8 pg. 8
- Homework assignment sheets
- Reference materials
- Mentor Bk 8 pg. 1-9
- Assessment papers
- Marking guides

- Project assessment - Oral presentations - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Characteristics of matter in different states
Physical and chemical changes - Matter is made of tiny particles (liquids)

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

- Describe characteristics of solids, liquids and gases
- Explain that matter is made up of tiny particles
- Show interest in studying matter

In groups, learners are guided to:
- Discuss constituents of matter
- Carry out activities to show matter is made of particles
- Cut paper into tiny pieces

Can matter be subdivided into very small amounts?

- Mentor Bk 8 pg. 10
- Paper
- Scissors
- Reference books
- Mentor Bk 8 pg. 11
- Colored liquid (juice or ink)
- Water
- Containers

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Physical and chemical changes - Matter is made of tiny particles (gases)
Physical and chemical changes - Particles are in continuous random motion

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

- Demonstrate that gases are made of particles
- Observe dispersion of smoke
- Show interest in properties of gases

In groups, learners are guided to:
- Burn grass wrapped in paper to produce smoke
- Observe smoke dispersion
- Discuss findings

What happens to smoke as it moves away from the source?

- Mentor Bk 8 pg. 12
- Fresh grass
- Paper
- Lighter (teacher supervised)
- Chalk dust
- Container with water
- Hand lens

- Observation - Oral questions - Safety compliance

Mixtures, Elements and Compounds

Physical and chemical changes - Particles have spaces between them
Physical and chemical changes - Summary of properties of different states

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

- Demonstrate that particles have spaces
- Explain dissolution process
- Show curiosity about particle arrangement

In groups, learners are guided to:
- Dissolve salt in water in a volumetric flask
- Observe volume changes
- Discuss why volume decreases

Why does the volume decrease when salt dissolves in water?

- Mentor Bk 8 pg. 13
- Salt or sugar
- Volumetric flask
- Water
- Mentor Bk 8 pg. 14
- Charts showing particle arrangement
- Reference books

- Practical assessment - Oral questions - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Diffusion in liquids
Physical and chemical changes - Diffusion in gases

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

- Define diffusion
- Demonstrate diffusion in liquids
- Explain factors affecting diffusion

In groups, learners are guided to:
- Put ink drops in cold and warm water
- Observe and compare diffusion rates
- Discuss temperature effect on diffusion

Why does ink spread faster in warm water?

- Mentor Bk 8 pg. 15
- Ink
- Beakers
- Cold and warm water
- Droppers
- Mentor Bk 8 pg. 16
- Reference books
- Digital resources

- Practical assessment - Observation - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Pure and impure substances
Physical and chemical changes - Determining melting point of candle wax

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

- Distinguish between pure and impure substances
- Give examples of each
- Show interest in purity of substances

In groups, learners are guided to:
- Define pure and impure substances
- Give examples
- Discuss how to test for purity

What is the difference between pure and impure substances?

- Mentor Bk 8 pg. 16
- Samples of pure and impure substances
- Reference books
- Mentor Bk 8 pg. 17
- Candle wax
- Beaker
- Thermometer
- Heat source
- Stopwatch

- Observation - Oral questions - Written tests

Mixtures, Elements and Compounds

Physical and chemical changes - Interpreting heating curves
Physical and chemical changes - Effects of impurities on melting point

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

- Plot graph of temperature against time
- Interpret heating curves
- Identify melting and boiling points on graphs

In groups, learners are guided to:
- Plot graph from data collected
- Identify different sections of the curve
- Explain what happens at each section

What does a heating curve tell us about a substance?

- Mentor Bk 8 pg. 18
- Graph paper
- Data from previous lesson
- Rulers
- Mentor Bk 8 pg. 19
- Pure candle wax
- Impure candle wax
- Thermometers
- Heat sources

- Graph assessment - Oral questions - Written explanations

Mixtures, Elements and Compounds

Physical and chemical changes - Effects of impurities on boiling point
Physical and chemical changes - Physical changes

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

- Determine boiling points of pure and impure water
- Explain effect of impurities on boiling point
- Appreciate importance of purity

In groups, learners are guided to:
- Heat pure ice and salty ice
- Record temperatures until boiling
- Compare boiling points

Why do pure and impure substances have different boiling points?

- Mentor Bk 8 pg. 20
- Pure ice
- Salty ice
- Thermometers
- Beakers
- Heat sources
- Mentor Bk 8 pg. 21
- Chalk
- Tissue paper
- Water
- Containers

- Practical assessment - Data analysis - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Heating wax (physical change)
Physical and chemical changes - Chemical changes introduction

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

- Demonstrate physical change by heating wax
- Explain reversibility of the change
- Follow safety precautions

In groups, learners are guided to:
- Heat wax until it melts
- Cool and observe changes
- Discuss reversibility

What happens to wax when heated and cooled?

- Mentor Bk 8 pg. 21
- Wax
- Test tube
- Test tube holder
- Heat source
- Mentor Bk 8 pg. 22
- Paper
- Matches
- Egg

- Practical assessment - Safety compliance - Oral questions

Mixtures, Elements and Compounds

Physical and chemical changes - Temporary chemical changes
Physical and chemical changes - Reversing temporary chemical changes

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

- Demonstrate temporary chemical change
- Heat Cobalt (II) chloride safely
- Observe color changes

In groups, learners are guided to:
- Heat Cobalt (II) chloride crystals
- Collect water vapor
- Observe color changes

What happens when Cobalt (II) chloride is heated?

- Mentor Bk 8 pg. 23
- Cobalt (II) chloride
- Boiling tube
- Thermometer
- Heat source
- Mentor Bk 8 pg. 24
- Anhydrous Cobalt (II) chloride
- Water
- Dropper

- Practical assessment - Safety compliance - Observation records

Mixtures, Elements and Compounds

Physical and chemical changes - Permanent chemical changes
Physical and chemical changes - Applications of physical changes

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

- Demonstrate permanent chemical change
- Heat Copper (II) nitrate safely
- Observe formation of new substances

In groups, learners are guided to:
- Heat Copper (II) nitrate crystals
- Observe color changes and gas production
- Compare mass before and after

What happens when Copper (II) nitrate is heated?

- Mentor Bk 8 pg. 25
- Copper (II) nitrate
- Boiling tube
- Heat source
- Weighing balance
- Mentor Bk 8 pg. 26
- Pictures showing applications
- Reference books
- Digital resources

- Practical assessment - Safety compliance - Mass comparison

Mixtures, Elements and Compounds

Physical and chemical changes - Applications of chemical changes
Classes of fire - Causes of fire in nature

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

- Identify applications of chemical changes
- Explain uses in daily life
- Appreciate importance of chemical changes

In groups, learners are guided to:
- Discuss combustion, rusting, digestion
- Study chart of applications
- Research using digital devices

Why are chemical changes important in our lives?

- Mentor Bk 8 pg. 27
- Charts
- Digital devices
- Reference materials
- Mentor Bk 8 pg. 38
- Pictures of fire scenes
- Reference books

- Oral questions - Research presentations - Written reports

Mixtures, Elements and Compounds

Classes of fire - More on causes of fire
Classes of fire - Components of the fire triangle

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

- Identify more causes of fire
- Explain unsafe practices that cause fire
- Appreciate fire safety

In groups, learners are guided to:
- Study pictures of risky situations
- Discuss flammable materials
- Identify fire hazards

How can we prevent fires from starting?

- Mentor Bk 8 pg. 39
- Pictures
- Digital resources
- Safety posters
- Mentor Bk 8 pg. 40
- Fire triangle diagrams
- Reference books

- Oral questions - Written assignments - Safety awareness

Mixtures, Elements and Compounds

Classes of fire - Role of components in fire triangle
Classes of fire - Classification of fires

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

- Explain role of fuel in combustion
- Explain role of heat and oxygen
- Appreciate how fire is sustained

In groups, learners are guided to:
- Discuss types of fuel
- Identify ignition sources
- Explain role of oxygen

How does each component of the fire triangle contribute to combustion?

- Mentor Bk 8 pg. 40
- Charts
- Sample fuels
- Reference materials
- Mentor Bk 8 pg. 41
- Flashcards
- Reference books

- Oral questions - Written tests - Group discussions

Mixtures, Elements and Compounds

Classes of fire - Class A and B fires
Classes of fire - Class C, D and K fires

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

- Describe Class A fires
- Describe Class B fires
- Distinguish between the two classes

In groups, learners are guided to:
- Discuss fires from ordinary materials
- Discuss fires from combustible liquids
- Compare the two classes

What is the difference between Class A and Class B fires?

- Mentor Bk 8 pg. 42
- Pictures
- Sample materials
- Reference books
- Charts
- Digital resources
- Reference materials

- Oral questions - Classification exercises - Written tests

Mixtures, Elements and Compounds

Classes of fire - Controlling fire using extinguishers
Classes of fire - Types of fire extinguishers

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

- Identify types of fire extinguishers
- Match extinguishers to fire classes
- Appreciate importance of correct extinguisher use

In groups, learners are guided to:
- Study pictures of extinguishers
- Research on types of extinguishers
- Discuss which extinguisher for each fire class

Why is it important to use the correct fire extinguisher?

- Mentor Bk 8 pg. 43
- Pictures of extinguishers
- Digital devices
- Reference books
- Mentor Bk 8 pg. 44
- Extinguisher pictures
- Charts
- Digital resources

- Observation - Research presentations - Written reports

Mixtures, Elements and Compounds

Classes of fire - Water and foam extinguishers
Classes of fire - Breaking the fire triangle

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

- Describe water extinguishers
- Describe foam extinguishers
- Explain when not to use them

In groups, learners are guided to:
- Discuss water extinguisher uses
- Discuss foam extinguisher uses
- Explain dangers of misuse

Why should water extinguishers not be used on electrical fires?

- Mentor Bk 8 pg. 44
- Extinguisher information
- Safety guidelines
- Reference materials
- Mentor Bk 8 pg. 45
- Fire triangle diagrams
- Reference books

- Oral questions - Safety awareness - Written assignments

Mixtures, Elements and Compounds

Classes of fire - Removal of heat and fuel
Classes of fire - Removal of oxygen (smothering)

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

- Demonstrate removing heat to stop fire
- Demonstrate removing fuel to stop fire
- Apply fire control methods

In groups, learners are guided to:
- Practice spraying water on paper fire
- Practice removing unburnt materials
- Discuss effectiveness

How does removing heat or fuel stop a fire?

- Mentor Bk 8 pg. 46
- Water
- Paper
- Safe burning area
- Supervision
- Candle
- Glass
- Matches
- Fire blanket

- Practical assessment - Safety compliance - Observation

Mixtures, Elements and Compounds

Classes of fire - Fire safety at school
Classes of fire - Fire control measures at school

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

- Identify fire risks at school
- Suggest fire prevention measures
- Show responsibility for fire safety

In groups, learners are guided to:
- Identify combustible materials at school
- Identify ignition sources
- Discuss likely fire classes at school

What fire safety measures should be in our school?

- Mentor Bk 8 pg. 47
- School compound tour
- Safety guidelines
- School safety equipment
- Emergency plans

- Observation - Oral questions - Project work

Mixtures, Elements and Compounds

Classes of fire - Practicing fire control measures
Classes of fire - Right to safety information on flammable substances

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

- Practice fire drill procedures
- Use appropriate control methods
- Demonstrate fire safety awareness

In groups, learners are guided to:
- Participate in fire drill
- Practice using fire extinguishers (with supervision)
- Follow evacuation procedures

How well can you respond to a fire emergency?

- Mentor Bk 8 pg. 48
- Fire extinguishers
- Emergency exits
- Safety equipment
- Sample containers with labels
- Hazard symbol charts

- Practical assessment - Safety compliance - Participation

Mixtures, Elements and Compounds

Classes of fire - Project on fire safety posters
Classes of fire - End of sub-strand assessment

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

- Create fire safety posters
- Display fire control information
- Show creativity and responsibility

In groups, learners are guided to:
- Design posters on fire classes and control
- Include fire safety messages
- Display in strategic locations

How can we educate others about fire safety?

- Mentor Bk 8 pg. 38-48
- Chart paper
- Colors
- Reference materials
- Assessment papers
- Marking guides

- Project assessment - Creativity - Information accuracy

Living Things and their Environment

The Cell - Cell structure as seen under a light microscope
The Cell - Safety when handling a microscope
The Cell - Preparation of temporary slides of plant cells

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

- Define the term cell
- Identify structures of plant and animal cells
- Show interest in studying cells

In groups, learners are guided to:
- Discuss the meaning of cells
- Download diagrams of plant and animal cells from the Internet
- Identify parts of plant and animal cells
- List similarities and differences between plant and animal cells

What makes up plant and animal cells?

- Mentor Integrated Science pg. 49
- Digital devices
- Internet access
- Charts showing cell structures
- Diagrams of plant cells
- Drawing materials
- Mentor Integrated Science pg. 50
- Light microscope
- Soft tissue paper
- Ethanol
- Mentor Integrated Science pg. 52
- Glass slides
- Cover slips
- Plant materials
- Water
- Scalpel

- Observation - Oral questions - Written assignments

Living Things and their Environment

The Cell - Observing plant cells under a light microscope
The Cell - Functions of parts of a plant cell
The Cell - Functions of nucleus, vacuole and chloroplast
The Cell - Observing animal cells under a light microscope

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

- Observe plant cells under a microscope
- Draw observed plant cells
- Label parts of plant cells correctly

In groups, learners are guided to:
- Mount prepared slides on microscope
- Focus using coarse and fine adjustment knobs
- Observe plant cell structures
- Draw and label observed cells

What structures can be seen in plant cells?

- Mentor Integrated Science pg. 52
- Light microscope
- Prepared slides
- Drawing materials
- Digital devices
- Reference books
- Internet access
- Mentor Integrated Science pg. 53
- Charts
- Mentor Integrated Science pg. 54
- Permanent slides of animal cells

- Drawings - Observation - Written assignments

Living Things and their Environment

The Cell - Differentiating between plant and animal cells
The Cell - Characteristics of plant and animal cells

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

- Identify similarities between plant and animal cells
- List differences between the two cell types
- Appreciate diversity in cell structures

In groups, learners are guided to:
- Study diagrams of plant and animal cells
- Discuss similarities (cell membrane, nucleus, cytoplasm)
- Identify differences (cell wall, vacuole, chloroplast)
- Record findings

What are the main differences between plant and animal cells?

- Mentor Integrated Science pg. 55
- Diagrams
- Charts
- Textbooks
- Digital resources

- Written assignments - Oral questions - Observation

Living Things and their Environment

The Cell - Extended activity: Making cell models
The Cell - Role of cells in living organisms

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

- Create models of plant and animal cells
- Label cell parts correctly
- Demonstrate creativity in model making

In groups, learners are guided to:
- Use locally available materials (cartons, plasticine, clay)
- Make models of plant and animal cells
- Label parts correctly
- Display and peer-assess work

How can we represent cells using models?

- Mentor Integrated Science pg. 56
- Cartons
- Plasticine
- Clay
- Manila papers
- Glue
- Mentor Integrated Science pg. 57
- Digital devices
- Reference books
- Charts

- Practical assessment - Peer assessment - Observation

Living Things and their Environment

The Cell - Magnification of cells: Understanding magnification
The Cell - Calculating magnification

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

- Define magnification
- Explain the concept of magnification
- Show interest in microscopy

In groups, learners are guided to:
- Search for meaning of magnification
- Discuss why microscopes have eye-piece and objective lenses
- Explain how magnification helps us see cells

What is magnification and why is it important?

- Mentor Integrated Science pg. 57
- Digital devices
- Microscope
- Reference materials
- Mentor Integrated Science pg. 58
- Calculator
- Worksheets
- Microscope specifications

- Oral questions - Written assignments - Observation

Living Things and their Environment

The Cell - Microscope lenses and their magnifications
The Cell - Assessment: Drawing and magnification

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

- Identify different objective lenses
- State magnification ranges of lenses
- Appreciate diversity in microscope lenses

In groups, learners are guided to:
- Identify eye-piece lens magnifications (x5 to x30)
- Learn about low power objective (x4)
- Study medium power objective (x10 or x20)
- Examine high power objective (x40)

What are the different types of microscope lenses?

- Mentor Integrated Science pg. 58
- Microscope
- Charts
- Reference books
- Mentor Integrated Science pg. 59
- Drawing materials
- Calculator
- Assessment sheets

- Observation - Oral questions - Written assignments

Living Things and their Environment

The Cell - Assessment and feedback
Movement of Materials In and Out of the Cell - Introduction to cell transport

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

- Demonstrate understanding of cell structure
- Apply knowledge of magnification
- Show mastery of sub-strand content

In groups, learners are guided to:
- Complete comprehensive assessment
- Answer questions on cell structure and function
- Calculate magnification problems
- Receive and discuss feedback

Have you mastered the content on cells?

- Mentor Integrated Science pg. 49-59
- Assessment papers
- Marking guides
- Mentor Integrated Science pg. 60
- Charts
- Diagrams
- Digital resources

- Written tests - Practical assessment - Feedback session

Living Things and their Environment

Movement of Materials In and Out of the Cell - Processes of material movement
Movement of Materials In and Out of the Cell - Introduction to diffusion

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

- Identify diffusion as a transport process
- Identify osmosis as a transport process
- Show interest in cell transport mechanisms

In groups, learners are guided to:
- Search for information on movement processes
- Discuss diffusion and osmosis
- Identify substances transported by each method
- Share findings with classmates

How do materials move across cell membranes?

- Mentor Integrated Science pg. 61
- Digital devices
- Reference books
- Internet access
- Examples from daily life
- Charts
- Digital resources

- Oral presentations - Written assignments - Observation

Living Things and their Environment

Movement of Materials In and Out of the Cell - Demonstrating diffusion in gases
Movement of Materials In and Out of the Cell - Explaining diffusion observations

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

- Demonstrate diffusion in gases
- Observe diffusion occurring
- Show responsibility in handling perfumes safely

- Close classroom windows and doors
- Line up learners across the room
- Spray perfume at front
- Observe and record when each learner detects scent
- Dispose materials appropriately

How does diffusion occur in gases?

- Mentor Integrated Science pg. 62
- Perfume or scented substance
- Enclosed room
- Timer
- Observation records
- Notebooks
- Reference materials

- Observation - Oral questions - Practical assessment

Living Things and their Environment

Movement of Materials In and Out of the Cell - Demonstrating diffusion in plant materials
Movement of Materials In and Out of the Cell - Explaining diffusion in plant cells

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

- Demonstrate diffusion using plant materials
- Observe ink movement in plants
- Show responsibility in handling materials safely

In groups, learners are guided to:
- Put water in container
- Add ink and stir
- Place young plant with roots in colored water
- Leave for two hours
- Cut stem and observe
- Dispose materials appropriately

How do plants absorb colored water?

- Mentor Integrated Science pg. 63
- Young plant
- Ink
- Water
- Container
- Scalpel
- Gloves
- Mentor Integrated Science pg. 64
- Observation records
- Diagrams
- Notebooks

- Practical assessment - Observation - Oral questions

Living Things and their Environment

Movement of Materials In and Out of the Cell - Role of diffusion in animals
Movement of Materials In and Out of the Cell - Role of diffusion in plants

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

- Explain gaseous exchange in lungs
- Describe absorption in intestines
- Appreciate diffusion in body functions

In groups, learners are guided to:
- Search for information on gaseous exchange in lungs
- Discuss oxygen and carbon dioxide diffusion
- Explain absorption of digested food
- Discuss excretion of metabolic wastes

How does diffusion help in breathing and digestion?

- Mentor Integrated Science pg. 65
- Digital devices
- Charts
- Reference books
- Video resources
- Diagrams

- Oral presentations - Written assignments - Observation

Living Things and their Environment

Movement of Materials In and Out of the Cell - Introduction to osmosis
Movement of Materials In and Out of the Cell - Demonstrating osmosis using visking tubing

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

- Define osmosis
- Explain semi-permeable membranes
- Show interest in osmosis

In groups, learners are guided to:
- Discuss meaning of pressure in science
- Define semi-permeable membrane
- Explain osmosis as water movement through membrane
- Relate to cell membrane function

What is osmosis and how is it different from diffusion?

- Mentor Integrated Science pg. 67
- Diagrams
- Charts
- Reference materials
- Mentor Integrated Science pg. 68
- Visking tubing
- Sugar solution
- Distilled water
- Beakers
- String
- Glass rod

- Oral questions - Written assignments - Observation

Living Things and their Environment

Movement of Materials In and Out of the Cell - Explaining osmosis observations
Movement of Materials In and Out of the Cell - Demonstrating osmosis using plant materials

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

- Explain observations from osmosis experiment
- Describe water movement through membrane
- Draw conclusions about osmosis

In groups, learners are guided to:
- Remove visking tubing from water
- Measure new water volume in beaker
- Observe size of visking tubing
- Explain water movement from high to low concentration
- Draw conclusions on osmosis

What happened during the osmosis experiment?

- Mentor Integrated Science pg. 69
- Observation records
- Diagrams
- Notebooks
- Mentor Integrated Science pg. 71
- Potato
- Distilled water
- Sugar solution
- Beakers
- Ruler
- Scalpel

- Written assignments - Oral explanations - Observation

Living Things and their Environment

Movement of Materials In and Out of the Cell - Explaining osmosis in plant cells
Movement of Materials In and Out of the Cell - Role of osmosis in plants

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

- Explain turgidity in plant cells
- Explain flaccidity in plant cells
- Appreciate osmosis in plants

In groups, learners are guided to:
- Discuss observations on potato chips
- Explain why chip in water became firm and turgid
- Explain why chip in sugar solution became soft
- Describe water movement by osmosis
- Draw conclusions

Why did the potato chips change differently?

- Mentor Integrated Science pg. 72
- Observation records
- Diagrams
- Notebooks
- Mentor Integrated Science pg. 73
- Digital devices
- Charts
- Reference books

- Written assignments - Oral explanations - Observation

Living Things and their Environment

Movement of Materials In and Out of the Cell - Role of osmosis in animals
Reproduction in Human Beings - Introduction to human reproduction

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

- Explain osmoregulation in kidneys
- Describe water absorption in intestines
- Appreciate osmosis in body functions

In groups, learners are guided to:
- Discuss water re-absorption in kidneys
- Explain absorption from intestines to blood
- Describe maintenance of cell shape and size
- Relate to aquatic animals

How does osmosis help our bodies function?

- Mentor Integrated Science pg. 74
- Charts
- Diagrams
- Reference books
- Mentor Integrated Science pg. 73

- Oral questions - Written tests - Observation

Living Things and their Environment

Reproduction in Human Beings - Understanding menstruation
Reproduction in Human Beings - Stages of the menstrual cycle

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

- Define menstruation
- Explain why menstruation is monthly
- Show respect for those experiencing menstruation

In groups, learners are guided to:
- Discuss meaning of menstruation
- Explain monthly cycle
- Describe body changes during menstruation
- Share findings respectfully

What is menstruation?

- Mentor Integrated Science pg. 73
- Charts
- Reference materials
- Digital resources
- Mentor Integrated Science pg. 74
- Digital devices
- Reference books
- Internet access

- Oral questions - Written assignments - Observation

Living Things and their Environment

Reproduction in Human Beings - Luteal and menstrual phases
Reproduction in Human Beings - Reading about menstrual challenges

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

- Describe luteal phase
- Describe menstrual phase
- Appreciate the menstrual cycle process

In groups, learners are guided to:
- Continue studying menstrual cycle stages
- Learn about luteal phase
- Understand menstrual phase
- Study diagram of complete cycle
- Share findings

How do the luteal and menstrual phases complete the cycle?

- Mentor Integrated Science pg. 74
- Diagrams
- Charts
- Reference books
- Mentor Integrated Science pg. 75
- Story text
- Discussion materials

- Oral presentations - Written assignments - Observation

Living Things and their Environment

Reproduction in Human Beings - Health challenges related to menstruation
Reproduction in Human Beings - Irregular periods and heavy bleeding

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

- Explain pre-menstrual syndrome
- Describe menstrual pain
- Show awareness of when to seek medical attention

In groups, learners are guided to:
- Discuss pre-menstrual syndrome symptoms
- Explain menstrual pain and cramps
- Identify severe conditions
- Understand when to seek medical help

What health challenges are related to menstruation?

- Mentor Integrated Science pg. 76
- Reference materials
- Charts
- Digital resources
- Mentor Integrated Science pg. 77
- Reference books

- Oral questions - Written tests - Observation

Living Things and their Environment

Reproduction in Human Beings - Emotional and social challenges
Reproduction in Human Beings - Managing menstrual challenges

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

- Describe emotional challenges (mood swings)
- Explain social challenges (lack of sanitary towels, stigma)
- Show empathy and respect

In groups, learners are guided to:
- Discuss hormonal changes and mood swings
- Explain emotional effects on relationships
- Discuss lack of sanitary towels
- Address stigmatization issues
- Promote support and respect

How do emotional and social factors affect menstruation?

- Mentor Integrated Science pg. 77
- Reference materials
- Discussion guides
- Mentor Integrated Science pg. 78
- Discussion materials
- Reference books

- Oral presentations - Written assignments - Observation

Living Things and their Environment

Reproduction in Human Beings - Process of fertilisation
Reproduction in Human Beings - Process of implantation

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

- Describe fertilisation process
- Explain fusion of sperm and ovum
- Appreciate the beginning of life

In groups, learners are guided to:
- Study chart showing fertilisation
- Discuss movement of ovum in fallopian tube
- Explain fusion of sperm with ovum
- Define zygote
- Discuss cell division

Where does fertilisation occur?

- Mentor Integrated Science pg. 79
- Charts
- Diagrams
- Reference books

- Oral questions - Written assignments - Observation

Living Things and their Environment

Reproduction in Human Beings - Development from embryo to foetus
Reproduction in Human Beings - Introduction to Sexually Transmitted Infections

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

- Explain development from embryo to foetus
- Describe stages of development
- Appreciate human development process

In groups, learners are guided to:
- Study stages of development diagram
- Explain embryo development
- Describe foetus formation (6-8 weeks)
- Discuss development until birth
- Trace complete development process

How does an embryo develop into a baby?

- Mentor Integrated Science pg. 80
- Diagrams
- Charts
- Reference books
- Reference materials
- Digital resources

- Oral questions - Written assignments - Observation

Living Things and their Environment

Reproduction in Human Beings - Syphilis: Symptoms and prevention
Reproduction in Human Beings - Gonorrhoea: Symptoms and prevention

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

- Describe syphilis
- List symptoms of syphilis
- Explain prevention methods

In groups, learners are guided to:
- Search for information on syphilis
- Discuss symptoms at different stages
- Explain primary stage (painless sore)
- Describe secondary stage (rash, fever)
- Discuss prevention methods (abstinence, faithfulness, testing)

How can syphilis be prevented?

- Mentor Integrated Science pg. 81
- Digital devices
- Reference books
- Charts
- Mentor Integrated Science pg. 82

- Oral presentations - Written assignments - Observation

Living Things and their Environment

Reproduction in Human Beings - Herpes: Symptoms and prevention
Reproduction in Human Beings - HIV and AIDS: Symptoms and prevention
Reproduction in Human Beings - Need for a healthy reproductive system

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

- Describe herpes
- List symptoms of oral and genital herpes
- Explain prevention methods

In groups, learners are guided to:
- Search for information on herpes
- Discuss two types of herpes
- Explain oral herpes symptoms (blisters around mouth)
- Describe genital herpes symptoms (blisters on genitals)
- Discuss prevention methods

How can herpes be prevented?

- Mentor Integrated Science pg. 83
- Digital devices
- Reference books
- Charts
- Mentor Integrated Science pg. 84
- Mentor Integrated Science pg. 85
- Reference materials
- Discussion guides
- Notebooks

- Oral presentations - Written assignments - Observation