Scientific Investigation

Components of Integrated Science
Pathways Related to Integrated Science

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

Explain the meaning of Integrated science.
Search for the components of Integrated Science from learning resources like the Internet.
Discuss the components of Integrated Science.
Appreciate the components of Integrated Science.

In pairs, learners are guided to explain the meaning of Integrated science
In groups, learners to search for the components of Integrated Science from learning resources like the Internet
In groups, learners are guided to discuss the components of Integrated Science

What is Integrated Science?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Career Opportunities Related to Knowledge and Skills in Integrated Science
Importance of Integrated Science

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

Identify career opportunities related to knowledge and skills in Integrated Science.
Name the career opportunities one can gain after learning integrated science.
Discuss how different careers improve the quality of our lives.
Appreciate the career Opportunities Related to Knowledge and Skills in Integrated Science.

In groups, learners to identify career opportunities related to knowledge and skills in Integrated Science.
In groups, learners are guided to name the career opportunities one can gain after learning integrated science.
In groups, learners are guided to discuss how different careers improve the quality of our lives

How can different careers improve the quality of our lives?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Laboratory Safety; Common Hazards in the Laboratory
Identifying Common Hazard Symbols in the Laboratory
Common Laboratory Accidents; Analysing Causes of Common Laboratory Accidents
First Aid Safety Measures; Demonstrating the First Aid Safety Measures for Common Laboratory Accidents

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

Define the term laboratory.
Identify common hazards in the laboratory.
Draw the picture on learner

Identify common causes of accidents in the laboratory.
Analyse causes of common laboratory accidents.
Follow the precautions that may be found placed on posters or charts in the laboratory.

Learners to define the term laboratory
In groups, learners are guided to identify common hazards in the laboratory
In groups, learners are guided to draw the picture on learner
In groups, learners are guided to identify common causes of accidents in the laboratory
In groups, learners are guided to analyse causes of common laboratory accidents.

What are the common hazards in the laboratory?
What are the common causes of accidents in the laboratory?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Demonstrating First Aid for Burns and Scalds
Demonstrating First Aid for Ingesting Harmful Substances

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

Outline the first aid procedure for burns and scalds.
Demonstrate the first aid for burns and scalds.
Discuss the given procedure and role play.
Appreciate the importance of first aid procedure for burns and scalds.

In pairs, learners are guided to outline the first aid procedure for burns and scalds.
In pairs, learners are guided to demonstrate the first aid for burns and scalds.
In groups, learners are guided to discuss the given procedure and role play

What is the procedure for burns and scalds?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Importance of Safety Measures in the Laboratory
Basic Science Skills; Identifying Basic Skills in Science

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

Discuss the accidents that may occur in the laboratory.
Identify the safety measures to observe when working in the laboratory.
Discuss the importance of the identified measures.
Appreciate the importance of the safety Measures in the Laboratory.

In groups, learners are guided to discuss the accidents that may occur in the laboratory
In groups, learners are guided to identify the safety measures to observe when working in the laboratory.
In groups, learners are guided to discuss the importance of the identified measures.

What is the importance of safety measures in the laboratory?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Application of Basic Science Skills in Solving Problems in Our Daily Lives
Application of Basic Skills in Science

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

Identify the skills involved in an experiment.
Conduct the experiment in learner

Learners are guided to use digital devices to identify effects of friction on objects
In groups, learners are guided to discuss the advantages and disadvantages of friction as a force

Which kind of skills does one requires when conducting an experiment?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

International System of Units
Identifying and Using SI Units to Record Measurements
Identifying and Using Derived SI Units for Measuring Area

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

Define the abbreviation SI
Search for the meaning of international Systems of Units (SI units) in books or from the internet.
Discuss the SI units for measuring temperature, length, mass, time, electric current, light density and amount of substance.
Appreciate the International System of Units for Basic Quantities in Science.


Identify the object used to measure mass and temperature.
Measure different objects in class and record in International standard unit of measurement.
Appreciate the use of SI units to record measurements.

Learners to define the abbreviation SI
In groups, learners are guided to search for the meaning of international Systems of Units (SI units) in books or from the internet
In groups, learners to discuss the SI units for measuring temperature, length, mass, time, electric current, light density and amount of substance.
Learners to identify the object used to measure mass and temperature.
In groups, learners are guided to measure different objects in class and record in International standard unit of measurement

What are SI units?
What do you use to measure mass?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying and Using Derived Units for Measuring Volume
Identifying Derived Units for Measuring Density

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

Identify the basic units to measure the length, width and height.
Measure the length, width and height of the box provided and record.
Multiply the length, width and height of the box and record.
Discuss cubic metres as a derived unit for measuring volume.
Appreciate the using derived units for measuring volume.

In pairs, learners are guided to identify the basic units to measure the length, width and height.
In groups, learners are guided to measure the length, width and height of the box provided and record.
In groups, learners are guided to multiply the length, width and height of the box and record.
In groups, learners are guided to discuss cubic metres as a derived unit for measuring volume.

What basic units did you use to measure the length, width and height? What are the basic units for recording volume?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying Importance of Packaging Labels on Quantities of Products
Laboratory Apparatus and Instruments

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

Identify Importance of Packaging Labels on Quantities of Products.
Collect the packaging labels of different products such as bread, juice, biscuits.
Study the quantities recorded on the packages and record.
Appreciate the importance of packaging labels on quantities of products.

Learners are guided to identify importance of packaging labels on quantities of products
In groups, learners are guided to collect the packaging labels of different products such as bread, juice, biscuits
In groups, learners are guided to study the quantities recorded on the packages and record

What is the importance of packaging labels on quantities of products?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Grouping the Apparatus and Instruments
Parts and Functions of a Light Microscope

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

Classify the instruments according to the functions.
Draw any one instrument used for measuring each of the following; volume, time, length, mass and temperature.
Appreciate the use of laboratory apparatus and instruments.

Learners are guided to classify the instruments according to the functions
In groups, learners are guided to draw any one instrument used for measuring each of the following; volume, time, length, mass and temperature.

What instrument is used to measure time?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Parts and Functions of a Light Microscope
Handling and use of a Light Microscope
Using a Light Microscope

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

Identify the functions of a light microscope.
Draw and label a light microscope and not how various parts are interrelated.
Appreciate the functions of a light microscope.


Watch a video on how to use a light microscope.
Make a drawing of what they see.
Appreciate the uses of a light microscope.

In groups, learners are guided to identify the functions of a light microscope
In groups, learners are guided to draw and label a light microscope and not how various parts are interrelated.
As a class, learners are guided to watch a video on how to use a light microscope.
Learners are guided to make a drawing of what they see.

What are the functions of a light microscope?
How should you place a microscope on the workbench?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying Heating Apparatus and Instruments Used in the Laboratory
Identifying Parts and Functions of a Bunsen Burner

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

Identify heating apparatus and instruments used in the laboratory.
Discuss the safety measures when handling the heating instruments.
Discuss the safety measures to observe when using heating apparatus.
Appreciate the use of heating apparatus and instruments used in the laboratory.

Learners are guided to identify heating apparatus and instruments used in the laboratory
In groups, learners to discuss the safety measures when handling the heating instruments.
In groups, learners to discuss the safety measures to observe when using heating apparatus.

What are the safety measures to observe when using heating apparatus and instruments in the laboratory?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Handling and Care of Apparatus and Instruments in the Laboratory

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

State the safety precautions when handling laboratory instruments and apparatus.
Discuss how to handle and care for different types of apparatus and instruments in the laboratory.
Appreciate the importance of the safety precautions when handling laboratory instruments and apparatus.

In groups, learners are guided to state the safety precautions when handling laboratory instruments and apparatus.
In groups, learners are guided to discuss how to handle and care for different types of apparatus and instruments in the laboratory.

How do you handle different types of apparatus and instruments in the laboratory? (Glassware, metallic apparatus)

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation
Mixtures, Elements and Compounds

Importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory
Mixtures; Classifying Different Types of Mixtures

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

State the importance of the information on the packaging of the laboratory instruments and chemicals.
Discuss ways in which consumers are protected when handling apparatus and chemicals in the laboratory.
Appreciate the importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory.

In groups, learners are guided to state the importance of the information on the packaging of the laboratory instruments and chemicals.
In groups, learners to discuss ways in which consumers are protected when handling apparatus and chemicals in the laboratory.

What is the importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Mixtures, Elements and Compounds

Classifying Mixtures as Homogenous or Heterogeneous
Pure and Impure Substances; Distinguishing Between Pure and Impure Water by Boiling
Distinguish Between Pure and Impure Substances By Melting

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

Explain the meaning of homogenous and heterogeneous.
List the materials used to classify mixtures as homogenous or heterogeneous
Classify different types of mixtures as homogenous or heterogeneous.
Enjoy conducting the experiment.


Search the internet to find out at what temperature ice and candle wax melt at sea level.
Watch videos or animations on determining melting and boiling points of substances.
Enjoy watching the videos.

Learners to explain the meaning of homogenous and heterogeneous.
In groups, learners are guided to list the materials used to classify mixtures as homogenous or heterogeneous.
In groups, learners are guided to classify different types of mixtures as homogenous or heterogeneous.

As a class, learners are guided to search the internet to find out at what temperature ice and candle wax melt at sea level.
As a class, learners are guided to watch videos or animations on determining melting and boiling points of substances

What is homogenous solution? What is heterogeneous solution?
How do you distinguish between pure and impure substances by melting?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Mixtures,Elements and Compounds.

Mixtures. (. Methods of Separating Mixtures.(Decantin
Mixtures.(.Methods of Separating Mixtures.(Use of a magnet and filtration)

By the end of the lesson, the learner should be able to:
outline the procedure of separating solid, liquid mixture by decanting

In groups,learners are guided to;
outline and describe the procedure for separating a solid-liquid mixture by decanting.
carry out an experiment to separate a solid-liquid mixture by decanting and record the observations.
name other mixtures that can be separated using the same method at home.

What should be considered when separating various mixtures?

Requirements (Beakers, water,sand or maize grains or bean seeds & stirring ro
Top Scholar Integrated Science pg 56.
Digital devices.
Requirements for the experiments.
Top Scholar Integrated Science pg 57-58.

Observation schedule. Assessment rubric. oral report. Checklists.

Mixtures,Elements and Compounds.

Mixtures. (. Methods of separating mixtures (Simple Distillation)
Mixtures. (. Methods of separating mixtures (Paper chromatography)

By the end of the lesson, the learner should be able to:
 outline the procedure for separating a homogeneous solid-liquid mixture by simple distillation

In groups,learners are guided to:
search and explain the meaning of distillation.
outline the procedure for separating a homogeneous solid-liquid mixture by simple distillation.
carry out the experiment and record the observations.
discuss the observations recorded.
search a video on how distillation is used to separate crude oil in oil refineries.

How can simple distillation be used to obtain pure water from river water at home?

Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 58-59.
Top Scholar Integrated Science pg 60-62.

Assessment rubric. Checklist. Observation schedule. oral report.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (use of solvent extraction)
Mixtures (. Methods of separating mixtures (Sublimation)

By the end of the lesson, the learner should be able to:
explain the term solvent extraction. outline the procedure for separating mixtures using solvent extraction

In groups,learners are guided to:
explain the term solvent extraction.
outline the procedure for separating mixtures using solvent extraction.
conduct an experiment to separate mixtures using solvent extraction and record the observations.
search the internet or use other sources on how oil can be extracted from the coconut and other plant materials.

What is solvent extraction? How does solvent extraction work to separate mixtures?

Requirements for the experiment.
Top Scholar Integrated Science pg 62-63
Digital devices.
Top Scholar Integrated Science pg 64-65.

Assessment rubric. Observation schedule. Checklist. oral report.

Mixtures,Elements and Compounds.

Mixtures (. Methods of separating mixtures (Crystallisation)
Mixtures (. Methods of separating mixtures.
Acids and Bases. (. Preparing Plant Extracts to be used as Acid-Base Indicator.

By the end of the lesson, the learner should be able to:
 explain the term crystallisation. describe the procedure for separating a mixture using crystallisation.

define the term indicator.
outline the procedure for preparing a plant extract.
prepare a plant extract and record the observations.

In groups,learners are guided to:
explain the term crystallisation.
describe the procedure for separating a mixture using crystallisation.
conduct an experiment to separate a mixture using crystallisation.
record and discuss the observations from the experiment.
search from the internet how salt is manufactured from sea water.
In groups,learners are guided to:
outline the procedure for preparing plant extracts.
prepare a plant extract.
record and discuss the observations made from the activity.
use digital device to find out other plant extracts that can also be used as indicators.

What is crystallisation? How does the method of crystallisation works as a method of separating mixtures?
What is an indicator? How do you prepare a plant extract?

Digital devices.
Top Scholar Integrated Science pg 65-66.
Requirements for the experiment.
Top Scholar Integrated Science pg 56-66.
Top Scholar Integrated Science pg 68-69.
Digital devices.
Requirements for the experiment.

Assessment rubric. Checklists. observation schedules. oral report.
Checklists. Observation schedule. oral report.

Mixtures,Elements and Compounds.

Acids and Bases. (. Using plant extracts to group household solutions into basic or acidic.
Acids and Bases. (. using commercial indicators to classify household solution as acids and bases.

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

use plant extracts as acid-base indicator.
classify household solutions either as bases,acids or neutral.
enjoy classifying the household solutions either as acids,bases or neutral.

In groups,learners are guided to:
use plant extracts indicator to classify common household solutions as either basic or acidic or neutral.
record and discuss the observations from the experiment.

How can you identify a substance as being acidic or basic?

Top Scholar Integrated Science pg 69-71.
Plant extract.
Requirements for the experiment.
Digital devices.
Top Scholar Integrated Science pg 71-72.

Observation schedule. Checklists. Assessment rubric. oral questions.

Mixtures,Elements and Compounds.

Acids, bases and indicators. (. Determining the strength of Acids and Bases using Universal Indicators.
Acids and Bases. (. Determining the strength of Acids and Bases using pH scale and pH chart.

By the end of the lesson, the learner should be able to:
give the differences on  strength of acids and bases using universal indicators

In groups, learners are guided to;
conduct an experiment to determine the strength of acids and bases using universal indicators.
identify the colors of the universal indicator when placed in a basic or acidic solution.
classify acidic or basic solutions as either strong or weak using universal indicators.

How does the concentration of an acid or base affect its strength as indicated by a universal indicator?

Top Scholar Integrated Science pg 73.
Universal indicators.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 73-74.

Assessment rubric. oral questions. checklists.

Mixtures,Elements and Compounds.
Living Things and Their Environment.

Acids and Bases. (. Application of Acids and Bases in day to day life.
Reproduction in Human Beings. ( The Human Menstrual Cycle.

By the end of the lesson, the learner should be able to:
give the uses of acids and bases in day to day life

In groups,learners are guided to:
explore applications of acids and bases in real life (antacid tablets, common fruits in the locality, fertilizers,liming of soil, detergents)
use digital devices to search for information on the applications of acids and bases in day to day life.
discuss the points and present in class.

What is the significance of acids,bases and indicators? How are acids, bases and indicators applied in day to day life?

Top Scholar Integrated Science pg 75.
Digital devices.
Dictionary.
Top Scholar Integrated Science pg 77-79.
Chart.

Assessment rubric. Written test. oral report.

Living Things and Their Environment.

Reproduction in Human Beings. ( Challenges Related to Menstrual Cycle.
Reproduction in human beings. ( The process of fertilisation and implantation.
Reproduction in human beings. ( Process of fertilization and implantation.
Human Excretory system-Skin (. Identifying parts of Human Skin.

By the end of the lesson, the learner should be able to:
identify the challenges related to the menstrual cycle. discuss the challenges related to the menstrual cycle.

define the terms: fusion, fertilization, zygote and implantation.
describe the process of fertilization and implantation.
identify where the process of fertilisation and implantation takes place from a diagram of uterus.

In groups,pairs,learners are guided to:
identify the challenges related to the menstrual cycle.
discuss the challenges related to the menstrual cycle.
search for more information on challenges related to menstrual cycle from textbooks and internet and record their findings.
discuss what one should do if she had the challenges related to menstrual cycle.
In groups, pairs, learners are guided to;
use digital devices or dictionary to search the meaning of fusion, fertilisation, zygote and implantation.
watch a video on the movement of sperms, fusion and implantation of the zygote in the uterus.
draw the movement of the fertilised egg from the fallopian tube to the uterus for implantation.

What challenges are associated with the menstrual cycle? How best can we manage issues related to the menstrual cycle?
What is fertilisation and implantation? How does the process of fertilisation and implantation takes place?

Top Scholar Integrated Science pg 80-82.
Digital devices.
Top Scholar Integrated Science pg 82-83.
Chart.
Top Scholar Integrated Science pg 83-85
Digital devices.
Charts on fertilization.
Top Scholar Integrated Science pg 87-88.
Charts.
Diagrams.

Written test. oral questions. Assessment rubric.
Assessment rubric. Written test. oral questions.

Living Things and Their Environment.

Human Excretory System - Skin. (. Functions of parts of the skin.
The Human skin. (. Lifestyle to promote a healthy skin.

By the end of the lesson, the learner should be able to:
discuss the functions of the the different parts of the skin

In groups,pairs,learners are guided to:
use digital devices to search the internet on the functions of the different parts of skin.
discuss the functions of the the different parts of the skin.
use a hand lens to observe the external parts of the skin.

Why is the skin important in humans? what is the composition of the sweat excreted through the skin?

Top Scholar Integrated Science pg 89-91.
Digital devices
Top Scholar Integrated Science pg 92-94.
Pictures.
Digital devices.

Assessment rubric. Written test. oral questions. Checklist.

Living Things and Their Environment.

Human Excretory System-Skin. (. Proper use of cosmetics.

By the end of the lesson, the learner should be able to:
give examples of cosmetics. search from the internet and other relevant materials the importance of proper use of cosmetics. discuss the importance of proper use of cosmetics.

In groups,pairs, learners are guided to:
give examples of cosmetics.
search from the internet and other relevant materials the importance of proper use of cosmetics.
discuss the importance of proper use of cosmetics.

Why is proper use of cosmetics important? What is the importance of using cosmetics to our skin?

Top Scholar Integrated Science pg 94-95.
Digital devices.

Assessment rubric. oral questions.

Living Things and Their Environment.

Human Excretory System -Skin. (. Identifying effects of cosmetics on the human body.
Human Excretory System -Skin. (. Importance and proper use of comsetics for consumer protection.

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

identify the effects of cosmetics on the human body.
discuss the effects of cosmetics on the human body.
use locally available materials to make a cosmetic.

In groups,pairs,learners are guided to:
use digital devices with internet to search on the effects of skin lightners.
discuss the findings and present in class.
identify the various forms of cosmetics and discuss how they are applied.
make a cosmetic from the locally available materials.

What are the effects of cosmetics on the human body? What are the advantages of using locally made cosmetics? How can the locally made cosmetics be used or improved?

Top Scholar Integrated Science pg 96-97.
Realia.
Digital devices.
Top Scholar Integrated Science pg 98.

Assessment rubric. Checklists. Observation schedule.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Parts of the Urinary system.
Human Excretory System - Urinary system. (. Functions of the parts of the urinary system.
Human Excretory System - Urinary system. (. Kidney Disorders.
Human Excretory System - Urinary system. (. Identifying lifestyles that promote a healthy kidney and prevent kidney disorders.

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

identify the waste product excreted by the urinary system.
identify the parts of the urinary system.
discuss the parts of the urinary system(external appearance of the kidney)
draw and label the parts of the urinary system.

explain the meaning of kidney disorders. use digital devices to search some of the examples of kidney disorders. identify and discuss the practices that may cause kidney disorders.

In groups,pairs,learners are guided to;
study the diagram of the urinary system and brainstorm on the its external parts.
search for information from other reference materials and internet on the parts of the urinary system.
discuss the parts of the urinary system.
draw and label the vessels and external parts of the urinary system.
In groups,pairs, learners are guided to:
explain the meaning of kidney disorders.
use digital devices to search some of the examples of kidney disorders.
identify and discuss the practices that may cause kidney disorders.

What are the parts of the urinary system?
What are some of the practices that may cause kidney disorders?

Top Scholar Integrated Science pg 98-99.
Charts.
Pictures.
Digital devices.
Top Scholar Integrated Science pg 99-100.
Top Scholar Integrated Science pg 101-102.
Digital devices.
Posters.
Top Scholar Integrated Science pg 102-103
Charts.

Assessment rubric. oral questions. Checklists. Written test.
Assessment rubric. Portfolios. Checklists. Written tests. oral questions.

Living Things and Their Environment.
Force and Energy.

Human Excretory System - Urinary System. (.Project.
Static Electricity. (. Demonstrating the Existence of Static Charges.

By the end of the lesson, the learner should be able to:
 identify the appropriate locally available materials to model the urinary system

In groups,pairs,learners are guided to:
identify the appropriate locally available materials to model the urinary system.
model the urinary system using the locally available materials and display in class.

Which locally available materials can be used to model the urinary system?

Realia.
Digital devices.
Top Scholar Integrated Science pg 103 & 100.
Top Scholar Integrated Science pg 105-106.
Requirements for the experiment.

Checklist. portfolios. observation schedule.

Force and Energy.

Static Electricity. (. Methods of Charging Objects.(Rubbing or Friction)
Static Electricity. (. Methods of charging objects. (induction)

By the end of the lesson, the learner should be able to:
 identify the methods of charging objects. conduct a practical on charging objects by rubbing.

In groups,pairs,learners are guided to:
identify the methods of charging objects.
conduct a practical on charging objects by rubbing.
observe, record and discuss the observations.

What is charging? How do materials get charged?

Top Scholar Integrated Science pg 107-108.
Requirements for the experiment.
Top Scholar Integrated Science pg 108-110.
Digital devices.

Practical Work. observation schedule. Assessment rubric. oral report.

Force and Energy.

Static Electricity. (. Methods of charging objects.(Induction)
Static Electricity. (. Types of Charges.

By the end of the lesson, the learner should be able to:
carry out a practical activity on charging a single polythene ball or balloon by induction. observe,record and discuss the observations from the experiment.

In groups,learners are guided to:
carry out a practical activity on charging a single polythene ball or balloon by induction.
observe,record and discuss the observations from the experiment.
search and watch videos from the internet on charging materials by induction and rubbing.

What is earthing process? What observations are expected from the experiment?

Top Scholar Integrated Science pg 111-113.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 113-115.
Requirements for the practical.

Practical work. Assessment rubric. observation schedule. Oral questions.

Force and Energy.

Static Electricity. (. Effects of Force between Charged Objects.
Static Electricity. (. Uses of Static Charges.
Static Electricity. (.Dangers and Safety measures when dealing with static charges.

By the end of the lesson, the learner should be able to:
conduct an experiment to demonstrate the effects of force between charged objects. observe and record the observations from the experiment. discuss the effects of force between charged objects.
discuss the dangers when dealing with static charges. discuss the safety measures when dealing with static charges.

In groups,pairs,learners are guided to;
conduct an experiment to demonstrate the effects of force between charged objects.
observe and record the observations from the experiment.
discuss the effects of force between charged objects.
In groups,pairs,learners are guided to;
search the internet the dangers that may occur when dealing with static charges.
discuss the dangers when dealing with static charges.
discuss the safety measures when dealing with static charges.(include lightnin

What is the difference between attraction and repulsion force?
What are the dangers of static charges? Why is it advisable to switch off the car engine when fueling in a petrol station?

Top Scholar Integrated Science pg 115-118.
Requirements for the experiment.
Top Scholar Integrated Science pg 118-119.
Digital devices.
Pictures.
Top Scholar Integrated Science pg 119-120.
Digital devices.

Assessment rubric. Practical work. Checklists. observation schedule.
Written test. oral questions. Checklists. Assessment rubric.

Force and Energy.

Electrical Energy-Sources of Electricity.
Electrical Energy-Solar power.

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

Identify the sources of electricity in pictures.
Study the pictures and Discuss where the sourceof electricity is coming from.
Search the internet for other sources of electricity.
Appreciate the different sources of electricity.

In groups,pairs,learners are guided to:
identify the sources of electricity.
discuss the various sources of electricity.
search the internet for other sources of electricity.

What are the sources of electricity?

Top Scholar Integrated Science pg 122-123.
Pictures.
Digital devices.
Top Scholar Integrated Science pg 123-124.
Videos.

Written tests. Oral questions. Assessment rubric.

Force and Energy.

Electrical Energy-Hydroelectric Power.
Electrical Energy-Geothermal Generators.

By the end of the lesson, the learner should be able to:
;
Identify hydroelectric power as a source of electricity.
Discuss how electrical energy is produced.
Search and watch a video showing how a hydroelectric generator produces electricity.
Appreciate the hydroelectric power as a source of electricity.

In groups,pairs,learners are guided to:
discuss how electrical energy is produced.
find out and list where the hydroelectric power plants are found in Kenya.
Search and watch a video showing how a hydroelectric generator produces electricity.

How is electric energy transmitted to various areas for use in your locality?

Top Scholar Integrated Science pg 125-126.
Digital devices.
Videos.
Pictures.
Top Scholar Integrated Science pg 126-127.

Assessment rubric. oral questions. Checklists.

Force and Energy.

Electrical Energy-Wind power.
Electrical Energy- Simple Electrical Circuits.

By the end of the lesson, the learner should be able to:
;
Identify wind power generators as a source of electricity.
Discuss how wind power generators operate as a source of electricity.
Search and watch a video showing how wind turbine generators produce electricity.
Appreciate wind power generators as source of electricity.

In groups,learners are guided to:
study the picture in learner's book and identify the source of electricity.
search and watch a video showing how wind turbine generators produce electricity.
discuss how wind power generators operate as a source of electricity.
list areas where wind power generators are found in Kenya.

Where are wind power generators found in Kenya? How do wind power generators operate as a source of electricity?

Top Scholar Pre-Technical Studies pg 127-128.
Pictures.
Digital devices.
Top Scholar Pre-Technical Studies pg 129-130.
Dry cells, torch bulbs, connecting copper wires and switch.

Oral questions. Assessment rubric. Written test.

Force and Energy.

Electrical Energy-Setting up Simple Electrical Circuit in Parallel.
Electrical Energy.
Electrical Energy-Conductors and Non-Conductors of Electricity.
Electrical Energy -Electrical Appliances.

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

List the requirements for setting up simple electrical circuit in parallel.
Describe setting up a simple electrical circuit in parallel.
Set up simple electrical circuit in parallel using the necessary requirements.
Enjoy setting up simple electrical circuit in parallel.

State the meaning of good conductors and non-conductors of electricity.
List examples of good conductors and non-conductors of electricity.
Classify materials as conductors and non-conductors of electricity.
Carry out experiments to classify materials as conductors and non-conductors of electricity.
Enjoy classifying the different materials as either conductor or non-conductor.

In groups,learners are guided to:
Observe pictures and list the requirements for setting up a simple electrical circuit in parallel.
search the internet what is a parallel arrangements in a circuit.
discuss how to setup a simple electrical circuit in parallel.
setup a simple electrical circuit in parallel.

In groups,learners are guided to:
find the meaning of good conductors and non-conductors of electricity from the internet.
list examples of materials that are good conductors and non-conductors of electricity.
Classify the materials as either conductors or non-conductors of electricity.
carry out experiments to classify materials as conductors and non-conductors of electricity.

What is a parallel arrangement in a circuit?
What is the difference between conductors and non-conductirs of electricity?

Top Scholar Pre-Technical pg 131-132.
Digital devices.
Pictures.
Dry cells, bulbs, connecting copper wires and switch.
Top Scholar Pre-Technical Studies pg 133-135.
Dry cells, pieces of copper wire, two switches, bulbs.
Top Scholar Pre-Technical Studies pg 135-137.
Digital devices.
Pictures.
Requirements for experiments:dry cells,bulb, copper wire, metallic spoon, aluminum foil, rubber band,steel wool,nail, pencil rib,paper,10 shilling coin etc.
Top Scholar Pre-Technical Studies pg 137-138.
Flashcards.

Practical work. Observation. Oral questions. Assessment rubric.
Assessment rubric. Practical work. Checklists. Written test. Oral questions.

Force and Energy.

Electrical Energy -Safety Measures when Dealing with Electrical Appliances.
Electrical Energy - Self-Assessment Questions.

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

Identify safety measures when handling Electrical appliances.
Discuss the safety measures when handling electrical appliances.
Design charts with safety measures to adhere to when dealing with electrical appliances.
Desire to observe safety measures when dealing with electrical appliances.

In groups,learners are guided to:
study the pictures in learner's book and discuss the dangers which may occur in the pictures.
identify and discuss the safety measures to observe when dealing with electrical appliances.
design charts showing the safety measures to observe when dealing with electrical appliances.

What are some of the dangers that may occur when dealing with electrical appliances? What are the safety measures that one should observe when dealing with electrical appliances?

Top Scholar Pre-Technical Studies pg 139-140.
Pictures.
Charts.
Digital devices.
Top Scholar Pre-Technical Studies pg 140.
Assessment books.

Assessment rubric. Written tests. Oral questions.

Force and Energy.

Magnetism-Magnetic and Non-Magnetic Materials.
Magnetism.

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

Identify the magnetic and non-magnetic materials.
Carry out experiments to find out materials that are magnetic or non-magnetic .
Enjoy carrying out experiment on finding out materials that are magnetic or non-magnetic.

In groups,learners are guided to:
identify and collect materials from the environment.
carry out practical activity to find out materials that are magnetic or non-magnetic .
draw a table indicating the materials that were attracted by magnet and those not attracted by magnet.

How do we identify magnetic and non-magnetic materials in our environment?

Top Scholar Pre-Technical Studies pg 141.
Magnets.
Materials from the environment.
Magnets
Materials collected from environment.
Top Scholar Pre-Technical Studies pg 142-143.
Digital devices.

Practical work. Oral questions. Observation. Assessment rubric.

Force and Energy.

Magnetism.

By the end of the lesson, the learner should be able to:
;
Identify poles of a magnet
Describe the poles of a magnet.
Carry out an experiment to identify the poles of a magnet.

In groups,learners are guided to:
carry out a practical activity to identify the poles of a magnet.
identify and describe the poles of a magnet.

What are magnetic poles? How do you identify the magnetic poles?

Top Scholar Pre-Technical Studies pg 143-144.
Bar magnet,iron fillings and flour.
Digital devices.

Practical work. Observation. oral questions.

Force and Energy.
Living Things and Their Environment.

Magnetism.
Magnetism-Uses of magnets in day to day life.
Human Excretory System.

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

Differentiate between like ad unlike poles of a magnet.
Investigate the force between like and unlike poles of magnets.
Search for videos and animations on effect between poles of a magnet.
lesson, be able to;
Define the term Excretion.
List the components of the excretory system.
Identify the parts of the human skin.
Draw and label the identified parts of the human skin.
Appreciate the parts of the human skin.

In groups,learners are guided to:
differentiate between unlike and like poles of a magnet.
carry out a practical activities showing attraction between two unlike poles and repulsion between two like poles of magnet.
record and explain the observations made from the activity.
In groups,pairs,learners are guided to:
search the internet or relevant textbook for the meaning of excretion and the components of excretory system and present.
study the charts , picture or photo of the human skin and identify the parts of the human skin.
draw and label the parts of the human skin in their exercise books.

What is the difference between force of attraction and force of repulsion?
What is Excretion? What are the components of the human excretory system? which parts of the skin do you know?

Top Scholar Pre-Technical Studies pg 145-146.
Bar magnets, strings and retort stand.
Digital devices
Top Scholar Integrated Science pg 147-148.
Pictures.
Digital devices.
Charts.
Flashcards.
Active Integrated Science pg 110.
Pictures.
Charts.
Digital devices.
Dictionary.
Active Integrated Science pg 111.
Hand lens.
Internet.
Video clips.

Practical work. Observation. Assessment rubric. Oral questions.
Written tests. Observation. Checklists. Assessment rubric. Oral questions.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the functions of the parts of the human skin.
Describe the functions of the parts of the human skin.
Appreciate the functions of the parts of the human skin.

In groups,pairs,learners are guided to;
brainstorm on the functions of the parts of the human skin; (Epidermis,Sweat pores,Hair,Sweat glands,dermis)
search the internet or textbook for information on the functions of the parts of the human skin.
discuss and present their findings on the functions of the parts of the human skin.

What are the functions of the different parts of the human skin?

Active Integrated Science pg 111-112.
Chart.
Model of human skin.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 112-113.
School Field.

Written tests. Assessment rubrics. Oral questions. Oral discussion. Checklists.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the parts of the Urinary system.
Draw and label the different parts of the urinary system.
Acknowledge the parts of the urinary system.

In groups,pairs,learners are guided to;
Study the chart or picture showing the urinary system.
identify the parts of the urinary system from the chart or pictures presented.
discuss the position of each of the parts of the urinary system.
draw and label the parts of the urinary system in their books and charts.

Which parts form the urinary system?

Active Integrated Science pg 113.
Pictures.
Chart showing the urinary system.
Digital devices.
Active Integrated Science pg 114-115.
Chart/Model of kidney.
Video clips.

Oral questions. Written tests. Self and peer assessment. Assessment rubric. Checklists.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the components of the urine.
Discuss the waste products excreted through the kidneys.
Search the internet for information on the contents of human urine.
Acknowledge the waste product excreted through the kidney.

In groups,pairs,learners are guided to;
mention the waste product excreted through the kidney.
search the contents of human urine from the internet.
discuss their findings from the internet and present in class.

Which waste product is excreted by the kidney? What are the main components of urine?

Active Integrated Science pg 115.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 115-116.
Posters.
Picture of the kidney stones.

Oral questions. Oral presentation. Written tests. Assessment rubric.

Living Things and Their Environment.

Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the ways of preventing kidney disorders.
Discuss the ways of preventing kidney disorders.
Prepare posters on ways of preventing kidney disorders.
Appreciate the ways of preventing kidney disorders.
lesson, be able to;
State the healthy lifestyles that promote healthy kidneys.
Discuss the healthy lifestyles that promote healthy kidneys.
Prepare posters on the healthy lifestyles that promote kidney health.
Desire to practice the healthy lifestyles to promote healthy kidneys.

In groups,pairs,learners are guided to;
study the pictures in learner's book and state the ways of preventing kidney disorders.
search the internet for additional information on the ways of preventing kidney disorders.
discuss the ways of preventing kidney disorders.
prepare educative posters both online and physical on ways of preventing kidney disorders.
In groups,learners are guided to;
brainstorm and present on the healthy lifestyle that promote healthy kidneys.
search for information from the internet or textbook on the healthy lifestyles that promote healthy kidneys.
discuss the healthy lifestyles that promote healthy kidneys.
prepare posters showing the healthy lifestyles that promote healthy kidneys.

How can we prevent kidney disorders?
Which healthy lifestyles habits can we practice to promote healthy kidneys?

Active Integrated Science pg 117-118.
Pictures.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 118.
Posters.
Active Integrated Science pg 119.
Internet.
Digital devices.
Posters.
Teacher's Notes.
Exercise books.
Active Integrated Science pg 117-119.

Assessment rubric. Observation. Oral questions. Project. Written tests.
Written tests. Assessment rubric. Checklists. Oral questions. Oral discussion.

Living Things and Their Environment.

Human Excretory System: Assessment.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Attempt assessment questions on the sub-strand: Human Excretory System.

In pairs or individually,learners are guided to;
answer the questions on the sub-strand: Human Excretory System.

Assessment books.
Active Integrated Science pg 122-123.
Teacher's Assessment Questions.

Written tests. Assessment rubric.