Mixtures, Elements and Compounds

Structure of the atom - The atom
Structure of the atom - Subatomic particles

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

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

- Discuss the meaning of the term 'atom' using dictionaries or digital resources
- Use digital media to observe animations on the structure of an atom
- Draw and discuss the structure of an atom

Why learn about the structure of the atom?

- Oxford Integrated Science pg. 2
- Chart showing the structure of an atom
- Dictionary
- Digital devices
- Oxford Integrated Science pg. 3
- Charts showing atomic structure
- Digital resources

- Observation - Oral questions - Written assignment

Mixtures, Elements and Compounds

Structure of the atom - Atomic number and mass number
Structure of the atom - Calculating mass number

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

- Explain atomic number
- Explain mass number
- Show interest in atomic numbers and mass numbers

- Determine the mass number of elements
- Calculate the number of neutrons in atoms
- Show interest in atomic calculations

- Discuss the meaning of atomic number and mass number
- Write atomic representations of elements
- Use charts to understand atomic numbers
- Work out the mass number of elements with peers
- Complete table showing atomic numbers and mass numbers
- Discuss isotopes

What do atomic number and mass number represent?
How do we calculate the number of neutrons in an atom?

- Oxford Integrated Science pg. 4
- Periodic table
- Charts
- Oxford Integrated Science pg. 5
- Periodic table
- Calculators

- Observation - Oral questions - Written test
- Written test - Observation - Oral questions

Mixtures, Elements and Compounds

Structure of the atom - Electron arrangement
Structure of the atom - Electron arrangement diagrams

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

- Explain electron arrangement in atoms
- Draw energy level diagrams
- Show interest in electron arrangement

- Discuss how electrons are arranged in energy levels
- Draw energy level diagrams
- Use digital media to observe animations on electron arrangement

How are electrons arranged in an atom?

- Oxford Integrated Science pg. 8
- Charts
- Digital resources
- Oxford Integrated Science pg. 9
- Periodic table

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Valence electrons

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

- Identify valence electrons in atoms
- Explain the significance of valence electrons
- Show interest in electron arrangement

- Identify valence electrons in electron arrangement diagrams
- Discuss the importance of valence electrons
- Use digital media to observe animations on valence electrons

What are valence electrons?

- Oxford Integrated Science pg. 10
- Charts
- Digital resources

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Classifying elements
Structure of the atom - Properties of metals and non-metals

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

- Classify elements as metals or non-metals based on electron arrangement
- Explain how electron arrangement determines metallic properties
- Show interest in classification of elements

- Study electron arrangements of different elements
- Group elements as metals or non-metals based on electron arrangement
- Discuss the relationship between electron arrangement and metallic properties

How can one distinguish metals and non-metals based on electron arrangement?

- Oxford Integrated Science pg. 11
- Periodic table
- Charts
- Oxford Integrated Science pg. 12

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Structure of the atom - Modelling atomic structure
Structure of the atom - Creating models

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

- Identify materials for modeling atomic structure
- Plan how to model atoms
- Show interest in atomic structure

- Create atomic models using local materials
- Label parts of the atomic model
- Appreciate atomic structure

- Identify locally available materials for modeling atoms
- Plan how to make models of atoms
- Collect materials needed for modeling
- Model atomic structures using locally available materials
- Label the components of the atomic models
- Display models in class

Which locally available materials can one use to model elements?
How can we model atomic structures of elements?

- Oxford Integrated Science pg. 13
- Local materials for modeling
- Charts
- Oxford Integrated Science pg. 13
- Local materials for modeling
- Softboard
- Glue

- Observation - Oral questions - Practical assessment
- Observation - Project work - Peer assessment

Mixtures, Elements and Compounds

Structure of the atom - Presenting models
Structure of the atom - Review

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

- Present models of atoms
- Explain components of atom models
- Show interest in atomic structure

- Present atomic models to class
- Explain the components represented in the models
- Discuss the structure of atoms using models

How can we model atomic structures effectively?

- Oxford Integrated Science pg. 14
- Completed atomic models
- Charts
- Oxford Integrated Science pg. 15
- Previous notes

- Observation - Oral presentation - Peer assessment

Mixtures, Elements and Compounds

Structure of the atom - Assessment

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

- Answer questions on atomic structure
- Calculate atomic properties
- Show confidence in knowledge of atomic structure

- Attempt questions on atomic structure
- Calculate atomic number, mass number, and number of neutrons
- Review and discuss solutions

How can we apply our knowledge of atomic structure?

- Oxford Integrated Science pg. 16
- Assessment questions
- Previous notes

- Written test - Observation - Oral questions

Mixtures, Elements and Compounds

Metals and alloys - Identifying metals and non-metals
Metals and alloys - Physical properties of metals

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

- Identify metals and non-metals in the environment
- Classify materials as metals or non-metals
- Show interest in classification of materials

- Observe various materials in the environment
- Classify materials as metals or non-metals
- Discuss the general properties of metals and non-metals

Why learn about metals and alloys?

- Oxford Integrated Science pg. 17
- Various metal and non-metal samples
- Charts
- Oxford Integrated Science pg. 18
- Metal samples
- Digital resources

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Colour of metals
Metals and alloys - Ductility and malleability

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

- Observe the colour of common metals
- Compare the appearance of different metals
- Appreciate the appearance of metals

- Define ductility and malleability
- Demonstrate ductility and malleability of metals
- Appreciate these properties of metals

- Observe the colours of various metals
- Polish metals using sandpaper or steel wool
- Discuss the colour of freshly cut sodium
- Look up meanings of 'ductile' and 'malleable'
- Demonstrate the stretching of copper wire
- Hammer aluminum and observe changes

What is the colour of common metals?
How do the properties of ductility and malleability make metals useful?

- Oxford Integrated Science pg. 19
- Metal samples
- Sandpaper/steel wool
- White tile
- Oxford Integrated Science pg. 19
- Metal samples
- Hammer
- Dictionary

- Observation - Oral questions - Written test
- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Metals and alloys - Thermal conductivity
Metals and alloys - Electrical conductivity

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

- Investigate thermal conductivity of metals
- Demonstrate the procedure for testing thermal conductivity
- Show interest in properties of metals

- Set up apparatus to test thermal conductivity
- Place candle wax on a metallic spatula and heat
- Observe and discuss results

Which experiment can one conduct to determine thermal conductivity of metals?

- Oxford Integrated Science pg. 20
- Metallic spatula
- Candle wax
- Source of heat
- Dry cells
- Connecting wires
- Bulb and holder
- Various materials

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Metals and alloys - State of metals

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

- Identify the state of metals at room temperature
- Explain that mercury is a liquid metal
- Summarize physical properties of metals

- Observe mercury in a thermometer
- Discuss the state of various metals at room temperature
- Create a summary of physical properties of metals

What is unique about mercury compared to other metals?

- Oxford Integrated Science pg. 21
- Thermometer containing mercury
- Charts
- Digital resources

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Alloy definition
Metals and alloys - Composition of brass and steel

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

- Define an alloy
- Identify common alloys in the environment
- Show interest in alloys

- Discuss the meaning of alloy
- Observe items made of alloys
- Read information about alloy compositions

What is an alloy?

- Oxford Integrated Science pg. 22
- Items made of alloys
- Textbooks
- Digital resources
- Items made of brass and steel

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Composition of bronze and stainless steel
Metals and alloys - Uses of metals

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

- Describe the composition of bronze
- Describe the composition of stainless steel and duralumin
- Appreciate composition of alloys

- Identify uses of metals in day-to-day life
- Explain why specific metals are used for certain purposes
- Appreciate the importance of metals

- Discuss the composition of bronze (copper and tin)
- Discuss the composition of stainless steel and duralumin
- Research alloy compositions using digital resources
- Discuss uses of sodium and magnesium
- Create tables showing uses of metals in daily life
- Research uses of metals using digital resources

What are stainless steel and duralumin made of?
What are the uses of different metals in daily life?

- Oxford Integrated Science pg. 23
- Items made of bronze and stainless steel
- Digital resources
- Textbooks
- Oxford Integrated Science pg. 23
- Digital resources
- Items made of metals
- Charts

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Uses of alloys
Metals and alloys - Value of metals and alloys

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

- Identify uses of alloys in day-to-day life
- Explain why specific alloys are used for certain purposes
- Appreciate the importance of alloys

- Discuss uses of brass, steel, and bronze
- Create tables showing uses of alloys in daily life
- Research uses of alloys using digital resources

What are the uses of different alloys in daily life?

- Oxford Integrated Science pg. 24
- Digital resources
- Items made of alloys
- Charts
- Textbooks
- Newspaper articles

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Rusting

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

- Explain what rusting is
- Investigate causes of rusting
- Show interest in the process of rusting

- Set up an experiment to investigate causes of rusting
- Observe iron nails in different conditions
- Discuss conditions necessary for rusting

What causes rusting of metals?

- Oxford Integrated Science pg. 25
- Iron nails
- Test tubes
- Test tube corks
- Olive oil
- Anhydrous calcium chloride

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Metals and alloys - Effects of rusting
Metals and alloys - Prevention of rusting

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

- Describe effects of rusting
- Explain the impact of rusting on objects
- Show interest in the effects of rusting

- Observe rusted objects
- Discuss the effects of rusting on appearance, strength, and conductivity
- Research effects of rusting using digital resources

How does rusting affect metal objects and their uses?

- Oxford Integrated Science pg. 26
- Rusted objects
- Digital resources
- Textbooks
- Oxford Integrated Science pg. 27
- Charts

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Summary
Metals and alloys - Assessment

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

- Summarize properties of metals
- Summarize composition and uses of alloys
- Show confidence in knowledge about metals and alloys

- Answer questions on metals and alloys
- Apply knowledge on properties and uses of metals and alloys
- Show confidence in knowledge about metals and alloys

- Review properties of metals
- Discuss composition and uses of alloys
- Create summary notes
- Attempt questions on metals and alloys
- Discuss solutions to questions
- Review key concepts

Why is knowledge about metals and alloys important in everyday life?
How does understanding metals and alloys help us in technology development?

- Oxford Integrated Science pg. 28
- Previous notes
- Charts
- Textbooks
- Oxford Integrated Science pg. 29
- Assessment questions
- Previous notes

- Observation - Oral questions - Written test
- Written test - Observation - Oral questions

Mixtures, Elements and Compounds

Water hardness - Physical properties of water
Water hardness - Taste of water

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

- Describe physical properties of water
- Investigate the colour and odour of water
- Show interest in properties of water

- Observe distilled water
- Investigate whether distilled water has colour and odour
- Discuss physical properties of water

Why learn about water hardness?

- Oxford Integrated Science pg. 30
- Distilled water
- Glass beakers
- Water from different sources
- Oxford Integrated Science pg. 31
- Water from different safe sources
- Clean cups
- Charts

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Boiling point of water

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

- Determine the boiling point of water
- Compare boiling points of water from different sources
- Show interest in properties of water

- Set up apparatus to determine boiling point
- Heat water and record temperature changes
- Compare boiling points of different water samples

How do impurities affect the boiling point of water?

- Oxford Integrated Science pg. 32
- Water samples
- Thermometer
- Boiling tube
- Source of heat

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Hard and soft water
Water hardness - Testing water hardness

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

- Define hard and soft water
- Distinguish between hard and soft water
- Show interest in water hardness

- Add soap to distilled water and tap water
- Observe lathering and formation of scum
- Discuss the difference between hard and soft water

Why is hard water preferred for drinking?

- Oxford Integrated Science pg. 33
- Distilled water
- Tap water
- Soap solution
- Beakers
- Oxford Integrated Science pg. 34
- Water samples
- Conical flasks
- Burette

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Differences between hard and soft water
Water hardness - Advantages of water

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

- Describe the differences between hard and soft water
- Explain the ions responsible for water hardness
- Appreciate differences between hard and soft water

- Outline advantages of soft water
- Outline advantages of hard water
- Show interest in applications of water

- Review results from previous experiment
- Discuss ions responsible for water hardness
- Summarize differences between hard and soft water
- Research advantages of soft and hard water
- Discuss findings in groups
- Present findings to class

What causes water to be hard?
What are the benefits of using soft water?

- Oxford Integrated Science pg. 34
- Previous experimental results
- Charts
- Digital resources
- Oxford Integrated Science pg. 35
- Digital resources
- Textbooks
- Charts

- Observation - Oral questions - Written test
- Observation - Oral questions - Group presentations

Mixtures, Elements and Compounds

Water hardness - Disadvantages of hard water
Water hardness - Methods of softening

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

- Outline disadvantages of hard water
- Explain effects of hard water on appliances
- Show interest in water hardness

- Research disadvantages of hard water
- Observe kettle with scale formation
- Discuss effects of hard water on soap usage

How does hard water affect household appliances?

- Oxford Integrated Science pg. 36
- Kettle with scale
- Digital resources
- Textbooks
- Oxford Integrated Science pg. 37
- Charts

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Softening by boiling

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

- Soften hard water by boiling
- Test effectiveness of boiling in water softening
- Apply water softening skills

- Boil hard water samples
- Test lathering ability before and after boiling
- Compare and discuss results

How effective is boiling in softening hard water?

- Oxford Integrated Science pg. 38
- Hard water samples
- Source of heat
- Soap solution
- Test tubes

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Softening by distillation
Water hardness - Softening using washing soda

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

- Soften hard water by distillation
- Test effectiveness of distillation in water softening
- Apply water softening skills

- Set up simple distillation apparatus
- Distill hard water
- Test lathering ability of distillate
- Compare and discuss results

How effective is distillation in softening hard water?

- Oxford Integrated Science pg. 39
- Hard water samples
- Distillation apparatus
- Soap solution
- Test tubes
- Oxford Integrated Science pg. 40
- Washing soda
- Filter funnel and paper

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Applications
Water hardness - Summary

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

- Describe applications of soft water in daily life
- Describe applications of hard water in daily life
- Appreciate the importance of water hardness knowledge

- Summarize physical properties of water
- Summarize differences between hard and soft water
- Show confidence in knowledge about water hardness

- Research applications of soft and hard water
- Discuss appropriate uses for each type of water
- Create posters showing applications
- Review physical properties of water
- Discuss differences between hard and soft water
- Create summary notes

How do we apply knowledge of water hardness in daily life?
Why is understanding water hardness important?

- Oxford Integrated Science pg. 41
- Digital resources
- Textbooks
- Charts
- Oxford Integrated Science pg. 43
- Previous notes
- Charts
- Textbooks

- Observation - Oral questions - Group presentations
- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Applications of knowledge
Water hardness - Assessment

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

- Apply knowledge on water hardness to solve problems
- Choose appropriate water for specific applications
- Show confidence in water hardness knowledge

- Present scenarios requiring water hardness knowledge
- Discuss solutions to real-life problems
- Create awareness materials on water hardness

How can we help others understand water hardness?

- Oxford Integrated Science pg. 43
- Previous notes
- Charts
- Real-life scenarios
- Oxford Integrated Science pg. 44
- Assessment questions

- Observation - Oral questions - Group presentations

Living Things and their Environment

Nutrition in plants - Parts of a leaf

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

- Identify the external parts of a leaf
- Draw and label the external parts of a leaf
- Show interest in the external parts of a leaf

- Collect leaves from different plants
- Observe the arrangement of leaves on plants
- Draw and label the external parts of a leaf

What are the external parts of a leaf?

- Oxford Integrated Science pg. 44
- Leaf specimens
- Charts showing leaf parts

- Observation - Oral questions - Drawings

Living Things and their Environment

Nutrition in plants - Internal structure of a leaf
Nutrition in plants - Adaptations of the leaf to photosynthesis

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

- Observe the internal structure of a leaf
- Identify the internal parts of a leaf
- Draw and label the internal parts of a leaf

- Mount a permanent slide on the stage of a light microscope
- Observe and identify the internal parts of a leaf
- Draw the transverse section of the leaf

How is a leaf structured internally?

- Oxford Integrated Science pg. 44
- Light microscope
- Permanent slide of leaf section
- Charts
- Oxford Integrated Science pg. 45
- Digital resources
- Charts showing leaf adaptations

- Observation - Drawings - Written questions

Living Things and their Environment

Nutrition in plants - Structure of chloroplast
Nutrition in plants - Process of photosynthesis

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

- Identify the parts of a chloroplast
- Draw and label the chloroplast
- Explain the functions of the parts of a chloroplast

- Describe the process of photosynthesis
- Explain the light and dark stages of photosynthesis
- Show interest in the process of photosynthesis

- Study charts showing chloroplast structure
- Identify parts of the chloroplast
- Discuss functions of each part
- Read and discuss content on photosynthesis
- Discuss what happens during light and dark stages
- Discuss the end products of photosynthesis

What is the structure of a chloroplast?
What happens during photosynthesis?

- Oxford Integrated Science pg. 46
- Charts showing chloroplast structure
- Digital resources
- Oxford Integrated Science pg. 47
- Digital resources
- Charts showing photosynthesis

- Observation - Drawings - Oral questions
- Oral questions - Written exercises - Discussion

Living Things and their Environment

Nutrition in plants - Testing for starch in a leaf
Nutrition in plants - Conditions necessary for photosynthesis (light)

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

- Test for the presence of starch in a leaf
- Explain the steps in testing for starch
- Appreciate the importance of testing for starch

- Collect a leaf exposed to sunlight
- Boil leaf in water and then in methylated spirit
- Test the leaf with iodine solution
- Observe and record results

How do we test for the presence of starch in a leaf?

- Oxford Integrated Science pg. 48
- Leaf specimens
- Methylated spirit
- Iodine solution
- Boiling tubes
- Heat source
- Oxford Integrated Science pg. 49
- Potted plant
- Aluminum foil
- Paper clips
- Materials for starch test

- Observation - Practical skills - Oral questions - Written report

Living Things and their Environment

Nutrition in plants - Conditions necessary for photosynthesis (carbon IV oxide)

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

- Show that carbon (IV) oxide is necessary for photosynthesis
- Set up an experiment to show carbon (IV) oxide is necessary
- Appreciate the importance of carbon (IV) oxide in photosynthesis

- Set up two potted plants: one enclosed with sodium hydroxide, one without
- Expose both to sunlight
- Test leaves for starch
- Compare results

Why is carbon (IV) oxide necessary for photosynthesis?

- Oxford Integrated Science pg. 50
- Potted plants
- Sodium hydroxide
- Polythene bags
- Rubber bands
- Materials for starch test

- Observation - Practical skills - Written report - Assessment rubrics

Living Things and their Environment

Nutrition in plants - Conditions necessary for photosynthesis (chlorophyll)
Nutrition in plants - Conditions necessary for photosynthesis (water)

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

- Show that chlorophyll is necessary for photosynthesis
- Test variegated leaves for starch
- Explain the importance of chlorophyll in photosynthesis

- Collect variegated leaves
- Test different parts of the leaf for starch
- Compare results from green and non-green parts
- Draw conclusions

Why is chlorophyll necessary for photosynthesis?

- Oxford Integrated Science pg. 51
- Variegated leaves
- Materials for starch test
- Oxford Integrated Science pg. 52
- Digital resources
- Textbooks

- Observation - Practical skills - Written report - Oral questions

Living Things and their Environment

Nutrition in plants - Importance of photosynthesis in nature
Nutrition in plants - Assessment

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

- Explain the importance of photosynthesis in nature
- Discuss how photosynthesis impacts the environment
- Appreciate the significance of photosynthesis

- Attempt questions on nutrition in plants
- Apply knowledge of photosynthesis to solve problems
- Show confidence in their understanding

- Discuss how photosynthesis provides oxygen
- Explain how photosynthesis provides food
- Discuss role in reducing carbon (IV) oxide
- Answer assessment questions on photosynthesis
- Discuss solutions to questions
- Review key concepts

What is the importance of photosynthesis in nature?
How does understanding photosynthesis help explain plant nutrition?

- Oxford Integrated Science pg. 53
- Digital resources
- Charts on importance of photosynthesis
- Oxford Integrated Science pg. 54
- Assessment questions
- Previous notes

- Oral questions - Written exercises - Group presentations
- Written test - Peer assessment - Oral questions

Living Things and their Environment

Nutrition in animals - Modes of nutrition
Nutrition in animals - Dentition in animals

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

- Outline different modes of nutrition in animals
- Differentiate between parasitic and saprophytic modes
- Show interest in modes of nutrition

- Search for information on modes of nutrition
- Discuss differences between modes of nutrition
- Identify examples of animals with different modes

How do different animals feed?

- Oxford Integrated Science pg. 58
- Reference textbooks
- Digital media
- Oxford Integrated Science pg. 59
- Models of different dentition
- Charts showing animal dentition
- Digital resources

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

Nutrition in animals - Types of teeth

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

- Identify different types of teeth in mammals
- Describe the structure and function of each type
- Draw different types of teeth

- Observe skull of cow/goat or human model
- Study charts showing different types of teeth
- Draw and label different types of teeth

What are the different types of teeth and their functions?

- Oxford Integrated Science pg. 61
- Model of human skull
- Charts showing types of teeth

- Observation - Drawings - Oral questions - Written exercises

Living Things and their Environment

Nutrition in animals - Human digestive system
Nutrition in animals - Digestion in the mouth and stomach

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

- Identify parts of the human digestive system
- Draw a well-labeled diagram of the digestive system
- Show interest in the human digestive system

- Study chart of human alimentary canal
- Identify parts of the digestive system
- Draw and label the digestive system

How is food digested in the human body?

- Oxford Integrated Science pg. 63
- Chart showing the human alimentary canal
- Model of human digestive system
- Oxford Integrated Science pg. 64
- Digital resources
- Charts showing digestion

- Observation - Drawings - Oral questions

Living Things and their Environment

Nutrition in animals - Digestion in small intestine
Nutrition in animals - Absorption and assimilation

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

- Describe digestion in the duodenum and ileum
- Explain the role of the liver and pancreas in digestion
- Show interest in the digestive process

- Describe absorption of digested food
- Explain assimilation in the body
- Show interest in nutrient utilization

- Discuss the role of bile and pancreatic juice
- Explain digestion in duodenum and ileum
- List the end products of digestion
- Discuss absorption in the small intestine
- Explain the role of villi in absorption
- Describe assimilation in the body

How is food digested in the small intestine?
How are digested food nutrients absorbed into the body?

- Oxford Integrated Science pg. 65
- Digital resources
- Charts showing digestion in small intestine
- Oxford Integrated Science pg. 66
- Digital resources
- Charts showing absorption

- Oral questions - Written exercises - Group presentations
- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Nutrition in animals - Egestion
Nutrition in animals - Importance of various modes of nutrition

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

- Explain the process of egestion
- Describe the fate of indigestible food substances
- Appreciate the role of egestion in nutrition

- Discuss the fate of undigested and indigestible food
- Explain how waste is processed in the colon
- Describe the importance of proper waste elimination

What happens to indigestible food substances?

- Oxford Integrated Science pg. 67
- Science textbooks
- Digital resources
- Oxford Integrated Science pg. 68

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Nutrition in animals - Assessment

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

- Attempt questions on nutrition in animals
- Apply knowledge to explain animal nutrition
- Show confidence in their understanding

- Answer assessment questions on animal nutrition
- Discuss solutions to questions
- Review key concepts

How does understanding animal nutrition help explain food processing?

- Oxford Integrated Science pg. 68
- Assessment questions
- Previous notes

- Written test - Peer assessment - Oral questions