Mixtures, Elements and Compounds

Structure of the atom - The atom

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

In groups, learners are guided to:
- 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

- Observation - Oral questions - Written assignment

Mixtures, Elements and Compounds

Structure of the atom - Subatomic particles
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:

- Identify the subatomic particles in an atom
- Describe the location of protons, neutrons, and electrons in an atom
- Appreciate the composition of an atom

In groups, learners are guided to:
- Study diagrams of the atom
- Identify different particles found in an atom
- Discuss the properties of protons, neutrons, and electrons

What is an atom?

- Oxford Integrated Science pg. 3
- Charts showing atomic structure
- Digital resources
- Oxford Integrated Science pg. 4
- Periodic table
- Charts
- Oxford Integrated Science pg. 5
- Calculators

- Observation - Oral questions - Written test

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

In groups, learners are guided to:
- 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
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:

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

In groups, learners are guided to:
- 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
- Oxford Integrated Science pg. 11
- Periodic table
- 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
Structure of the atom - Presenting 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

In groups, learners are guided to:
- Identify locally available materials for modeling atoms
- Plan how to make models of atoms
- Collect materials needed for modeling

Which locally available materials can one use to model elements?

- Oxford Integrated Science pg. 13
- Local materials for modeling
- Charts
- Softboard
- Glue
- Oxford Integrated Science pg. 14
- Completed atomic models

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Structure of the atom - Review
Structure of the atom - Assessment

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

- Summarize key concepts about atomic structure
- Relate atomic structure to properties of elements
- Show interest in atomic structure

In groups, learners are guided to:
- Review key concepts about atoms
- Discuss the relationship between atomic structure and properties of elements
- Create summary notes

How does atomic structure determine the properties of elements?

- Oxford Integrated Science pg. 15
- Previous notes
- Charts
- Oxford Integrated Science pg. 16
- Assessment questions

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

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

In groups, learners are guided to:
- 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
- Oxford Integrated Science pg. 19
- Sandpaper/steel wool
- White tile

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Ductility and malleability
Metals and alloys - Thermal conductivity
Metals and alloys - Electrical conductivity

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

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

In groups, learners are guided to:
- Look up meanings of 'ductile' and 'malleable'
- Demonstrate the stretching of copper wire
- Hammer aluminum and observe changes

How do the properties of ductility and malleability make metals useful?

- Oxford Integrated Science pg. 19
- Metal samples
- Hammer
- Dictionary
- 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
Metals and alloys - Alloy definition

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

In groups, learners are guided to:
- 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
- Oxford Integrated Science pg. 22
- Items made of alloys
- Textbooks

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Metals and alloys - Composition of brass and steel
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 brass
- Describe the composition of steel
- Appreciate composition of alloys

In groups, learners are guided to:
- Discuss the composition of brass (copper and zinc)
- Discuss the composition of steel (iron and carbon)
- Research alloy compositions using digital resources

What is the composition of common alloys?

- Oxford Integrated Science pg. 22
- Items made of brass and steel
- Digital resources
- Textbooks
- Oxford Integrated Science pg. 23
- Items made of bronze and stainless steel
- 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
Metals and alloys - Rusting

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

In groups, learners are guided to:
- 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
- Oxford Integrated Science pg. 25
- Iron nails
- Test tubes
- Test tube corks
- Olive oil
- Anhydrous calcium chloride

- Observation - Oral questions - Written test

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

In groups, learners are guided to:
- 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
Water hardness - Physical properties of water

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

In groups, learners are guided to:
- Review properties of metals
- Discuss composition and uses of alloys
- Create summary notes

Why is knowledge about metals and alloys important in everyday life?

- Oxford Integrated Science pg. 28
- Previous notes
- Charts
- Textbooks
- Oxford Integrated Science pg. 29
- Assessment questions
- Oxford Integrated Science pg. 30
- Distilled water
- Glass beakers
- Water from different sources

- Observation - Oral questions - Written test

Mixtures, Elements and Compounds

Water hardness - Taste of water
Water hardness - Boiling point of water
Water hardness - Hard and soft water

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

- Investigate whether water has a taste
- Compare taste of water from different sources
- Show interest in properties of water

In groups, learners are guided to:
- Taste water from different safe sources
- Compare the taste of water from different sources
- Discuss why water may have different tastes

Does water have a taste?

- Oxford Integrated Science pg. 31
- Water from different safe sources
- Clean cups
- Charts
- Oxford Integrated Science pg. 32
- Water samples
- Thermometer
- Boiling tube
- Source of heat
- Oxford Integrated Science pg. 33
- Distilled water
- Tap water
- Soap solution
- Beakers

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Water hardness - Testing water hardness
Water hardness - Differences between hard and soft water

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

- Test water hardness using soap
- Compare lathering ability of different water samples
- Show interest in water hardness

In groups, learners are guided to:
- Set up apparatus to test water hardness
- Add soap solution to different water samples
- Record and compare results

How can one distinguish between hard and soft water?

- Oxford Integrated Science pg. 34
- Water samples
- Soap solution
- Conical flasks
- Burette
- Previous experimental results
- Charts
- Digital resources

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

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

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

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

In groups, learners are guided to:
- Research advantages of soft and hard water
- Discuss findings in groups
- Present findings to class

What are the benefits of using soft water?

- Oxford Integrated Science pg. 35
- Digital resources
- Textbooks
- Charts
- Oxford Integrated Science pg. 36
- Kettle with scale
- Oxford Integrated Science pg. 37

- Observation - Oral questions - Group presentations

Mixtures, Elements and Compounds

Water hardness - Softening by boiling
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 boiling
- Test effectiveness of boiling in water softening
- Apply water softening skills

In groups, learners are guided to:
- 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
- Oxford Integrated Science pg. 39
- Distillation apparatus
- 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

In groups, learners are guided to:
- Research applications of soft and hard water
- Discuss appropriate uses for each type of water
- Create posters showing applications

How do we apply knowledge of water hardness in daily life?

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

- Observation - Oral questions - Group presentations

Mixtures, Elements and Compounds
Living Things and their Environment

Water hardness - Applications of knowledge
Water hardness - Assessment
Nutrition in plants - Parts of a leaf

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

In groups, learners are guided to:
- 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
- Leaf specimens
- Charts showing leaf parts

- Observation - Oral questions - Group presentations

Living Things and their Environment

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

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

In groups, learners are guided to:
- 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
- Oxford Integrated Science pg. 46
- Charts showing chloroplast structure

- Observation - Drawings - Written questions

Living Things and their Environment

Nutrition in plants - Process of photosynthesis
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:

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

In groups, learners are guided to:
- Read and discuss content on photosynthesis
- Discuss what happens during light and dark stages
- Discuss the end products of photosynthesis

What happens during photosynthesis?

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

- Oral questions - Written exercises - Discussion

Living Things and their Environment

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

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

In groups, learners are guided to:
- 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
- Oxford Integrated Science pg. 51
- Variegated leaves

- Observation - Practical skills - Written report - Assessment rubrics

Living Things and their Environment

Nutrition in plants - Conditions necessary for photosynthesis (water)
Nutrition in plants - Importance of photosynthesis in nature
Nutrition in plants - Assessment

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

- Discuss the importance of water in photosynthesis
- Explain how lack of water affects photosynthesis
- Show interest in scientific discussions

In groups, learners are guided to:
- Discuss the role of water in photosynthesis
- Explain effects of water deficiency on plants
- Research role of water during photosynthesis

How does water affect photosynthesis?

- Oxford Integrated Science pg. 52
- Digital resources
- Textbooks
- Oxford Integrated Science pg. 53
- Charts on importance of photosynthesis
- Oxford Integrated Science pg. 54
- Assessment questions
- Previous notes

- Oral questions - Written exercises - Discussion

Living Things and their Environment

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

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

In groups, learners are guided to:
- 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
- Oxford Integrated Science pg. 61
- Model of human skull
- Charts showing types of teeth

- Oral questions - Written exercises - Group presentations

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

In groups, learners are guided to:
- 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
Nutrition in animals - Egestion

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

In groups, learners are guided to:
- Discuss the role of bile and pancreatic juice
- Explain digestion in duodenum and ileum
- List the end products of digestion

How is food digested in the small intestine?

- Oxford Integrated Science pg. 65
- Digital resources
- Charts showing digestion in small intestine
- Oxford Integrated Science pg. 66
- Charts showing absorption
- Oxford Integrated Science pg. 67
- Science textbooks

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

Nutrition in animals - Importance of various modes of nutrition
Nutrition in animals - Assessment
Reproduction in plants - Parts of a flower

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

- Discuss the importance of various modes of nutrition
- Explain roles of various modes in the ecosystem
- Show interest in nutritional diversity

In groups, learners are guided to:
- Read and discuss information on nutrition modes
- Discuss importance of parasitic, symbiotic, and holozoic nutrition
- Present findings to class

Why are different modes of nutrition important?

- Oxford Integrated Science pg. 68
- Science textbooks
- Digital resources
- Assessment questions
- Previous notes
- Oxford Integrated Science pg. 71
- Flower specimens
- Hand lens
- Chart showing flower parts

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

Reproduction in plants - Functions of flower parts
Reproduction in plants - Types of pollination

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

- Explain functions of different flower parts
- Match flower parts with their functions
- Show interest in structure-function relationship

In groups, learners are guided to:
- Match each part with its correct function
- Discuss functions of flower parts
- Group parts based on their roles

What is the function of each flower part?

- Oxford Integrated Science pg. 72
- Charts showing flower parts
- Flower specimens
- Oxford Integrated Science pg. 73
- Charts showing pollination
- Digital resources

- Oral questions - Written exercises - Matching activities

Living Things and their Environment

Reproduction in plants - Adaptations to insect pollination
Reproduction in plants - Adaptations to wind pollination
Reproduction in plants - Effects of agrochemicals on pollination

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

- Identify adaptations of flowers to insect pollination
- Explain how these adaptations aid pollination
- Show interest in plant-insect interactions

In groups, learners are guided to:
- Collect insect-pollinated flowers
- Observe and identify adaptations
- Dissect flowers to examine adaptations
- Draw and label insect-pollinated flowers

How are flowers adapted to insect pollination?

- Oxford Integrated Science pg. 74
- Insect-pollinated flowers
- Hand lens
- Charts
- Oxford Integrated Science pg. 75
- Wind-pollinated flowers (grass)
- Charts showing wind pollination
- Oxford Integrated Science pg. 76
- Science textbooks
- Magazines
- Digital resources

- Observation - Drawings - Oral questions - Written report

Living Things and their Environment

Reproduction in plants - Fertilization in flowering plants
Reproduction in plants - Seed and fruit formation
Reproduction in plants - Fruit and seed dispersal

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

- Describe fertilization in flowering plants
- Explain the process of pollen tube growth
- Appreciate the complexity of fertilization

In groups, learners are guided to:
- Read and discuss fertilization process
- Explain pollen tube growth and gamete fusion
- Describe steps from pollination to fertilization

How does fertilization occur in flowering plants?

- Oxford Integrated Science pg. 77
- Charts showing fertilization
- Digital resources
- Oxford Integrated Science pg. 78
- Charts showing fruit development
- Fruit specimens
- Oxford Integrated Science pg. 80
- Various fruits and seeds
- Charts showing dispersal methods

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Importance of fruit and seed dispersal
Reproduction in plants - Role of flowers in nature

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

- Discuss the importance of fruit and seed dispersal
- Explain benefits to plant survival
- Show interest in plant reproduction strategies

In groups, learners are guided to:
- Observe plants in locality
- Compare plants with seedlings near and far
- Discuss benefits of dispersal
- Relate dispersal to survival

Why is fruit and seed dispersal important?

- Oxford Integrated Science pg. 82
- Plants in school compound
- Pictures of seedling distribution
- Oxford Integrated Science pg. 83
- Digital resources
- Flower specimens

- Oral questions - Written exercises - Group discussions

Living Things and their Environment

Reproduction in plants - Assessment
The interdependence of life - Biotic components
The interdependence of life - Interrelationships between biotic components

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

- Attempt questions on reproduction in plants
- Apply knowledge to explain plant reproduction
- Show confidence in their understanding

In groups, learners are guided to:
- Answer assessment questions on plant reproduction
- Discuss solutions to questions
- Review key concepts

How does understanding plant reproduction help explain biodiversity?

- Oxford Integrated Science pg. 84
- Assessment questions
- Previous notes
- Oxford Integrated Science pg. 91
- School compound
- Digital resources
- Oxford Integrated Science pg. 92
- English dictionary
- Photographs of interactions

- Written test - Peer assessment - Oral questions

Living Things and their Environment

The interdependence of life - Effects of biotic factors
The interdependence of life - Abiotic components
The interdependence of life - Energy flow (Food chains)

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

- Explain effects of biotic factors on organisms
- Discuss parasitism, competition, predation and symbiosis
- Show interest in ecological relationships

In groups, learners are guided to:
- Read and discuss effects of biotic factors
- Explain how different relationships affect organisms
- Present findings to class

How do biotic factors affect living organisms?

- Oxford Integrated Science pg. 94
- Science textbooks
- Digital resources
- Oxford Integrated Science pg. 96
- Photographs of plants in different environments
- Oxford Integrated Science pg. 99
- School neighborhood
- Charts showing food chains

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

The interdependence of life - Energy flow (Food webs)
The interdependence of life - Role of decomposers

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

- Construct simple food webs
- Link food chains to form a food web
- Appreciate the complexity of energy flow

In groups, learners are guided to:
- Read story about feeding relationships
- Identify organisms at different trophic levels
- Construct multiple food chains
- Link food chains to form a web

How are food chains interconnected in an ecosystem?

- Oxford Integrated Science pg. 100
- Charts showing food webs
- Digital resources
- Oxford Integrated Science pg. 102
- Pictures of decomposition

- Drawings - Written exercises - Oral questions

Living Things and their Environment

The interdependence of life - Recycling nutrients
The interdependence of life - Effects of human activities
The interdependence of life - Effects of human activities on environment

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

- Discuss importance of decomposers in recycling nutrients
- Explain how nutrients are recycled
- Appreciate the role of recycling in ecosystems

In groups, learners are guided to:
- Study nutrient recycling cycles
- Identify producers, consumers and decomposers
- Explain how nutrients return to the soil
- Discuss role of decomposers in element cycles

How do decomposers help in recycling nutrients?

- Oxford Integrated Science pg. 102
- Chart showing nutrient recycling
- Science textbooks
- Oxford Integrated Science pg. 103
- Charts showing human activities
- Photographs
- Digital resources
- Oxford Integrated Science pg. 104
- Journals

- Oral questions - Written exercises - Group presentations

Living Things and their Environment

The interdependence of life - Importance of interdependence
The interdependence of life - Assessment

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

- Discuss importance of interdependence
- Explain benefits of living and non-living interactions
- Appreciate the significance of interdependence

In groups, learners are guided to:
- Read conversation about interdependence
- Identify importance of living and non-living interactions
- Discuss benefits of interdependence
- Present findings to class

Why is the interdependence between living and non-living components important?

- Oxford Integrated Science pg. 105
- Digital resources
- Science textbooks
- Oxford Integrated Science pg. 107
- Assessment questions
- Previous notes

- Oral questions - Written exercises - Group presentations