Mixtures, Elements and Compounds

Elements and Compounds - Distinguishing between an element and a compound

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

- Define the terms element and compound
- Differentiate between elements and compounds using diagrams
- Relate elements and compounds to substances used at home such as table salt and water

In groups, learners are guided to:
- Discuss the meaning of elements and compounds
- Use digital or print media to search for information on differences between elements and compounds
- Study diagrams representing elements and compounds and identify which is which

What makes an element different from a compound?

- Spotlight Integrated Science Learner's Book pg. 34
- Digital resources
- Charts showing elements and compounds

- Oral questions - Observation - Written assignments

Mixtures, Elements and Compounds

Elements and Compounds - Distinguishing between an element and a compound
Elements and Compounds - Rules for assigning symbols to elements
Elements and Compounds - Symbols derived from English names
Elements and Compounds - Symbols derived from Latin names
Elements and Compounds - Uses of elements in jewellery and construction

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

- Explain that elements are made up of the same kind of particles
- Use diagrams to represent elements and compounds
- Connect the concept of elements to everyday substances like oxygen and nitrogen in air

- Assign symbols to elements whose symbols are derived from English names
- Write correct symbols for hydrogen, oxygen, nitrogen, fluorine and carbon
- Identify element symbols on household cleaning products

In groups, learners are guided to:
- Draw diagrams to distinguish between elements and compounds
- Discuss examples of elements such as oxygen, iron, nitrogen, copper, argon, gold, hydrogen, silver and aluminium
- Discuss examples of compounds such as table salt, water and carbon (IV) oxide
- Discuss symbols of elements derived from the first letter of their English names (H, O, N, F, C)
- Discuss symbols where a second letter is added (Cl, Mg, Ca, Be, Al, Ne, Li, He)
- Practice writing symbols of common elements

Why are oxygen and nitrogen classified as elements while water is a compound?
Why do some elements have one-letter symbols while others have two?

- Spotlight Integrated Science Learner's Book pg. 34
- Sample labelled containers
- Digital resources
- Spotlight Integrated Science Learner's Book pg. 36
- Periodic table
- Reference books
- Spotlight Integrated Science Learner's Book pg. 38
- Periodic table
- Charts showing element symbols
- Reference materials
- Spotlight Integrated Science Learner's Book pg. 39
- Pictures of jewellery items
- Digital resources

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

Mixtures, Elements and Compounds

Elements and Compounds - Uses of elements in industry and medicine
Elements and Compounds - Elements as food nutrients and mineral elements

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

- Describe industrial applications of common elements
- Explain uses of elements in medicine and everyday products
- Relate sulphur in matchsticks and lithium in phone batteries to daily use

In groups, learners are guided to:
- Discuss use of sulphur in making matchsticks and fireworks
- Discuss use of graphite in manufacture of dry cells
- Discuss use of chlorine in water treatment and bleaches
- Discuss use of lithium in making batteries

Why is chlorine added to drinking water?

- Spotlight Integrated Science Learner's Book pg. 40
- Samples of items containing elements
- Digital resources
- Food packaging labels
- Fertiliser packaging

- Oral questions - Written tests - Project work

Mixtures, Elements and Compounds

Elements and Compounds - Market value of common elements
Elements and Compounds - Reading packaging labels on commonly consumed products

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

- Explain the concept of market value of elements
- Compare market values of different elements
- Relate gold medal prizes in sports to the value of gold

In groups, learners are guided to:
- Discuss why athletes are awarded gold, silver and bronze medals
- Compare prices of jewellery made of gold, silver and bronze
- Use reference materials to find information on market value of elements

Why are gold items more expensive than bronze items?

- Spotlight Integrated Science Learner's Book pg. 41
- Pictures of medals
- Price lists of jewellery items
- Spotlight Integrated Science Learner's Book pg. 44
- Various product containers
- Food and medicine packaging

- Oral questions - Group discussions - Written assignments

Mixtures, Elements and Compounds

Elements and Compounds - Importance of packaging label information

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

- Explain the importance of information on packaging labels
- Discuss consumer rights to information
- Make informed choices when purchasing household products

In groups, learners are guided to:
- Discuss the importance of information provided in packaging labels
- Discuss consumer rights to accurate product information
- Share findings about product ingredients with classmates

How does packaging information help consumers make safe choices?

- Spotlight Integrated Science Learner's Book pg. 44
- Various product containers
- Digital resources

- Oral questions - Written tests - Group presentations

Mixtures, Elements and Compounds

Elements and Compounds - Structure of an atom
Elements and Compounds - Sub-atomic particles
Elements and Compounds - Electron arrangement of elements

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

- Define the term atom
- Describe the structure of an atom
- Relate atoms to the tiny particles that make up all matter around us

- Identify the sub-atomic particles in an atom
- State the location and charges of protons, neutrons and electrons
- Understand why atoms are electrically neutral like everyday objects

In groups, learners are guided to:
- Discuss the meaning of an atom
- Study figure 1.29 showing the structure of an atom
- Draw and label a well-labelled diagram of an atom
- Discuss the composition of the nucleus (protons and neutrons)
- Discuss electrons and energy levels
- Study Table 1.16 showing sub-atomic particles, their symbols, charges and location

What are the parts that make up an atom?
Why is an atom electrically neutral?

- Spotlight Integrated Science Learner's Book pg. 47
- Charts showing atomic structure
- Digital resources
- Spotlight Integrated Science Learner's Book pg. 48
- Charts showing atomic structure
- Models of atoms
- Spotlight Integrated Science Learner's Book pg. 49
- Charts showing electron arrangement
- Digital resources

- Oral questions - Diagrams - Written assignments
- Oral questions - Written tests - Observation

Mixtures, Elements and Compounds

Elements and Compounds - Drawing electron arrangement diagrams

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

- Draw electron arrangement diagrams for elements 1-20
- Represent electron arrangement using numbers
- Visualise how different elements store electrons like filling seats in a stadium

In groups, learners are guided to:
- Complete Table 1.17 showing electron arrangement
- Draw electron arrangement diagrams for various elements
- Practice representing electron arrangement as numbers (e.g., 2.8.1)

How do you draw the electron arrangement of sodium?

- Spotlight Integrated Science Learner's Book pg. 50
- Charts showing electron arrangement
- Drawing materials

- Diagrams - Written tests - Observation

Mixtures, Elements and Compounds

Elements and Compounds - Atomic number and mass number of elements

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

- Define atomic number and mass number
- Calculate mass number from protons and neutrons
- Use atomic numbers to identify elements like a unique fingerprint

In groups, learners are guided to:
- Study Table 1.18 showing atomic number and mass number
- Discuss relationship between protons and atomic number
- Discuss relationship between sum of protons and neutrons to mass number

What is the difference between atomic number and mass number?

- Spotlight Integrated Science Learner's Book pg. 53
- Periodic table
- Reference materials

- Oral questions - Calculations - Written tests

Mixtures, Elements and Compounds

Elements and Compounds - Illustrating atomic number and mass number

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

- Illustrate atomic number and mass number alongside element symbols
- Write symbols with superscript and subscript notation
- Read element information as presented in periodic tables and textbooks

In groups, learners are guided to:
- Complete Table 1.20 showing illustrations of atomic number and mass number
- Practice writing atomic number as subscript and mass number as superscript
- Present work to the teacher

How do you write the atomic number and mass number of an element?

- Spotlight Integrated Science Learner's Book pg. 54
- Periodic table
- Writing materials

- Written assignments - Oral questions - Observation

Mixtures, Elements and Compounds

Elements and Compounds - Classifying elements as metals and non-metals
Physical and Chemical Changes - Properties of solids
Physical and Chemical Changes - Density of solids

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

- Classify elements into metals and non-metals based on electron arrangement
- Identify characteristics of metals and non-metals
- Recognise metals in coins and non-metals in air we breathe

- Define the term density
- Calculate density of regularly shaped solids
- Relate density to why some objects float and others sink in water

In groups, learners are guided to:
- Complete Table 1.22 showing electron arrangement and classification
- Discuss that metals have 1, 2 or 3 electrons in outermost energy level
- Discuss that non-metals have 4, 5, 6, 7 or 8 electrons in outermost level
- Discuss importance of different elements in day-to-day life
- Weigh wooden blocks and measure their dimensions
- Calculate volume using length × width × height
- Calculate density using mass/volume formula

How can electron arrangement help us classify elements?
How do you determine the density of a solid?

- Spotlight Integrated Science Learner's Book pg. 56
- Periodic table
- Reference materials
- Spotlight Integrated Science Learner's Book pg. 1
- Small stone, string, measuring cylinder
- Water
- Spotlight Integrated Science Learner's Book pg. 3
- Wooden blocks, ruler
- Weighing machine

- Oral questions - Written tests - Classification exercises
- Calculations - Practical assessment - Written tests

Mixtures, Elements and Compounds

Physical and Chemical Changes - Density of irregularly shaped solids

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

- Determine the volume of irregularly shaped solids by displacement method
- Calculate density of irregularly shaped solids
- Apply displacement method to find volume of items like fruits and stones

In groups, learners are guided to:
- Use Eureka can to determine volume of irregular solids
- Weigh the stone and calculate its density
- Discuss that solids have highest density compared to liquids and gases

How do you find the volume of an irregularly shaped object?

- Spotlight Integrated Science Learner's Book pg. 4
- Eureka can, stone, string
- Measuring cylinder, weighing machine

- Practical assessment - Calculations - Oral questions

Mixtures, Elements and Compounds

Physical and Chemical Changes - Shape and flow of solids

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

- Explain why solids have definite shape
- Demonstrate that solids do not flow
- Connect rigid shape of solids to structural materials like bricks and steel beams

In groups, learners are guided to:
- Transfer solids from one container to another and observe shape
- Place items at edge of table and observe ability to flow
- Discuss that particles in solids are in fixed positions

Why don't solids flow like liquids?

- Spotlight Integrated Science Learner's Book pg. 5
- Book, stone, pen, pencil
- Carton boxes, buckets

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Compressibility of solids
Physical and Chemical Changes - Properties of liquids (density and volume)

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

- Demonstrate that solids are not easily compressed
- Explain why solids are not compressible
- Relate incompressibility of solids to hydraulic systems in vehicles

In groups, learners are guided to:
- Use syringe filled with sand to test compressibility
- Compare pressing plunger with empty barrel versus filled with sand
- Discuss that particles in solids are closely packed

Why can't we compress a solid easily?

- Spotlight Integrated Science Learner's Book pg. 6
- Syringe, sand
- Rubber cork
- Spotlight Integrated Science Learner's Book pg. 8
- Beaker, measuring cylinder
- Volumetric flask, water

- Practical assessment - Oral questions - Observation

Mixtures, Elements and Compounds

Physical and Chemical Changes - Shape, flow and compressibility of liquids
Physical and Chemical Changes - Properties of gases

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

- Demonstrate that liquids take the shape of their container
- Show that liquids can flow but are not easily compressible
- Relate liquid properties to pouring water into different shaped bottles

- Demonstrate that gases have no definite shape or volume
- Show that gases can flow and are easily compressible
- Relate gas properties to inflating balloons and tyres

In groups, learners are guided to:
- Transfer water between different shaped containers
- Use syringe to test compressibility of liquids
- Discuss that particles in liquids slide past one another
- Inflate balloons of different shapes
- Use gas jars to show gases can flow
- Use syringe to demonstrate compressibility of gases

Why do liquids take the shape of their container?
Why do gases fill the entire container they occupy?

- Spotlight Integrated Science Learner's Book pg. 10
- Beaker, conical flask
- Syringe, water
- Spotlight Integrated Science Learner's Book pg. 12
- Balloons, gas jars
- Syringe, string

- Practical assessment - Oral questions - Observation
- Practical assessment - Oral questions - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Comparing properties of solids, liquids and gases

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

- Compare properties of solids, liquids and gases
- Complete a table summarising properties of matter
- Apply knowledge of states of matter to everyday phenomena like weather

In groups, learners are guided to:
- Complete Table 1.3 comparing properties of matter
- Use digital media to search for videos on properties of different states of matter
- Discuss the arrangement and movement of particles in each state

How do the properties of solids, liquids and gases compare?

- Spotlight Integrated Science Learner's Book pg. 15
- Digital resources
- Reference materials

- Written tests - Oral questions - Table completion

Mixtures, Elements and Compounds

Physical and Chemical Changes - Demonstrating diffusion in liquids
Physical and Chemical Changes - Distinguishing temporary and permanent changes

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

- Define the term diffusion
- Demonstrate diffusion using potassium manganate (VII) and water
- Relate diffusion to how tea colour spreads in hot water

In groups, learners are guided to:
- Set up apparatus with straw, beaker and potassium manganate (VII) crystal
- Observe the purple colour spreading through water
- Discuss that diffusion is movement from high to low concentration

How does diffusion occur in liquids?

- Spotlight Integrated Science Learner's Book pg. 16
- Beaker, straw
- Potassium manganate (VII), water
- Spotlight Integrated Science Learner's Book pg. 18
- Pictures of changes in substances
- Reference materials

- Practical assessment - Observation - Oral questions

Mixtures, Elements and Compounds

Physical and Chemical Changes - Temporary changes in water and candle wax

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

- Demonstrate temporary changes by heating water and candle wax
- Explain why these changes are reversible
- Connect temporary changes to everyday processes like boiling water for cooking

In groups, learners are guided to:
- Heat water in a conical flask and observe
- Heat candle wax in a test tube and allow to cool
- Record observations in Table 1.5

Why is melting candle wax a temporary change?

- Spotlight Integrated Science Learner's Book pg. 20
- Conical flask, test tubes
- Water, candle wax, heat source

- Practical assessment - Oral questions - Written tests

Mixtures, Elements and Compounds

Physical and Chemical Changes - Temporary changes in zinc oxide and iodine
Physical and Chemical Changes - Temporary chemical changes in copper (II) sulphate
Physical and Chemical Changes - Temporary chemical changes in cobalt (II) chloride

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

- Demonstrate temporary changes by heating zinc oxide and iodine
- Observe colour changes on heating and cooling
- Relate sublimation of iodine to how mothballs disappear

- Demonstrate temporary chemical change using hydrated copper (II) sulphate
- Observe colour change from blue to white on heating
- Relate colour indicators to testing for presence of water in substances

In groups, learners are guided to:
- Heat zinc oxide and observe colour change
- Heat iodine crystals and observe sublimation
- Discuss characteristics of temporary (physical) changes
- Heat copper (II) sulphate crystals and collect liquid
- Observe colour change from blue to white
- Add water to anhydrous copper (II) sulphate and observe

What happens when zinc oxide and iodine are heated?
What happens when hydrated copper (II) sulphate is heated?

- Spotlight Integrated Science Learner's Book pg. 20
- Test tubes, boiling tube
- Zinc oxide, iodine, heat source
- Spotlight Integrated Science Learner's Book pg. 22
- Boiling tubes, delivery tube
- Copper (II) sulphate, heat source
- Spotlight Integrated Science Learner's Book pg. 24
- Boiling tubes
- Cobalt (II) chloride, heat source

- Practical assessment - Observation - Written assignments
- Practical assessment - Oral questions - Written tests

Mixtures, Elements and Compounds

Physical and Chemical Changes - Permanent changes in potassium manganate (VII)

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

- Demonstrate permanent change by heating potassium manganate (VII)
- Test for oxygen gas produced using a glowing splint
- Relate thermal decomposition to industrial production of oxygen

In groups, learners are guided to:
- Heat potassium manganate (VII) in a boiling tube
- Insert glowing wooden splint to test for oxygen
- Write word equation for the reaction

What products are formed when potassium manganate (VII) is heated?

- Spotlight Integrated Science Learner's Book pg. 26
- Boiling tube, test tube holder
- Potassium manganate (VII), wooden splints

- Practical assessment - Oral questions - Written tests

Mixtures, Elements and Compounds

Physical and Chemical Changes - Permanent changes in copper (II) nitrate

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

- Demonstrate permanent change by heating copper (II) nitrate
- Identify products formed from the reaction
- Understand irreversible reactions in manufacturing processes

In groups, learners are guided to:
- Heat copper (II) nitrate in a boiling tube (in fume chamber)
- Observe formation of black solid and brown gas
- Write word equation for the reaction

What makes the change in copper (II) nitrate permanent?

- Spotlight Integrated Science Learner's Book pg. 27
- Boiling tubes, test tube holder
- Copper (II) nitrate, heat source

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Applications in making candles and ice

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

- Explain applications of change of state of matter
- Describe how candles and ice cubes are made
- Apply knowledge to recycling candle wax at home

In groups, learners are guided to:
- Discuss how solid wax changes to liquid and back to solid in candle making
- Discuss how water changes to ice in freezer
- Carry out further activity on making ice cubes

How is change of state of matter applied in making candles?

- Spotlight Integrated Science Learner's Book pg. 28
- Used candles, sufuria
- Glass tumbler, wick

- Practical assessment - Oral questions - Project work

Mixtures, Elements and Compounds

Physical and Chemical Changes - Applications in food preservation and ice cream making
Physical and Chemical Changes - Other applications of change of state
Physical and Chemical Changes - Characteristics of particles in three states

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

- Explain application of change of state in food preservation
- Describe ice cream making process
- Apply freezing techniques to preserve food at home

- Describe characteristics of particles in solids, liquids and gases
- Explain movement of particles in different states
- Relate particle behaviour to observable properties like shape and volume

In groups, learners are guided to:
- Discuss the role of change of state in refrigerator for food preservation
- Discuss how ice cream is made by freezing liquid mixture
- Discuss uses of ice cubes in drinks and medical applications
- Carry out activities to demonstrate characteristics of particles
- Perform experiments to demonstrate diffusion in liquids and gases
- Use digital media to search for information on movement of particles

How does change of state help preserve food?
How does movement of particles in matter affect its properties?

- Spotlight Integrated Science Learner's Book pg. 31
- Pictures of refrigerator, ice cream
- Digital resources
- Mothballs, air freshener
- Manila paper, markers
- Spotlight Integrated Science Learner's Book pg. 1
- Ink, water, beaker
- Digital resources

- Oral questions - Written assignments - Group discussions
- Oral questions - Practical assessment - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Determining boiling and melting points

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

- Describe the heating curve
- Explain effects of impurities on boiling and melting points
- Relate addition of salt to water when cooking to lowering boiling time

In groups, learners are guided to:
- Carry out experiments to determine boiling and melting points of pure substances
- Draw the heating curve and discuss the trends
- Discuss that impurities raise boiling point and lower melting point

How do impurities affect boiling and melting points?

- Spotlight Integrated Science Learner's Book pg. 1
- Thermometer, beaker
- Heat source, pure and impure substances

- Practical assessment - Oral questions - Written tests

Mixtures, Elements and Compounds

Classes of Fire - Fire triangle components

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

- Identify the three components of fire triangle
- Explain the role of each component in fire
- Recognise fire hazards at home and take preventive measures

In groups, learners are guided to:
- Discuss possible causes of fire in nature
- Study the fire triangle diagram (oxygen, heat, fuel)
- Discuss the role of each component in the spread of fire

What are the components of the fire triangle?

- Spotlight Integrated Science Learner's Book pg. 69
- Charts showing fire triangle
- Digital resources

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Classes of Fire - Role of oxygen in combustion
Classes of Fire - Role of oxygen in spread of fire

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

- Explain the role of oxygen in combustion
- Demonstrate that fire needs oxygen to burn
- Apply knowledge to safety practices like not blocking ventilation

In groups, learners are guided to:
- Invert gas jar over lit candle and observe
- Compare with open-ended glass jar
- Discuss that combustion cannot take place without oxygen

Why does a candle go out when covered with a jar?

- Spotlight Integrated Science Learner's Book pg. 69
- Candles, gas jar
- Open-ended glass jar, lighter
- Spotlight Integrated Science Learner's Book pg. 70
- Pictures of forest fire
- Charts showing fire spread

- Practical assessment - Oral questions - Written tests

Mixtures, Elements and Compounds

Classes of Fire - Class A fires
Classes of Fire - Class B fires

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

- Identify Class A fires and their causes
- Describe materials that cause Class A fires
- Recognise fire risks from wood and paper at home and school

- Identify Class B fires and their causes
- Describe flammable liquids and gases that cause Class B fires
- Exercise caution when handling petrol and cooking gas at home

In groups, learners are guided to:
- Discuss Class A fires caused by combustible solid materials
- Identify materials such as wood, paper and textiles
- Use digital devices to search for more information on Class A fires
- Discuss Class B fires involving flammable liquids and gases
- Identify materials such as petrol, diesel, kerosene, alcohol, paint, methane and LPG
- Discuss places where Class B fires are likely to occur

What materials cause Class A fires?
What flammable materials cause Class B fires?

- Spotlight Integrated Science Learner's Book pg. 71
- Charts showing classes of fire
- Digital resources
- Spotlight Integrated Science Learner's Book pg. 73
- Charts showing classes of fire
- Pictures of flammable materials

- Oral questions - Written assignments - Observation
- Oral questions - Written tests - Group discussions

Mixtures, Elements and Compounds

Classes of Fire - Class C and D fires
Classes of Fire - Class K fires

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

- Identify Class C fires involving electrical appliances
- Identify Class D fires involving combustible metals
- Practice electrical safety to prevent Class C fires at home

In groups, learners are guided to:
- Discuss Class C fires caused by live electrical appliances and faulty wires
- Discuss Class D fires involving combustible metals like magnesium, sodium and potassium
- Identify places where these classes of fire are likely to occur

What causes Class C and Class D fires?

- Spotlight Integrated Science Learner's Book pg. 73
- Charts showing classes of fire
- Pictures of electrical appliances
- Spotlight Integrated Science Learner's Book pg. 72
- Pictures of kitchen fires

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Classes of Fire - Control measures for Class A fires

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

- Describe control measures for Class A fires
- Explain how water and fire blankets work
- Use water appropriately to put out small fires safely

In groups, learners are guided to:
- Discuss use of fire blankets to smother Class A fires
- Discuss how water lowers temperature to quench the flame
- Practice fire control measures with teacher's guidance

How do you control Class A fires?

- Spotlight Integrated Science Learner's Book pg. 73
- Fire blanket
- Water, fire bucket

- Practical assessment - Oral questions - Observation

Mixtures, Elements and Compounds

Classes of Fire - Control measures for Class B fires

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

- Describe control measures for Class B fires
- Explain how foam and carbon dioxide extinguishers work
- Know which extinguisher to use at petrol stations

In groups, learners are guided to:
- Discuss use of foam and carbon dioxide fire extinguishers
- Explain how foam smothers fire and cuts oxygen supply
- Discuss why water should never be used on Class B fires

Why shouldn't water be used on petrol fires?

- Spotlight Integrated Science Learner's Book pg. 73
- Fire extinguisher (for demonstration)
- Charts showing fire control

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Classes of Fire - Control measures for Class C and D fires
Classes of Fire - Control measures for Class K fires
Classes of Fire - Breaking the fire triangle

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

- Describe control measures for Class C and D fires
- Explain importance of switching off electricity before fighting electrical fires
- Use appropriate fire extinguishers for different fire types

- Describe control measures for Class K fires
- Explain how wet chemical fire extinguisher works
- Apply safe practices when frying food at home

In groups, learners are guided to:
- Discuss switching off electricity supply for Class C fires
- Discuss use of dry powder extinguisher or CO₂ extinguisher
- Discuss use of dry powder extinguisher and sand for Class D fires
- Discuss use of wet chemical fire extinguisher for Class K fires
- Explain why water makes cooking oil fires worse
- Discuss safe cooking practices to prevent kitchen fires

What is the first step when controlling electrical fires?
How do you safely put out a cooking oil fire?

- Spotlight Integrated Science Learner's Book pg. 73
- Fire extinguisher (for demonstration)
- Fire bucket with sand
- Spotlight Integrated Science Learner's Book pg. 73
- Charts showing fire control
- Pictures of kitchen safety
- Spotlight Integrated Science Learner's Book pg. 71
- Charts showing fire triangle
- Sand, blanket, water

- Oral questions - Written tests - Practical assessment
- Oral questions - Written assignments - Group discussions

Mixtures, Elements and Compounds

Classes of Fire - Practicing fire control measures

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

- Practice using different fire control equipment
- Demonstrate safe fire control procedures
- Respond appropriately to small fire emergencies at home

In groups, learners are guided to:
- Practice putting out small fires using sand, water and blanket
- Demonstrate use of fire extinguisher (with teacher guidance)
- Complete rating scale for fire control practice

Can you safely use a fire extinguisher?

- Spotlight Integrated Science Learner's Book pg. 74
- Fire extinguisher, fire blanket
- Sand bucket, water

- Practical assessment - Rating scale - Observation

Mixtures, Elements and Compounds

Classes of Fire - Dangers of fires in nature

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

- Describe dangers of fires to life and property
- Explain environmental impact of fires
- Take precautions to prevent fire accidents at home and school

In groups, learners are guided to:
- Discuss dangers of fires to human life and property
- Discuss environmental destruction caused by fires
- Discuss economic losses from fire accidents

What are the dangers of uncontrolled fires?

- Spotlight Integrated Science Learner's Book pg. 71
- Pictures of fire damage
- Digital resources

- Oral questions - Written assignments - Group discussions

Mixtures, Elements and Compounds

Classes of Fire - Rights to safety information on flammable substances

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

- Identify warning signs for flammable substances
- Explain consumer rights to safety information
- Read and follow safety warnings on household chemicals

In groups, learners are guided to:
- Study pictures showing warning signs on flammable substances
- Discuss why warning signs are displayed publicly
- Identify the flammable symbol on chemical containers

Why are warning signs important on flammable substances?

- Spotlight Integrated Science Learner's Book pg. 76
- Chemical containers with labels
- Pictures of warning signs

- Oral questions - Written tests - Observation

Mixtures, Elements and Compounds

Classes of Fire - Creating awareness on flammable substances
Classes of Fire - Oxygen in respiration and medicine
Classes of Fire - Oxygen in combustion and industry

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

- Create posters on fire safety
- Share fire safety information with others
- Promote fire safety awareness in the community

- Explain the role of oxygen in combustion
- Describe industrial uses of oxygen
- Relate oxygen to cooking and vehicle engines

In groups, learners are guided to:
- Study the poster on flammable substances awareness
- Create posters with information on fire safety
- Display posters on school noticeboard
- Discuss role of oxygen in burning fuels for cooking and engines
- Discuss use of oxygen in welding (oxy-acetylene flame)
- Discuss use of oxygen in steel making industry

How can you create awareness about fire safety?
How is oxygen used in industries?

- Spotlight Integrated Science Learner's Book pg. 77
- Manila paper, markers
- Coloured pencils
- Spotlight Integrated Science Learner's Book pg. 78
- Pictures of oxygen use
- Digital resources
- Spotlight Integrated Science Learner's Book pg. 79
- Pictures of welding, engines
- Digital resources

- Project assessment - Oral questions - Poster evaluation
- Oral questions - Written tests - Observation

Mixtures, Elements and Compounds

Classes of Fire - Preparing oxygen using hydrogen peroxide

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

- Describe the laboratory preparation of oxygen using hydrogen peroxide
- Explain the role of manganese (IV) oxide as a catalyst
- Understand how catalysts speed up reactions in everyday products

In groups, learners are guided to:
- Set up apparatus for preparing oxygen
- Add hydrogen peroxide drop-wise to manganese (IV) oxide
- Collect oxygen gas over water

How is oxygen prepared in the laboratory?

- Spotlight Integrated Science Learner's Book pg. 62
- Flat-bottomed flask, delivery tube
- Hydrogen peroxide, manganese (IV) oxide

- Practical assessment - Oral questions - Written tests

Mixtures, Elements and Compounds
Force and Energy

Classes of Fire - Physical and chemical properties of oxygen
Forms of energy in nature

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

- Describe physical properties of oxygen
- Demonstrate chemical properties of oxygen
- Test for oxygen using a glowing splint as done in laboratories

In groups, learners are guided to:
- Test colour and smell of oxygen (colourless, odourless)
- Test solubility of oxygen in water (slightly soluble)
- Test effect of oxygen on glowing splint (relights)
- Burn elements in oxygen and observe

What are the properties of oxygen gas?

- Spotlight Integrated Science Learner's Book pg. 65
- Gas jars of oxygen
- Wooden splints, elements (sodium, magnesium)
- Spotlight Integrated Science pg. 130
- Digital resources
- Internet access

- Practical assessment - Oral questions - Written assignments

Force and Energy

Forms of energy - Chemical and electrical energy
Forms of energy - Mechanical energy
Forms of energy - Heat, light and sound energy

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

- Describe chemical energy and give examples
- Explain electrical energy and its sources
- Connect chemical energy to common items like batteries and food

In groups, learners are guided to:
- Discuss chemical energy and substances that contain it
- Explain electrical energy and how it is generated
- Identify devices that use chemical and electrical energy at home

How is chemical energy stored in substances?

- Spotlight Integrated Science pg. 130
- Batteries
- Electrical appliances
- Spotlight Integrated Science pg. 131
- Small stones
- Balls
- Working surface
- Spotlight Integrated Science pg. 132
- Candles
- Torches
- Musical instruments

- Oral questions - Observation - Practical assessment

Force and Energy

Energy transformation - Introduction
Energy transformation - Potential to kinetic energy
Energy transformation - Chemical to heat and light energy
Energy transformation - Electrical to heat energy
Energy transformation - Kinetic to sound energy

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

- Explain the meaning of energy transformation
- State the law of conservation of energy
- Recognize energy changes in cooking, transport and communication

- Demonstrate transformation of electrical energy to heat energy
- Explain how electric heaters work
- Relate this transformation to household appliances like kettles and irons

In groups, learners are guided to:
- Discuss the meaning of energy transformation
- Explain that energy can neither be created nor destroyed
- Identify examples of energy transformation in nature
- Set up an electric water heater and observe the energy transformation
- Discuss how electrical energy is converted to heat
- Identify appliances that transform electrical energy to heat

Why is energy transformation important in our daily lives?
How do electric heaters warm our homes?

- Spotlight Integrated Science pg. 132
- Digital resources
- Charts
- Spotlight Integrated Science pg. 133
- Small stones
- Working table
- Stopwatch
- Candles
- Matchsticks
- Working surface
- Spotlight Integrated Science pg. 134
- Electric water heater
- Beaker
- Water
- Musical instruments
- Digital resources

- Oral questions - Written assignments - Observation
- Practical assessment - Observation - Oral questions

Force and Energy

Energy transformation - Chemical to electrical to light energy

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

- Set up a simple electric circuit
- Demonstrate transformation of chemical energy to electrical to light energy
- Relate this transformation to how torches and phones work

In groups, learners are guided to:
- Set up a simple circuit with cells, switch, wires and bulb
- Close the switch and observe the bulb
- Discuss the energy transformation process

How do batteries power our devices?

- Spotlight Integrated Science pg. 134
- Cells
- Switch
- Wires
- Bulb

- Practical assessment - Observation - Written questions

Force and Energy

Energy transformation - Using a pendulum

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

- Demonstrate energy transformation using a pendulum
- Explain the continuous transformation between potential and kinetic energy
- Connect pendulum motion to playground swings and clock mechanisms

In groups, learners are guided to:
- Set up a simple pendulum
- Observe and discuss energy transformation at different points
- Record the energy changes at points A, B and C

How does a pendulum demonstrate continuous energy transformation?

- Spotlight Integrated Science pg. 135
- String
- Bob
- Retort stand

- Practical assessment - Observation - Oral questions

Force and Energy

Energy transformation in appliances - Gas cylinder and electric cooker
Energy transformation in appliances - Generators and dynamos

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

- Explain energy transformation in gas cylinders and electric cookers
- Compare energy transformations in different cooking appliances
- Connect these transformations to kitchen activities at home

In groups, learners are guided to:
- Study pictures of gas cylinder and electric cooker
- Discuss the energy transformations that occur when in use
- Compare the energy changes in both appliances

How do different cooking appliances transform energy?

- Spotlight Integrated Science pg. 138
- Charts showing appliances
- Digital resources
- Bicycle with dynamo
- Charts

- Oral questions - Written assignments - Observation

Force and Energy

Energy transformation in appliances - Solar panels and microphones
Energy transformation in appliances - Electric heaters and LEDs

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

- Explain energy transformation in solar panels
- Describe how microphones work
- Connect solar energy to sustainable power solutions at home

- Explain energy transformation in electric heaters
- Describe how light emitting diodes (LEDs) work
- Relate LEDs to energy-efficient lighting in homes and streets

In groups, learners are guided to:
- Study pictures of solar panels and microphones
- Discuss the energy transformations in each device
- Search the Internet for more applications
- Study pictures of electric heaters and LED torches
- Discuss the energy transformations in each device
- Compare energy efficiency of different devices

How do solar panels help us harness the sun's energy?
Why are LED bulbs preferred for lighting?

- Spotlight Integrated Science pg. 138
- Charts
- Digital resources
- Internet access
- Spotlight Integrated Science pg. 140
- LED torch
- Electric heater
- Charts

- Oral questions - Written assignments - Observation
- Oral questions - Observation - Written questions

Force and Energy

Safety measures - Road accidents and seat belts

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

- Explain dangers of energy transformation related to road accidents
- Describe how seat belts protect passengers
- Connect safety measures to daily travel in vehicles

In groups, learners are guided to:
- Discuss dangers associated with kinetic energy in moving vehicles
- Explain how seat belts and speed governors prevent injuries
- Discuss road safety measures

How do seat belts protect us during accidents?

- Spotlight Integrated Science pg. 141
- Charts on road safety
- Digital resources

- Oral questions - Written assignments - Observation

Force and Energy

Safety measures - Bright light and loud sounds
Safety measures - Fire and electrical accidents

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

- Explain dangers of bright light to the eyes
- Describe how to protect against loud sounds
- Relate eye and ear protection to workplace safety and concerts

In groups, learners are guided to:
- Discuss health hazards from bright light such as solar eclipse
- Explain protection measures like sunglasses and earmuffs
- Discuss situations requiring eye and ear protection

How can we protect our eyes and ears from harmful energy?

- Spotlight Integrated Science pg. 142
- Sunglasses
- Earmuffs
- Charts
- Spotlight Integrated Science pg. 143
- Charts on fire safety
- Digital resources

- Oral questions - Observation - Written questions

Force and Energy

Applications of energy transformation - Daily life examples

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

- Identify applications of energy transformation in daily life
- Explain energy changes when using common appliances
- Connect energy transformation to morning routines and household chores

In groups, learners are guided to:
- Read and discuss John's paragraph on energy transformation
- Identify energy transformations from waking up to going to school
- Write a short paragraph on personal energy transformation experiences

How does energy transformation support our daily activities?

- Spotlight Integrated Science pg. 144
- Charts
- Digital resources

- Written assignments - Oral questions - Observation

Force and Energy

Applications of energy transformation - Poster making
Meaning of pressure - Introduction
Meaning of pressure - Formula and SI unit
Pressure in solids - Using toothpick and rubber

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

- Create posters appreciating energy transformation
- Present applications of energy transformation to classmates
- Relate energy transformation to career opportunities in engineering and technology

- State the formula for calculating pressure
- Identify the SI unit of pressure
- Relate pressure formula to practical situations like using sharp tools

In groups, learners are guided to:
- Make posters appreciating energy transformation
- Present findings to classmates
- Discuss career opportunities related to energy
- Derive the formula for pressure
- Discuss the SI unit of pressure (Pascal)
- Calculate simple pressure problems

How can we share knowledge about energy transformation with others?
How do we calculate pressure?

- Spotlight Integrated Science pg. 145
- Manila papers
- Markers
- Charts
- Spotlight Integrated Science pg. 147
- Different types of shoes
- Sandy surface
- Spotlight Integrated Science pg. 149
- Charts
- Calculators
- Toothpicks
- Rubber
- Scissors

- Project assessment - Peer assessment - Oral presentations
- Oral questions - Written assignments - Observation

Force and Energy

Pressure in solids - Using pin and softboard
Pressure in solids - Effect of force variation
Pressure in liquids - Using a tin can

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

- Demonstrate pressure using a pin and softboard
- Compare pressure exerted by sharp and blunt ends
- Relate this to pinning notices on boards

In groups, learners are guided to:
- Push the sharp end of a pin against a softboard
- Push the blunt end using the same force
- Discuss and record observations

How does surface area affect the pressure exerted by an object?

- Spotlight Integrated Science pg. 150
- Pins
- Softboard
- Carton box
- Pencils
- Sharpener
- Spotlight Integrated Science pg. 151
- Tall tin can
- Sellotape
- Nail and hammer
- Basin

- Practical assessment - Observation - Written questions

Force and Energy

Pressure in liquids - Using glass tubes and balloons
Pressure in liquids - Variation with density
Determining pressure in solids - Using wooden block and sand

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

- Demonstrate pressure in liquids using balloons
- Explain how depth affects pressure in liquids
- Connect this to diving and swimming at different depths

In groups, learners are guided to:
- Connect balloons to glass tubes
- Lower the tubes to different depths in water
- Observe the inflation of balloons at different depths

How does depth affect the pressure exerted by a liquid?

- Spotlight Integrated Science pg. 152
- Glass tubes
- Balloons
- Tall glass vessel
- Spotlight Integrated Science pg. 158
- Tin can
- Water
- Brine (salt solution)
- Ruler
- Spotlight Integrated Science pg. 155
- Wooden block
- Basins with sand

- Practical assessment - Observation - Oral questions

Force and Energy

Determining pressure - Calculating pressure of regular solids

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

- Calculate pressure exerted by regular solids
- Measure dimensions and mass of wooden blocks
- Relate calculations to designing furniture and equipment

In groups, learners are guided to:
- Measure the dimensions of faces A, B and C of a wooden block
- Calculate the area of each face
- Measure mass and calculate weight and pressure

How do we calculate the pressure exerted by a solid object?

- Spotlight Integrated Science pg. 156
- Regular wooden block
- Weighing machine
- Ruler

- Practical assessment - Written assignments - Oral questions

Force and Energy

Determining pressure - Effect of weight on pressure
Pressure calculations - Problems on solids

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

- Investigate how weight affects pressure
- Calculate pressure for stacked wooden blocks
- Relate this to stacking heavy loads safely

- Solve numerical problems involving pressure in solids
- Apply the formula P = F/A correctly
- Connect calculations to real situations like standing on floors

- Stack two wooden blocks together
- Calculate the pressure exerted compared to one block
- Discuss the relationship between weight and pressure
- Calculate pressure when force and area are given
- Solve problems involving learners standing on floors
- Work through examples with different surface areas

How does increasing the weight of an object affect the pressure it exerts?
How do we solve problems involving pressure in solids?

- Spotlight Integrated Science pg. 157
- Wooden blocks
- Weighing machine
- Ruler
- Spotlight Integrated Science pg. 161
- Calculators
- Exercise books

- Practical assessment - Written assignments - Observation
- Written assignments - Oral questions - Problem-solving exercises

Force and Energy

Pressure calculations - More problems on solids
Pressure formula in liquids - Derivation and calculations

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

- Calculate maximum and minimum pressure
- Solve problems involving elephants and heavy objects
- Relate calculations to wildlife conservation and building design

In groups, learners are guided to:
- Calculate pressure exerted by an elephant standing on all feet
- Determine maximum and minimum pressure for blocks
- Solve problems involving desks and tables

When does an object exert maximum pressure on a surface?

- Spotlight Integrated Science pg. 162
- Calculators
- Charts
- Spotlight Integrated Science pg. 164
- Charts
- Calculators

- Written assignments - Oral questions - Problem-solving exercises

Force and Energy

Applications of pressure in solids - Cutting tools and tyres
Applications of pressure in liquids - Dams, submarines and project

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

- Explain applications of pressure in cutting tools
- Describe why trucks have many wide tyres
- Connect applications to kitchen knives, scissors and vehicles

In groups, learners are guided to:
- Discuss how cutting tools use small surface area to increase pressure
- Explain why school bags have wide straps
- Identify why trucks have many wide tyres

Why are knife edges made thin and sharp?

- Spotlight Integrated Science pg. 167
- Cutting tools
- School bags
- Charts
- Spotlight Integrated Science pg. 169
- Charts
- Pictures of dams and submarines
- Materials for hand washing equipment

- Oral questions - Written assignments - Observation