Mixtures, Elements and Compounds

Structure of the atom - Structure of an atom

By the end of the lesson, the learner should be able to:
- Define the term atom and describe its basic structure
- Identify the nucleus, energy levels, protons, neutrons and electrons in an atom
- Appreciate the importance of understanding atomic structure as the foundation of chemistry

In groups, learners are guided to:
- Discuss what an atom is and its role as the basic building block of matter
- Draw and label a diagram showing the nucleus and energy levels of an atom
- Search digital resources for information on atomic structure and share findings with classmates

What makes up the basic building block of all matter?

- Spotlight Integrated Science pg. 1
- Digital resources
- Internet access
- Charts showing atomic structure

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Structure of the atom - Atomic number and mass number
Structure of the atom - Illustrating atomic number and mass number
Structure of the atom - Rules of electron arrangement
Structure of the atom - Drawing electron arrangement diagrams
Structure of the atom - Classifying elements as metals and non-metals
Structure of the atom - Modelling atomic structure

By the end of the lesson, the learner should be able to:
- Define atomic number and mass number of an element
- Calculate atomic number and mass number of given elements using a table
- Show interest in the use of atomic notation in representing elements
- Draw diagrams showing the electron arrangement of given elements
- Determine whether an atom is stable or unstable based on its outermost energy level
- Appreciate that atomic stability depends on the maximum occupancy of the outermost energy level

In groups, learners are guided to:
- Use reference materials to find out about atomic number and mass number
- Copy and complete Table 1.2 and Table 1.3 showing atomic numbers and mass numbers of elements H to Ca
- Discuss the relationship between protons, neutrons and mass number
- Draw electron arrangement diagrams for selected elements following the pattern in Figure 1.4
- Identify stable elements (He: 2, Ne: 2.8, Ar: 2.8.8) and discuss why their outermost levels are full
- Discuss which elements are unstable and explain how they achieve stability by gaining, losing or sharing electrons

What is the relationship between atomic number and the identity of an element?
Why are some atoms more stable than others?

- Spotlight Integrated Science pg. 2
- Periodic table
- Internet access
- Reference books
- Spotlight Integrated Science pg. 4
- Spotlight Integrated Science pg. 6
- Digital resources
- Charts of electron arrangement
- Spotlight Integrated Science pg. 8
- Charts of electron arrangement diagrams
- Reference books
- Spotlight Integrated Science pg. 10
- Periodic table
- Charts
- Spotlight Integrated Science pg. 12
- Beads (three colours), string, glue stick, cardboard rings

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

Mixtures, Elements and Compounds

Structure of the atom - Review and assessment of sub-strand 1.1
Metals and Alloys - Metals and non-metals in the environment

By the end of the lesson, the learner should be able to:
- Summarise key concepts of atomic structure, atomic notation, electron arrangement and classification of elements
- Solve problems from Assessment activity 1.1 involving atomic structure and electron arrangement
- Reflect honestly on strengths and areas needing improvement using self-assessment Table 1.8

In groups, learners are guided to:
- Attempt Assessment activity 1.1 questions covering: labelling atomic structure, identifying elements from diagrams, calculating atomic and mass numbers, drawing electron arrangement
- Discuss solutions as a class and clarify common misconceptions
- Self-assess using Table 1.8 and identify topics needing further practice

How well have I understood the structure and properties of atoms?

- Spotlight Integrated Science pg. 13
- Reference books
- Past assessment exercises
- Spotlight Integrated Science pg. 15
- Digital resources

- Written tests - Self-assessment - Oral questions

Mixtures, Elements and Compounds

Metals and Alloys - Lustre and malleability of metals
Metals and Alloys - Thermal and electrical conductivity of metals

By the end of the lesson, the learner should be able to:
- Describe lustre and malleability as physical properties of metals
- Demonstrate malleability by hammering iron nails, copper wire and aluminium wire
- Recognise practical applications of malleability and ductility such as aluminium foil, copper wire and magnesium ribbon

In groups, learners are guided to:
- Observe metals cleaned with sandpaper and note their shiny surfaces to demonstrate lustre
- Hammer iron nails, copper wire and aluminium wire and record changes in shape in Table 1.11
- Discuss products made possible by malleability and ductility and share findings with classmates

Why are metals suitable for making items that require bending, stretching or pressing into sheets?

- Spotlight Integrated Science pg. 18
- Iron nails, copper wire, aluminium wire, hammer, sandpaper
- Reference books
- Spotlight Integrated Science pg. 19
- Copper rod, aluminium rod, lead rod, iron rod, wax, pin, cells, bulb, connecting wires

- Observation - Oral questions - Written tests

Mixtures, Elements and Compounds

Metals and Alloys - Composition of common alloys
Metals and Alloys - Uses of common metals

By the end of the lesson, the learner should be able to:
- Define the term alloy and explain how alloys are formed by mixing molten metals
- State the composition of common alloys: brass, mild steel, stainless steel, bronze and duralumin
- Appreciate that alloys are stronger and more corrosion-resistant than pure metals

In groups, learners are guided to:
- Discuss the meaning of an alloy as a uniform mixture of two or more metals, sometimes including a non-metal
- Use reference materials to find the composition of brass, mild steel, stainless steel, bronze and duralumin; record in Table 1.13
- Identify items in the school or home made of alloys (medals, aeroplanes, door handles) and name the alloy used

What advantages do alloys have over the pure metals they are made from?

- Spotlight Integrated Science pg. 21
- Reference books
- Digital resources
- Charts showing alloy compositions
- Spotlight Integrated Science pg. 23
- Internet access

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Metals and Alloys - Uses of common alloys
Metals and Alloys - Rusting of iron — causes
Metals and Alloys - Effects and prevention of rusting

By the end of the lesson, the learner should be able to:
- State the uses of common alloys: brass, mild steel, stainless steel, tungsten steel, manganese steel, bronze and duralumin
- Explain how the properties of alloys make them suitable for specific applications
- Appreciate that alloys are engineered to improve on the limitations of pure metals
- Describe rusting as a form of corrosion specific to iron requiring both water and oxygen
- Set up and interpret an experiment to identify conditions necessary for rusting
- Show concern about the economic impact of rusting on iron and steel structures

In groups, learners are guided to:
- Discuss the uses of each alloy in Table 1.13: brass (door handles, musical instruments), stainless steel (cutlery, surgical instruments), duralumin (aircraft bodies), bronze (medals, ships)
- Solve the alloy word puzzle on pg. 25 — find and circle metals and alloys, then write their uses
- Share findings as a class and compile a list of alloys and their applications
- Study pictures of rusted and unrusted items (Table 1.14) and discuss what the brown substance (rust) is
- Set up the five-test-tube experiment (Figure 1.15): test tubes A–E with nails under different conditions (dry air, tap water, boiled water + oil, salt solution, anhydrous calcium chloride); label and leave for one week
- Record and discuss observations after one week to identify that both water and oxygen are needed for rusting

Why are alloys preferred over pure metals for specific uses such as aircraft bodies or surgical instruments?
What conditions are necessary for rusting to occur and why is rusting economically costly?

- Spotlight Integrated Science pg. 24
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 26
- Iron nails, test tubes, boiled water, oil, salt solution, anhydrous calcium chloride, cotton wool, labels
- Reference books
- Spotlight Integrated Science pg. 27
- Digital resources
- Charts on rust prevention methods

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

Mixtures, Elements and Compounds

Metals and Alloys - Importance of common alloys

By the end of the lesson, the learner should be able to:
- Describe the importance of stainless steel, brass, duralumin and bronze in day-to-day life
- Relate the properties of each alloy to why it is important in specific industries and uses
- Appreciate the contribution of alloys to modern technology, transport and household life

- Read the magazine extract (pg. 29) with learner testimonials about alloys: stainless steel cutlery, brass door knobs, duralumin aircraft bodies, bronze medals and statues
- Discuss the importance of other alloys not mentioned in the extract using reference materials
- Write short notes and share findings on the importance of alloys in construction, healthcare, transport and daily life

Why are alloys so important in modern construction, transport and everyday household items?

- Spotlight Integrated Science pg. 29
- Reference books
- Digital resources

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Metals and Alloys - Review and assessment of sub-strand 1.2
Metals and Alloys - Community visit: Metals and alloys in the environment

By the end of the lesson, the learner should be able to:
- Summarise physical properties of metals, alloy composition, uses of metals and alloys, effects and prevention of rusting
- Solve structured questions linking metal properties to their uses and rust prevention methods
- Reflect on learning progress and identify topics needing further practice

In groups, learners are guided to:
- Attempt review questions: classify elements as metals or non-metals; state three properties of copper that make it suitable for electrical wires; analyse the rusting experiment and explain observations in each test tube
- Discuss answers as a class and address common errors
- Self-assess using the self-assessment table from sub-strand 1.2

How well have I understood the properties, uses and importance of metals and alloys?

- Spotlight Integrated Science pg. 30
- Reference books
- Past assessment exercises
- Spotlight Integrated Science pg. 31
- Community/field resources

- Written tests - Self-assessment - Oral questions

Mixtures, Elements and Compounds

Metals and Alloys - CAT: Sub-strand 1.2

By the end of the lesson, the learner should be able to:
- Demonstrate mastery of sub-strand 1.2 through a written class assessment test
- Apply knowledge of physical properties, alloy composition, uses and rust prevention in structured questions
- Show honesty and diligence in assessment work

In groups, learners are guided to:
- Complete a class assessment test covering: physical properties of metals, composition and uses of common alloys, conditions for rusting, effects and methods of rust prevention
- Submit work for teacher marking
- Receive individual written feedback and set personal improvement targets

How well can I apply my knowledge of metals and alloys in answering structured questions?

- Spotlight Integrated Science pg. 31
- Assessment paper
- Reference books

- Written test - Marking and feedback

Mixtures, Elements and Compounds

Water Hardness - Physical properties of water
Water Hardness - Distinguishing hard water from soft water
Water Hardness - Causes and types of water hardness

By the end of the lesson, the learner should be able to:
- Investigate and describe the physical properties of water: colour, odour, taste and boiling point
- Compare the properties of water samples from different sources
- Appreciate that water is a unique and essential natural resource with distinctive physical properties
- Explain the chemical cause of water hardness as dissolved Ca²⁺ and Mg²⁺ ions reacting with soap to form scum
- Distinguish between temporary hardness (calcium/magnesium hydrogen carbonates) and permanent hardness (their sulphates and chlorides)
- Appreciate that the type of hardness determines which softening method should be applied

In groups, learners are guided to:
- Observe and record colour, odour and taste of different water samples (distilled, bottled, tap, rain water) using beakers; record observations in Table 1.16
- Heat a water sample, measure temperature at half-minute intervals and plot a temperature-time graph to determine boiling point
- Discuss findings: pure water is colourless, odourless and tasteless; boiling point is constant at 100°C
- Discuss how dissolved Ca²⁺ and Mg²⁺ ions react with soap to form insoluble scum preventing lather
- Use reference materials to find out and discuss the difference between temporary and permanent water hardness
- Construct Table 1.19 comparing differences between hard water and soft water characteristics

What makes water unique compared to other liquids?
Why does hard water not lather easily with soap?

- Spotlight Integrated Science pg. 32
- Beakers, thermometer, source of heat, stopwatch, graph paper
- Water samples from different sources
- Spotlight Integrated Science pg. 35
- Boiling tubes, soap solution, different water samples, measuring cylinder, ruler, rubber corks
- Reference books
- Spotlight Integrated Science pg. 37
- Reference books
- Digital resources

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

Mixtures, Elements and Compounds

Water Hardness - Softening hard water by boiling
Water Hardness - Softening hard water by distillation

By the end of the lesson, the learner should be able to:
- Describe how boiling removes temporary water hardness by decomposing calcium and magnesium hydrogen carbonates
- Carry out a practical activity softening hard water by boiling and comparing soap volumes before and after
- Appreciate the practical value of boiling water as an accessible household water softening method

In groups, learners are guided to:
- Measure volumes of soap solution needed to form permanent lather in hard water samples before and after boiling; record in Table 1.21
- Discuss observations: boiled samples containing calcium/magnesium hydrogen carbonates used less soap after boiling; distilled water results unchanged
- Conclude that boiling removes temporary hardness only; explain why the water in test tube D was boiled and covered with oil

Why does boiling not soften all types of hard water?

- Spotlight Integrated Science pg. 41
- Boiling tubes, burette, soap solution, source of heat, water samples containing calcium hydrogen carbonate and magnesium hydrogen carbonate
- Reference books
- Spotlight Integrated Science pg. 43
- Liebig's condenser, round-bottomed flask, conical flask, thermometer, source of heat, burette, soap solution, hard water sample

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Water Hardness - Softening hard water using sodium carbonate
Water Hardness - Advantages and disadvantages of hard water

By the end of the lesson, the learner should be able to:
- Describe how adding sodium carbonate (washing soda) softens both temporary and permanent hard water
- Carry out a practical activity adding sodium carbonate to hard water samples and testing with soap solution
- Value the role of water softening methods in improving quality of life at home and at the industrial scale

In groups, learners are guided to:
- Add sodium carbonate to water samples containing calcium and magnesium hydrogen carbonates; test with soap solution before and after addition; record volumes in Table 1.23
- Discuss how sodium carbonate precipitates insoluble calcium and magnesium carbonates, removing dissolved ions from solution
- Discuss other chemicals used to soften water (calcium hydroxide, ammonia solution) and present findings to the class

Which softening method is most appropriate when both temporary and permanent hardness need to be removed?

- Spotlight Integrated Science pg. 45
- Sodium carbonate, conical flask, burette, soap solution, pipette, hard water samples, spatula, weighing machine
- Reference books
- Spotlight Integrated Science pg. 46
- Digital resources
- Pictures of hard water effects

- Observation - Oral questions - Written tests

Mixtures, Elements and Compounds

Water Hardness - Advantages and disadvantages of soft water

By the end of the lesson, the learner should be able to:
- State the advantages of soft water for laundry, textile and paper industries
- State the disadvantages of soft water: ability to dissolve lead and absence of calcium ions
- Show awareness of appropriate contexts for choosing hard or soft water

In groups, learners are guided to:
- Read and discuss the dialogue between Naima and Tonny (Figure 1.21, pg. 49) on applications of hard and soft water
- Summarise applications: soft water (laundry, textile industry, paper manufacturing, use with kettles and washing machines); hard water (brewing industry, drinking for bone development)
- Write a short message to a friend explaining the importance of hard water and share with classmates

In what situations would soft water be preferred over hard water and vice versa?

- Spotlight Integrated Science pg. 49
- Reference books
- Digital resources

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Water Hardness - Review: Physical properties of water, hard and soft water
Water Hardness - Practical investigation: Identifying type of water hardness
Water Hardness - Application: Water hardness and community health

By the end of the lesson, the learner should be able to:
- Summarise physical properties of water and the differences between hard and soft water
- Apply understanding of water hardness to explain everyday observations
- Self-assess honestly on progress across physical properties and types of water
- Explain why hard water in boilers is unsuitable for generating electricity due to limescale formation
- Discuss health benefits and risks of drinking hard versus soft water
- Relate water hardness concepts to real-life decisions about water use in the community

In groups, learners are guided to:
- Attempt review questions: use boiling point to determine whether sea water is pure; describe a simple home test to confirm whether water is hard or soft; analyse Table 1.18 soap-lather results to identify hard and soft water
- Discuss common misconceptions from previous lessons and clarify answers as a class
- Self-assess using Table 1.24 from the sub-strand 1.3 self-assessment
- Discuss why limescale deposits from hard water make boilers inefficient and dangerous: narrows pipes, increases pressure, risk of bursting
- Analyse a structured question: explain why river water treated with sodium carbonate may still need boiling before drinking
- Discuss whether communities using borehole water should soften it before domestic use, giving reasons for and against

How can I use simple tests to determine whether a water sample is pure, hard or soft?
Why is it important for communities to understand and manage water hardness?

- Spotlight Integrated Science pg. 50
- Reference books
- Past exercises
- Boiling tubes, burette, soap solution, four water samples, source of heat, stopwatch
- Spotlight Integrated Science pg. 51
- Reference books
- Digital resources

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

Mixtures, Elements and Compounds

Water Hardness - Strand 1 Consolidation: Connecting atomic structure, metals and water
Water Hardness - Strand 1 Assessment preparation

By the end of the lesson, the learner should be able to:
- Consolidate understanding across all three learning sections: atomic structure, metals and alloys, and water hardness
- Identify connections between electron arrangement, metal properties and real-world applications
- Value the relevance of Strand 1 topics to everyday science, technology and health

In groups, learners are guided to:
- Review a summary of all three learning sections: atomic notation and electron arrangement → metal/non-metal classification → alloy formation → rust prevention → water properties → water softening
- Answer cross-strand questions (e.g. how electron arrangement relates to metal properties; how metal properties determine which alloys are used in water-treatment equipment)
- Discuss real-world examples where all three topics intersect: iron pipes, hard water limescale and alloys in plumbing

How are atomic structure, properties of metals and water hardness connected in real-world science?

- Spotlight Integrated Science pg. 51
- Reference books
- Digital resources
- Spotlight Integrated Science pg. 52
- Past assessment papers

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds
Living Things and Their Environment

Water Hardness - Strand 1 End-of-Strand Assessment
Nutrition in Plants - External parts of a leaf

By the end of the lesson, the learner should be able to:
- Demonstrate mastery of Strand 1 through a comprehensive written assessment
- Respond accurately to structured questions on atomic structure, metals and alloys, and water hardness
- Show honesty and diligence throughout the assessment

In groups, learners are guided to:
- Complete a comprehensive end-of-strand test covering: atomic structure and notation, electron arrangement and classification, metal properties and alloy composition, rusting and prevention, physical properties of water, hard and soft water, and methods of softening water
- Submit work for teacher marking
- Receive written feedback and discuss performance targets with the teacher

How well have I mastered all the concepts in Strand 1: Mixtures, Elements and Compounds?

- Spotlight Integrated Science pg. 52
- Assessment paper
- Reference books
- Spotlight Integrated Science pg. 51
- Hand lens, pair of forceps, different leaf types, charts
- Digital resources

- Written test - Marking and feedback

Living Things and Their Environment

Nutrition in Plants - Internal structure of a leaf
Nutrition in Plants - Summary of leaf parts and their roles
Nutrition in Plants - Adaptations of the leaf to photosynthesis

By the end of the lesson, the learner should be able to:
- Identify the internal parts of a leaf: cuticle, upper and lower epidermis, guard cells, palisade layer, spongy mesophyll and vascular tissue
- Describe the role of each internal layer in relation to photosynthesis
- Show interest in using a microscope to observe the internal structure of a leaf

In groups, learners are guided to:
- Examine a permanent slide of a leaf cross-section under a light microscope using low and medium power objective lenses; draw what is observed
- Use a chart showing the internal structure of a leaf to identify and label the parts drawn during the microscope activity
- Discuss the role of each layer: cuticle (protection and water retention), palisade (photosynthesis), spongy mesophyll (gas circulation), vascular tissue (transport)

How does the internal structure of a leaf make it well suited for photosynthesis?

- Spotlight Integrated Science pg. 52
- Light microscope, permanent slide of leaf cross-section, charts of internal leaf structure
- Reference books
- Spotlight Integrated Science pg. 54
- Charts of leaf structure
- Spotlight Integrated Science pg. 55
- Digital resources
- Charts

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Nutrition in Plants - Guard cells and stomata adaptations
Nutrition in Plants - The process and products of photosynthesis
Nutrition in Plants - Light and dark reactions of photosynthesis
Nutrition in Plants - Light as a condition for photosynthesis
Nutrition in Plants - Carbon dioxide and chlorophyll as conditions for photosynthesis
Nutrition in Plants - Importance of photosynthesis

By the end of the lesson, the learner should be able to:
- Describe the structure and function of guard cells and stomata in relation to photosynthesis
- Explain how stomata control the entry of carbon dioxide and the release of oxygen
- Show interest in the specialised roles of microscopic leaf structures
- Investigate whether carbon dioxide is necessary for photosynthesis using a variegated leaf
- Confirm that chlorophyll is necessary for photosynthesis using a variegated leaf
- Value the importance of conducting experiments to confirm scientific concepts

In groups, learners are guided to:
- Discuss the structure of guard cells: bean-shaped, contain chloroplasts, located mostly on the lower leaf surface
- Explain how stomata open and close to control gas exchange — CO₂ entering for photosynthesis and O₂ exiting as a product
- Draw and label a diagram of guard cells showing open and closed stomata; relate opening and closing to light availability
- Set up the CO₂ experiment: place a potted plant in a conical flask with sodium hydroxide (to absorb CO₂) and a leaf outside the flask; carry out starch test and compare results
- Carry out starch test on a variegated leaf: observe that only the green parts of the leaf (with chlorophyll) turn blue-black, while the white parts (without chlorophyll) remain brown
- Discuss results: CO₂ is required for the formation of starch; chlorophyll must be present for photosynthesis to take place

What is the role of guard cells and stomata in the process of photosynthesis?
Why do only the green parts of a variegated leaf produce starch?

- Spotlight Integrated Science pg. 56
- Charts of guard cells and stomata
- Reference books
- Spotlight Integrated Science pg. 58
- Digital resources
- Charts
- Spotlight Integrated Science pg. 59
- Iodine solution, methylated spirit, beaker, leaf, boiling tube, source of heat, tweezer, petri dish
- Spotlight Integrated Science pg. 61
- Potted plant, aluminium foil, clips, iodine solution, methylated spirit, beaker, source of heat
- Spotlight Integrated Science pg. 62
- Potted plant, conical flask, sodium hydroxide solution, variegated leaf, iodine solution, methylated spirit, source of heat
- Reference books
- Spotlight Integrated Science pg. 64
- Digital resources

- Observation - Written tests - Oral questions

Living Things and Their Environment

Nutrition in Plants - Review: Leaf structure, photosynthesis and conditions

By the end of the lesson, the learner should be able to:
- Summarise the internal and external structure of a leaf and its adaptations to photosynthesis
- Explain the process and conditions necessary for photosynthesis through structured questions
- Reflect on personal understanding and identify areas needing improvement

In groups, learners are guided to:
- Attempt review questions: draw and label the internal structure of a leaf; explain why a leaf covered with aluminium foil does not turn blue-black in the starch test; describe the two stages of photosynthesis
- Discuss answers as a class and clarify common misconceptions about leaf structure and the photosynthesis process
- Peer-mark review responses and provide written feedback to classmates

How well do I understand the relationship between leaf structure and the conditions necessary for photosynthesis?

- Spotlight Integrated Science pg. 66
- Reference books
- Past exercises

- Written tests - Self-assessment - Oral questions

Living Things and Their Environment

Nutrition in Plants - CAT: Sub-strand 2.1
Nutrition in Plants - Community Service Learning: Photosynthesis in the local environment

By the end of the lesson, the learner should be able to:
- Demonstrate mastery of sub-strand 2.1 through a written assessment
- Apply knowledge of leaf structure, photosynthesis process and conditions for photosynthesis to answer structured questions
- Show honesty and diligence during the assessment

In groups, learners are guided to:
- Complete a written class assessment test covering: external and internal structure of a leaf, leaf adaptations, the process of photosynthesis, conditions necessary for photosynthesis and its importance
- Submit work for teacher marking
- Receive written feedback and set personal improvement targets

How well can I apply my knowledge of nutrition in plants in answering structured questions?

- Spotlight Integrated Science pg. 67
- Assessment paper
- Reference books
- Digital resources
- Community and field resources

- Written test - Marking and feedback

Living Things and Their Environment

Nutrition in Animals - Modes of nutrition: parasitic and saprophytic

By the end of the lesson, the learner should be able to:
- Define nutrition and identify the four modes of nutrition in animals: parasitic, saprophytic, symbiosis and holozoic
- Describe parasitic and saprophytic nutrition with examples
- Show awareness of how parasites harm their hosts and how saprophytes contribute to soil fertility

In groups, learners are guided to:
- Use print or digital media to search for information on modes of nutrition in animals; identify which flash cards represent modes of nutrition (parasitic, saprophytic, symbiosis, holozoic)
- Discuss parasitic nutrition: parasite obtains nutrients from host and causes harm; ectoparasites (ticks, lice, fleas) and endoparasites (roundworms, hookworms, liverfluke)
- Discuss saprophytic nutrition: organisms obtain nutrients from dead decaying matter; examples are bacteria, mushrooms and bread moulds; importance in releasing nutrients back into the soil

What are the four modes of nutrition in animals and how do they differ?

- Spotlight Integrated Science pg. 68
- Digital resources
- Reference books
- Charts

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Nutrition in Animals - Modes of nutrition: symbiosis and holozoic
Nutrition in Animals - Types and structure of teeth
Nutrition in Animals - Functions of different types of teeth

By the end of the lesson, the learner should be able to:
- Describe symbiotic and holozoic nutrition with examples
- Distinguish between mutualism (both organisms benefit) and commensalism (one benefits, other unaffected)
- Appreciate the diversity of nutritional strategies among animals
- State the functions of each type of tooth: incisors (cutting/biting), canines (tearing/seizing), premolars (chewing/grinding), molars (chewing/grinding)
- Complete Table 2.2 relating tooth type, characteristics and function
- Value the importance of dental health and care of different types of teeth

In groups, learners are guided to:
- Discuss symbiosis: mutualism (both organisms benefit, e.g., oxpeckers and buffalo) and commensalism (one benefits, other unaffected)
- Discuss holozoic nutrition: animals take in complex solid food that is broken down into simple soluble form in the digestive system; examples include human beings, cows, pigs, goats and rabbits
- Compare all four modes of nutrition in a summary table: source of nutrients, effect on others, examples
- Use reference materials to search for the functions of different types of teeth and write short notes
- Copy and complete Table 2.2 showing type of tooth, its characteristics (shape and roots) and its function
- Discuss how having different types of teeth with different functions makes food processing more efficient

How do symbiosis and holozoic nutrition compare with parasitic and saprophytic nutrition?
Why do different types of teeth have different shapes and how does this relate to their functions?

- Spotlight Integrated Science pg. 69
- Digital resources
- Reference books
- Charts
- Spotlight Integrated Science pg. 71
- Charts of teeth types, specimens, protective gloves
- Spotlight Integrated Science pg. 73
- Reference books
- Digital resources
- Charts of teeth and functions

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

Living Things and Their Environment

Nutrition in Animals - Dentition and classification of animals
Nutrition in Animals - Dentition of herbivores, carnivores and omnivores

By the end of the lesson, the learner should be able to:
- Define dentition as the description and arrangement of teeth in the jaw of a mammal
- Distinguish between homodont and heterodont dentition with examples
- Classify animals as herbivores, carnivores or omnivores based on their diets

In groups, learners are guided to:
- Discuss the meaning of dentition; distinguish homodont dentition (same size and shape, e.g. shark, crocodile) from heterodont dentition (different sizes and shapes, e.g. human beings, cow, dog)
- Walk around the school compound and observe what cows, goats, dogs and human beings feed on; complete Table 2.3 grouping animals by food eaten and collective name
- Classify animals: herbivores (plants only: cows, goats, sheep), carnivores (flesh: dogs, lions, cheetahs), omnivores (both: human beings)

How does the arrangement and type of teeth in an animal tell us what it eats?

- Spotlight Integrated Science pg. 73
- Charts of animal jaws
- Reference books
- Spotlight Integrated Science pg. 75
- Jaw bone charts, jaws of different animals, digital resources

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Nutrition in Animals - Meaning of digestion and structure of the digestive system
Nutrition in Animals - Digestion in the mouth and stomach

By the end of the lesson, the learner should be able to:
- Define ingestion, digestion, absorption, assimilation and egestion
- Identify the major parts of the human digestive system from a diagram
- Show interest in understanding how the digestive system processes food

In groups, learners are guided to:
- Use textbooks and digital media to search for the meaning of ingestion, digestion, absorption, assimilation and egestion; write short notes
- Label the parts of the human digestive system diagram (Figure 2.16): mouth, oesophagus, stomach, duodenum, ileum, large intestine, rectum, anus
- Discuss: digestion occurs in mouth, stomach, duodenum and ileum; absorption in the ileum; assimilation in body cells

What is digestion and where does each stage of food processing take place in the human body?

- Spotlight Integrated Science pg. 76
- Charts of the human digestive system
- Reference books
- Charts of digestive system

- Oral questions - Written assignments - Observation

Living Things and Their Environment

Nutrition in Animals - Digestion in the duodenum and ileum

By the end of the lesson, the learner should be able to:
- Describe the role of bile and pancreatic juice in digestion in the duodenum
- Explain how absorption of digested food products occurs in the ileum
- Value the sequence of digestion events that allows nutrients to be absorbed into the bloodstream

In groups, learners are guided to:
- Discuss digestion in the duodenum: bile from the liver emulsifies fats (breaks large fat droplets into small ones) and creates an alkaline medium for enzymes; pancreatic juice from the pancreas contains enzymes that digest carbohydrates, proteins and fats
- Discuss absorption in the ileum: villi increase surface area; soluble products of digestion diffuse into the bloodstream; fatty acids and glycerol are absorbed into the lymphatic system
- Construct a summary table of the digestive system: organ, secretion, enzyme/substance, substrate and product

How are digested food molecules finally absorbed into the bloodstream?

- Spotlight Integrated Science pg. 78
- Charts of villi and duodenum
- Reference books

- Written assignments - Oral questions - Observation

Living Things and Their Environment

Nutrition in Animals - Assimilation, egestion and review of digestion
Nutrition in Animals - Review and self-assessment: Sub-strand 2.2
Nutrition in Animals - Community Service Learning: Nutrition and healthy eating habits

By the end of the lesson, the learner should be able to:
- Describe assimilation as the utilisation of absorbed nutrients by body cells
- Describe egestion as the removal of undigested materials through the anus
- Summarise the complete process of digestion from ingestion to egestion
- Relate knowledge of digestion to the importance of balanced nutrition in everyday life
- Discuss the effects of poor nutrition and unhealthy eating habits on the digestive system
- Develop a sense of personal responsibility towards healthy dietary choices

In groups, learners are guided to:
- Discuss assimilation: absorbed nutrients are transported by blood to body cells where they are used for energy production, growth and repair
- Discuss the role of the large intestine in absorbing water from undigested matter; egestion removes remaining waste through the anus
- Complete a flow diagram tracing food from ingestion in the mouth through digestion in the stomach and duodenum, absorption in the ileum, assimilation in cells and egestion at the anus
- Discuss the connection between what we eat, how the digestive system processes it and the impact on health
- Investigate the feeding habits of animals in the local community (dogs, cows, goats) and relate their dentition to what they eat
- Write and present a short health message to the class on the importance of eating a balanced diet and chewing food properly for effective digestion

What is the difference between digestion, absorption, assimilation and egestion?
How does understanding digestion help us make better decisions about what and how we eat?

- Spotlight Integrated Science pg. 79
- Charts of digestive system
- Reference books
- Spotlight Integrated Science pg. 80
- Past exercises
- Spotlight Integrated Science pg. 81
- Digital resources
- Community and field resources

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

Living Things and Their Environment

Reproduction in Plants - Parts of a flower and their functions
Reproduction in Plants - Diagram and summary of flower parts

By the end of the lesson, the learner should be able to:
- Identify and name the parts of a flower: pistil (stigma, style, ovary), stamen (anther, filament), petals, sepals and receptacle
- State the function of each part of a flower
- Appreciate that the flower is the reproductive organ of a flowering plant

In groups, learners are guided to:
- Collect different types of flowers from the school compound; observe and dissect using a scalpel and magnifying lens to identify male and female parts
- Draw and label a longitudinal section of a flower (Figure 2.20); create a carton box portfolio with stamen, carpel and other parts pasted in separate sections
- Complete Table 2.6 matching each flower part to its function: stigma (receives pollen), style (connects stigma to ovary), ovary (produces ovules), anther (produces pollen), filament (supports anther), petals (attract pollinators), sepals (protect bud)

What is the role of each part of a flower in the process of reproduction?

- Spotlight Integrated Science pg. 83
- Flowers, scalpel/razor blade, forceps, magnifying lens, cellotape, charts of flower structure
- Reference books
- Spotlight Integrated Science pg. 84
- Charts of flower structure, flowers collected during outdoor activity

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Reproduction in Plants - Overview of reproduction in plants and flower structure

By the end of the lesson, the learner should be able to:
- Define reproduction and explain its importance to living organisms
- Relate the structure of the flower to its role as the reproductive organ of flowering plants
- Appreciate that reproduction ensures the continuity of plant species

In groups, learners are guided to:
- Discuss reproduction as the process by which living organisms give rise to new members of their own kind; connect to Grade 4 prior knowledge about characteristics of living things
- Summarise the structure of a flower and how the arrangement of male and female parts supports reproduction
- Answer review questions: name parts labelled A–I in a flower diagram; state functions of each; distinguish pistil from stamen

Why is reproduction important for the survival of plant species?

- Spotlight Integrated Science pg. 85
- Charts of flower diagram
- Reference books

- Oral questions - Written assignments - Observation

Living Things and Their Environment

Reproduction in Plants - Meaning and types of pollination
Reproduction in Plants - Agents of pollination

By the end of the lesson, the learner should be able to:
- Define pollination as the transfer of pollen grains from the anthers to the stigma of a flower of the same kind
- Distinguish between self-pollination and cross-pollination with examples
- Show interest in observing pollination happening in the local environment

In groups, learners are guided to:
- Discuss what attracts butterflies to flowers (nectar, bright colours, scent) and how they transfer pollen from one flower to another
- Define pollination; discuss the difference between self-pollination (transfer within same flower or same plant) and cross-pollination (transfer to a flower of a different plant of the same kind)
- Study Figure 2.22 showing types of pollination; identify which represents self-pollination and which represents cross-pollination and explain reasons

What is the difference between self-pollination and cross-pollination and which produces greater genetic variety?

- Spotlight Integrated Science pg. 87
- Digital resources
- Reference books
- Charts of pollination
- Spotlight Integrated Science pg. 88
- Digital media (camera/smartphone), reference books
- Charts of pollination agents

- Observation - Oral questions - Written assignments

Living Things and Their Environment

Reproduction in Plants - Adaptations of wind and insect-pollinated flowers
Reproduction in Plants - Effects of agrochemicals on pollinating agents
Reproduction in Plants - Fertilisation in flowering plants

By the end of the lesson, the learner should be able to:
- Describe the adaptations of wind-pollinated flowers: light smooth pollen, no nectar, small petals, feathery stigma, hanging anthers
- Describe the adaptations of insect-pollinated flowers: large brightly coloured petals, scent, nectar, sticky spiky pollen, stigma inside flower
- Draw and label wind-pollinated and insect-pollinated flowers showing their adaptations
- Explain how agrochemicals (pesticides, herbicides, fungicides) negatively affect pollinating agents
- Discuss the effects of reduced pollination on plant production
- Develop a sense of responsibility towards sustainable farming practices that protect pollinators

In groups, learners are guided to:
- Read the Group A (wind pollination) and Group B (insect pollination) adaptation summaries and identify which agent each group describes
- Draw and label diagrams of wind-pollinated and insect-pollinated flowers highlighting their contrasting adaptations
- Do the further activity: walk around the home locality, list plants and predict pollination agents based on flower characteristics; write short notes and share
- Read Janice's essay on the effects of agrochemicals on pollinating agents; summarise the key effects and discuss further impacts
- Compare Mike's and Maureen's watermelon farms: Maureen used chemical pesticides (fewer pollinators, lower yield) while Mike used wood ash (more pollinators, higher yield)
- Discuss alternative farming practices: use of organic manure, wood ash, crop rotation; write and share a message encouraging farmers in the community to protect pollinators

How can you tell whether a flower is wind-pollinated or insect-pollinated just by looking at it?
Why should farmers be careful about the type and amount of agrochemicals they use near flowering crops?

- Spotlight Integrated Science pg. 89
- Flowers collected from school compound, charts
- Reference books
- Spotlight Integrated Science pg. 90
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 91
- Digital media, Figure 2.23 charts

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

Living Things and Their Environment

Reproduction in Plants - Seed and fruit formation
Reproduction in Plants - Modes of seed and fruit dispersal

By the end of the lesson, the learner should be able to:
- Describe the changes that occur in a flower after fertilisation leading to seed and fruit formation
- Explain the structure of a fruit wall (pericarp) including outer pericarp, mesocarp and endocarp
- Appreciate the biological significance of fruit formation in protecting and dispersing seeds

In groups, learners are guided to:
- Use reference materials to search for information on seed and fruit formation; write and share short notes
- Discuss the changes after fertilisation: stamen and petals wither, zygote develops into a seed, ovary wall develops into the fleshy parts of the fruit, number of seeds corresponds to number of fertilised ovules
- Study Figure 2.24 showing seed and fruit formation; label the layers of the pericarp and identify the seed within the fruit

What is the relationship between the parts of a flower and the parts of the fruit that forms after fertilisation?

- Spotlight Integrated Science pg. 92
- Charts of seed and fruit formation (Figure 2.24)
- Reference books
- Spotlight Integrated Science pg. 95
- Collected fruits and seeds, protective clothing, forceps, empty container

- Oral questions - Written assignments - Observation

Living Things and Their Environment

Reproduction in Plants - Adaptations of seeds and fruits to dispersal

By the end of the lesson, the learner should be able to:
- Describe the structural adaptations of seeds and fruits to each mode of dispersal
- Give examples of seeds and fruits adapted to wind (dandelion, sycamore), animal (black jack, guava), water (coconut) and explosive mechanism (bean pods)
- Appreciate the relationship between the structure of a seed or fruit and its method of dispersal

In groups, learners are guided to:
- Observe collected fruits and seeds and complete Table 2.8 identifying the mode of dispersal and the unique structural feature that aids dispersal
- Discuss adaptations: wind (parachute/wing-like structures, light), animal (hooks for attachment, or eaten and pass through gut), water (light, fibrous mesocarp traps air), explosive mechanism (dry pods with lines of weakness that burst open)
- Study Figures 2.25–2.28 showing examples of each mode of dispersal and sketch one example per mode

How does the structure of a seed or fruit tell you how it is dispersed?

- Spotlight Integrated Science pg. 97
- Collected fruit and seed samples, charts (Figures 2.25–2.28)
- Reference books

- Observation - Written assignments - Oral questions

Living Things and Their Environment

Reproduction in Plants - Role of flowers in nature
Reproduction in Plants - Review: Reproduction in plants

By the end of the lesson, the learner should be able to:
- State the roles of flowers in nature: aiding plant reproduction, beautifying the environment, providing food, medicinal uses and providing ingredients for the beauty industry
- Explain the importance of seed and fruit dispersal in reducing competition and promoting plant distribution
- Appreciate the multiple contributions of flowers to the environment and human life

In groups, learners are guided to:
- Recite the poem about flowers and state the roles highlighted in it: reproduction, beautification, food source
- Discuss additional roles: medicinal uses (sunflower for sore throat, cornflower for acne), ingredients for perfumes, essential oils and creams
- Discuss importance of seed and fruit dispersal: reduces overcrowding and competition for resources, promotes afforestation and distribution of plant species across wide areas
- Compose and recite a short original poem about the role of flowers in nature

What would happen to flowering plants and our environment if flowers disappeared?

- Spotlight Integrated Science pg. 101
- Reference books
- Digital resources
- Spotlight Integrated Science pg. 103
- Past exercises

- Oral questions - Written assignments - Observation

Living Things and Their Environment

Reproduction in Plants - CAT: Sub-strand 2.3
The Interdependence of Life - Biotic and abiotic factors
The Interdependence of Life - Interrelationships between living components

By the end of the lesson, the learner should be able to:
- Demonstrate mastery of sub-strand 2.3 through a comprehensive written assessment
- Apply knowledge of flower structure, pollination, fertilisation, fruit formation and seed dispersal in structured questions
- Show honesty and diligence during the assessment
- Define interdependence and distinguish between biotic and abiotic components of the environment
- Identify examples of biotic factors (living organisms) and abiotic factors (sunlight, water, temperature, soil) in the environment
- Appreciate that all organisms depend on both biotic and abiotic components for their survival

In groups, learners are guided to:
- Complete a written class assessment test covering: functions of flower parts, types and agents of pollination, adaptations of wind and insect-pollinated flowers, fertilisation process, fruit formation and modes of seed dispersal
- Submit work for teacher marking
- Receive written feedback and set personal improvement targets
- Use digital media to search for information on biotic and abiotic factors of the environment; write short notes and share
- Classify a given list of living things and non-living things encountered that day into biotic and abiotic components (Table 2.10)
- Discuss: could you live without any component in your list? Discuss how this shows that organisms depend on both living and non-living components of the environment

How well can I apply my knowledge of reproduction in plants in answering structured questions?
How do biotic and abiotic factors of the environment affect the survival of organisms?

- Spotlight Integrated Science pg. 104
- Assessment paper
- Reference books
- Spotlight Integrated Science pg. 106
- Digital resources
- Reference books
- Spotlight Integrated Science pg. 108
- Digital media (camera/smartphone), reference books
- Internet access

- Written test - Marking and feedback
- Observation - Oral questions - Written assignments

Living Things and Their Environment

The Interdependence of Life - Competition and predation

By the end of the lesson, the learner should be able to:
- Define competition and describe how it occurs among organisms for limited resources such as food, water, space and light
- Define predation and explain the predator-prey relationship with examples
- Appreciate that competition and predation regulate population sizes in ecosystems

In groups, learners are guided to:
- Use reference materials to search for information on competition and predation; write short notes
- Discuss intraspecific competition (same species) and interspecific competition (different species) for resources such as water, minerals, light and space
- Discuss predation: predator benefits by feeding on prey; give examples from the local environment (lion-zebra, hawk-rat, frog-insects) and explain how predation controls prey populations

How do competition and predation help maintain balance in an ecosystem?

- Spotlight Integrated Science pg. 110
- Reference books
- Digital resources

- Oral questions - Written assignments - Observation

Living Things and Their Environment

The Interdependence of Life - Symbiosis and saprophytism
The Interdependence of Life - Food chains

By the end of the lesson, the learner should be able to:
- Describe symbiosis including mutualism (both benefit) and commensalism (one benefits, other unaffected) with examples
- Describe saprophytism and its importance in decomposing dead matter and returning nutrients to the soil
- Value the importance of all types of interrelationships in maintaining a healthy ecosystem

In groups, learners are guided to:
- Discuss mutualism examples: clownfish and sea anemone, oxpeckers and buffalo, rhizobium bacteria and legumes; explain how both organisms benefit
- Discuss commensalism examples: barnacles on whale skin, epiphyte plants on tree branches; explain that one benefits while the other is unaffected
- Discuss saprophytism: bacteria and fungi break down dead organisms, releasing mineral nutrients back into the soil, maintaining soil fertility

Why are all types of organism relationships — competition, predation, symbiosis and saprophytism — important in an ecosystem?

- Spotlight Integrated Science pg. 112
- Reference books
- Digital resources
- Spotlight Integrated Science pg. 114
- Charts of food chains

- Oral questions - Written assignments - Observation

Living Things and Their Environment

The Interdependence of Life - Food webs

By the end of the lesson, the learner should be able to:
- Define a food web as a network of interconnected food chains in an ecosystem
- Construct a simple food web by linking multiple food chains
- Show interest in how food webs represent the complexity of feeding relationships in an ecosystem

In groups, learners are guided to:
- Discuss how food webs form when multiple food chains in an ecosystem interconnect, showing that most organisms are part of more than one food chain
- Use organisms from the local environment to construct a simple food web by drawing arrows showing the flow of energy between producers, primary consumers, secondary consumers and tertiary consumers
- Analyse the constructed food web: identify producers, consumers and decomposers; discuss what happens to other organisms if one species in the web is removed

Why is a food web a more realistic representation of feeding relationships than a single food chain?

- Spotlight Integrated Science pg. 116
- Reference books
- Digital resources
- Charts of food webs

- Observation - Oral questions - Written assignments

Living Things and Their Environment

The Interdependence of Life - Constructing and interpreting food chains and food webs
The Interdependence of Life - Effects of human activities on the environment
The Interdependence of Life - Importance of interdependence
The Interdependence of Life - Review and self-assessment: Sub-strand 2.4

By the end of the lesson, the learner should be able to:
- Construct food chains and food webs from a list of given organisms
- Interpret food chains and food webs to identify trophic levels, producers and consumers
- Appreciate the significance of biodiversity in maintaining stable food webs
- Explain the importance of interdependence between living organisms and non-living components of the environment
- Describe how abiotic factors such as sunlight, water and soil support the survival of biotic components
- Appreciate that maintaining interdependence is essential for ecosystem health and human survival

In groups, learners are guided to:
- Construct food chains and food webs from a list of organisms provided by the teacher; correctly place arrows to show direction of energy flow
- Identify trophic levels: producer (1st), primary consumer (2nd), secondary consumer (3rd), tertiary consumer (4th)
- Analyse scenarios: predict consequences of removing an organism from a food web; discuss how biodiversity supports food web stability
- Discuss how living organisms depend on abiotic factors: plants need sunlight (photosynthesis), water and minerals from soil; animals depend on plants for food and oxygen; decomposers recycle nutrients back into the soil
- Discuss reciprocal relationships: animals exhale CO₂ used by plants; plants release O₂ used by animals; decomposers break down dead matter, releasing minerals used by plants
- Write and share short notes on the importance of maintaining healthy interdependence between living and non-living components of the environment

What would happen to an ecosystem if an organism at the base of a food chain disappeared?
Why is it important to maintain the balance between living and non-living components of the environment?

- Spotlight Integrated Science pg. 119
- Reference books
- Digital resources
- Charts of food chains and webs
- Spotlight Integrated Science pg. 124
- Spotlight Integrated Science pg. 126
- Reference books
- Digital resources
- Spotlight Integrated Science pg. 127
- Past exercises

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

Living Things and Their Environment

The Interdependence of Life - CAT: Sub-strand 2.4

By the end of the lesson, the learner should be able to:
- Demonstrate mastery of sub-strand 2.4 through a written class assessment
- Apply knowledge of biotic and abiotic factors, food chains and webs, human activities and importance of interdependence
- Show honesty and diligence during the assessment

In groups, learners are guided to:
- Complete a written class assessment test covering: biotic and abiotic factors, organism interrelationships, constructing food chains and food webs, effects of human activities on the environment and importance of interdependence
- Submit work for teacher marking
- Receive written feedback and set individual improvement targets

How well can I apply my knowledge of interdependence of life in answering structured questions?

- Spotlight Integrated Science pg. 128
- Assessment paper
- Reference books

- Written test - Marking and feedback

Living Things and Their Environment

The Interdependence of Life - Strand 2 Consolidation
The Interdependence of Life - Strand 2 Assessment Preparation

By the end of the lesson, the learner should be able to:
- Consolidate understanding across all four learning sections of Strand 2: nutrition in plants, nutrition in animals, reproduction in plants and interdependence of life
- Identify connections between photosynthesis, nutrition, reproduction and ecosystem interdependence
- Value the relevance of Strand 2 topics to everyday life, agriculture and environmental conservation

In groups, learners are guided to:
- Review a summary of all four learning sections: leaf structure → photosynthesis → nutrition in animals → reproduction in plants → interdependence and food chains
- Answer cross-strand questions linking photosynthesis (food production) to nutrition in animals (food consumption) to food chains (energy flow) to human impact on ecosystems
- Discuss: how does photosynthesis underpin all other topics in Strand 2?

How do photosynthesis, nutrition, reproduction and ecosystem interdependence connect in the living world?

- Spotlight Integrated Science pg. 128
- Reference books
- Digital resources
- Past assessment papers

- Oral questions - Written assignments - Observation

Living Things and Their Environment

The Interdependence of Life - Strand 2 End-of-Strand Assessment

By the end of the lesson, the learner should be able to:
- Demonstrate mastery of all Strand 2 concepts through a comprehensive written assessment
- Respond accurately to structured questions on nutrition in plants and animals, reproduction in plants and interdependence of life
- Show honesty and diligence throughout the assessment

In groups, learners are guided to:
- Complete a comprehensive end-of-strand test covering: leaf structure and adaptations, photosynthesis process and conditions, modes of nutrition and digestion in animals, reproduction in flowering plants, food chains and webs, effects of human activities and importance of interdependence
- Submit work for teacher marking
- Receive written feedback and discuss performance targets with the teacher

How well have I mastered all the concepts in Strand 2: Living Things and Their Environment?

- Spotlight Integrated Science pg. 128
- Assessment paper
- Reference books

- Written test - Marking and feedback