Displaying items by tag: Scheme of work

SULPHUR AND ITS COMPOUNDS

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

• To describe extraction of sulphur by Frasch process

• Illustrate and discuss extraction of sulphur.

• Chart-the Frasch process.

KLB BOOK 3
page 180-181

Longhorn Book 3  page 126-129

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

• To identify allotropes of sulphur.

• To describe preparation of allotropes of sulphur.

• Discussion and exposition of new concepts. 

KLB BOOK 3
page 182-183

Longhorn Book 3  page 126-129

Physical properties of sulphur.

Heating of sulphur.

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

• To list physical properties of sulphur.
  
  
• To describe effects of heat on sulphur.

• Class experiment:
  
  
• Solubility of sulphur in water, benzene, e.t.c. 
  
  
• Class experiments:
  
  
• Heating sulphur gently then strongly.
  
  
• Discuss the observations.

KLB BOOK 3
page 184

Longhorn Book 3  page 253-255

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

• To investigate and describe chemical properties of sulphur.

• Group experiments.
  
  
• Discuss observations.
  
  
• Write corresponding equations.

KLB BOOK 3page 188-190

Longhorn Book 3  page 256-258

Uses of sulphur.

 Sulphur dioxide.

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

• Describe lab. preparation of sulphur dioxide.

• Teacher elucidates uses of sulphur.
  
  
• Teacher demonstration:-Preparation of sulphur dioxide in a fume chamber/in the open.
  
  
• Carrying out tests on the gas.

KLB BOOK 3
page 191-192

Longhorn Book 3  page 258

Physical properties of sulphur dioxide.

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

• To list down physical properties of sulphur dioxide.

• Discuss the above tests.

KLB BOOK 3
page 193

Longhorn Book 3  page 262-263

Acidic properties of SO₂

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

• To carry out experiments to determine bleaching properties of SO₂.

• Teacher demonstration to verify acidic properties of sulphur dioxide.
  
  
• Write equations.

KLB BOOK 3
page 193

Longhorn Book 3  page 262-263

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

• To verify reducing action of SO₂

• Class experiments: make observations and draw conclusions.
  
  
• Write balanced corresponding equations.

• Experimental worksheets.

KLB BOOK 3
page 195

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

• To carry out experiments to determine bleaching properties of SO₂.

• Discuss the observations made above.
  
  
• Write corresponding equations.

KLB BOOK 3
page 194

Longhorn Book 3  page 263-264

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

• To explain Oxidizing action of SO₂.

• Q/A: review redox reactions.
  
  
• Teacher demonstration: - Lowering magnesium into a jar of SO₂; effect of SO₂ on hydrogen sulphide.
  
  
• Discuss observations.
  
  
• Write equations for the reactions.

• Burning magnesium.
  
  
• Hydrogen sulphide.

KLB BOOK 3
page 198-199

Longhorn Book 3  page 266-267

Sulphate and sulphite ions.

Uses of SO₂.

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

• To carry out tests for Sulphate and sulphite ions.
  
  
• State uses of SO₂.

• Class experiments.
  
  
• Make deductions from the observations made.
  
  
• Write (ionic) equations for the reactions.
  
  
• Teacher elucidates uses of SO₂.

• Sodium sulphate
  
  
• Barium chloride
  
  
• Barium nitrate

KLB BOOK 3
page 200

Longhorn Book 3  page 268-269

Sulphuric acid.

Contact process of manufacture.

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

• To identify raw materials for manufacture of sulphuric acid.
  
  
• To describe the contact process.

• Discussion using schematic
  
  
• Flow charts.
  
  
• Writing equations.

• Chart-schematic
  
  
• Flow charts.

KLB BOOK 3
page 201-203

Longhorn Book 3  page 275-276

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

• Investigate properties of concentrated H₂SO₄.

• Class / group experiments on worksheets.
  
  
• Enter results in a table.

KLB BOOK 3
page 203-204

Longhorn Book 3  page 274-275

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

• Describe properties of conc. H₂SO₄.

• Discuss above observations.
  
  
• Write relevant equations.

KLB BOOK 3
page 204

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

• To dilute concentrated sulphuric acid.
  
  
• State physical properties of sulphuric acid.

• Teacher demonstration – diluting concentrated sulphuric acid.
  
  
• Discuss use of concentrated sulphuric acid as a drying and dehydrating agent.

• Concentrated sulphuric acid.

KLB BOOK 3
page 205

Longhorn Book 3  page 274-275

Chemical properties of Sulphuric acid.

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

• To write equations to show that concentrated sulphuric acid is a drying and dehydrating agent.
  
  
• To describe reactions of dilute H₂SO₄ with metals.

• Discussion and explanations.
• Group experiments – reaction of metals with  dilute H₂SO₄,
  
  
• Make observations and relevant deductions; writing corresponding equations.

• Magnesium
  
  
• zinc
  
  
• copper 

KLB BOOK 3
page 206

Longhorn Book 3  page 276-278

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

• To investigate reaction of dilute H₂SO₄ with  carbonates and hydrogen carbonates.

• Class experiments.
  
  
• Making  tabulated observations.

KLB BOOK 3
page 208

Longhorn Book 3  page 279-280

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

• To describe reaction of dilute H₂SO₄ with  carbonates and hydrogen carbonates. 

•  Discussion,
  
  
• writing relevant equations.

KLB BOOK 3
page 208

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

• To investigate reaction of dilute H₂SO₄ with metal oxides and hydroxides. 

• Class experiments.
  
  
• Observing colour changes.

• Oxides of magnesium, zinc, copper.
  
  
• NaOH Solution.

KLB BOOK 3
page 210

Longhorn Book 3  page 287-288

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

• To explain reactions of dilute H₂SO₄ with metal oxides and hydroxides. 

• Discussion, writing relevant chemical equations.

KLB BOOK 3
page 211

Hydrogen sulphide.

 Preparation of the gas.

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

• To describe preparation of hydrogen sulphide.
  
  
• To state properties of the gas.

• Theoretical / descriptive approach.
  
  
• Writing corresponding equations.
  
  
• Discuss physical properties of the gas and reaction of the gas with oxygen.

KLB BOOK 3
page 210

Longhorn Book 3  page 289-290

Reaction of the gas with water.

 Reducing properties of the gas.

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

• To write equations for reaction of the gas with water.
  
  
•  To demonstrate reducing properties of the gas.

• Writing chemical equations for the reactions.

KLB BOOK 3
page 212

Longhorn Book 3  page 291-292

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

• To explain environmental pollution caused by sulphur and its compounds.

• Discussion and explanation.

KLB BOOK 3
page 214

Longhorn Book 3  page 293-295

CHLORINE  & ITS COMPOUNDS

 Lab preparation of chlorine gas.

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

• Describe laboratory preparation of chlorine gas.

• Teacher demonstration  – gas preparation tests on the gas.

• Concentrated hydrochloric acid
  
  
• Manganese (IV) oxide.

KLB BOOK 3
page 219

Longhorn Book 3  page 298-299

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

• State physical properties of chlorine.

• Q/A: Relate the properties to the method of collection of the gas.
  
  
• Write equations for the reaction leading to formation of chlorine.

KLB BOOK 3
page 220

Longhorn Book 3  page 301

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

• To investigate and explain reaction of chlorine with water.

• Teacher demonstration:
  
  
• Writing chemical equations.

• Moist blue litmus papers.

KLB BOOK 3
page 222

Longhorn Book 3  page 301-302

Chemical properties of chlorine

Reaction with metals

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

• To investigate and explain reaction of chlorine with metals / non-metals.

• Teacher demonstration:
  
  
• Discussion. 
  
  
• Writing chemical equations.

KLB BOOK 3
page 224-225

Longhorn Book 3  page 303-305

Chemical properties of chlorine

Reaction with metals

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

• To investigate and explain reaction of chlorine with metals / non-metals.

• Teacher demonstration:
  
  
• Discussion. 
  
  
• Writing chemical equations.

KLB BOOK 3
page 224-225

Longhorn Book 3  page 303-305

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

• To investigate and explain reaction of chlorine with reducing a gents.

• Group experiments.
  
  
• Discuss and explain observations made.
  
  
• Write corresponding chemical equations.

• Experiment Worksheets.

KLB BOOK 3
page 226-227

Longhorn Book 3  page 307-308

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

• To investigate and explain reaction of chlorine with alkalis.

• Teacher demonstration: Bubbling chlorine with dilute cold / hot NaOH solution.
  
  
• Make observations and account for them.

• Cold and hot NaOH solutions.

KLB BOOK 3
page 228

Longhorn Book 3  page 313-314

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

• To carry out tests for chlorides.

• Class experiments.
  
  
• Discuss observations, results.
  
  
• Write chemical equations for the reactions.

• Experiment Worksheets.
  
  
• Zinc chloride, litmus paper,
  
  
• Concentrated Sulphuric acid. 

KLB BOOK 3
page 230

Longhorn Book 3  page 318-319

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

• To carry out tests for chlorides.

• Class experiments.
  
  
• Discuss observations, results.
  
  
• Write chemical equations for the reactions.

• Experiment Worksheets.
  
  
• Zinc chloride,
  
  
• litmus paper,
  
  
• concentrated Sulphuric acid. 

KLB BOOK 3
page 230

Longhorn Book 3  page 318-319

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

• To state uses of chlorine.

• Teacher elucidates uses of chlorine.

KLB BOOK 3
page 231

Longhorn Book 3  page 320

Hydrogen chloride gas: Lab preparation and Physical properties.

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

• To describe Lab. prep of hydrogen chloride gas.
  
  
• To investigate and state physical properties of hydrogen chloride gas.

• Teacher demonstration.
  
  
• Carry out tests on the gas and deduce the properties of the gas.

•  Sodium chloride crystals,
  
  
• Concentrated H₂SO₄

KLB BOOK 3
page 232

Longhorn Book 3  page 323-324

• Aqueous hydrogen chloride.

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

• To prepare aqueous hydrogen chloride.

• Class experiment leading to deduction of chemical properties of hydrogen chloride gas.

• Distilled water

KLB BOOK 3
page 234

• Further chemical properties of hydrogen chloride gas.

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

• To determine chemical properties of hydrogen chloride gas.
  
  
• To carry out confirmatory test for hydrogen chloride gas

• Class experiment leading to deduction of  further chemical properties of hydrogen chloride gas / confirmatory test for hydrogen chloride gas.

• Ammonia solution.

KLB BOOK 3
page 235

Longhorn Book 3  page 327-331

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

• Identify raw materials for manufacture of hydrochloric acid in large scale.
  
  
• Describe the manufacturing process.
  
  

• Discussion giving relevant equations

KLB BOOK 3
page 237

Longhorn Book 3  page 330

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

• To state uses of hydrochloric acid.

• Brief discussion.

KLB BOOK 3
page 237

Longhorn Book 3  page 331

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

• To explain effects of hydrochloric acid on the environment.

• Discussion and explanation. 
  
  
• Assignment.

KLB BOOK 3
page 238

Longhorn Book 3  page 334-338

TEACHING/ LEARNING

ACTIVITIES

TEACHING

MATERIALS

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

• Outline the ecological requirements of sorghum.
  
  
• Identify some varieties of finger millet.
  
  
• Describe selection and preparation of planting materials.

• Discussion;
  
  
• Exposition;
  
  
• Probing questions.

• Finger millet

KLB BK III

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

• Discuss field operations, pest and disease control.

• Examine sorghum attacked by  pests / diseases.

• Discussion

• Sorghum attacked by pests / diseases.

KLB BK III

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

• Outline the ecological requirements for beans.
  
  
• Identify some varieties of beans.

• Exposition and probing questions.

KLB BK III

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

• Discuss field operations, pest and disease control.

• Examine beans attacked by  pests / diseases.
  
  
• Brain storming;
  
  
• Discussion.

• Bean plants attacked by pests / diseases.

KLB BK III

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

• Outline the ecological requirements for beans.
  
  
• Identify some varieties of rice.

• Exposition and probing questions.

KLB BK III

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

• Discuss field operations, pest and disease control.

• Brain storming;
  
  
• Discussion.

• Bean plants attacked by pests / diseases.

KLB BK III

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

• Describe harvesting of pyrethrum.

• Exposition and probing questions.

• Pyrethrum shrubs

KLB BK III

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

• Describe harvesting of sugarcane.

• Exposition and probing questions.

KLB BK III

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

• Describe harvesting of coffee and tea.

• Exposition and probing questions.
  
  
• Brainstorming

KLB BK III

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

• Outline criteria for classifying pastures.

• Exposition and probing questions.

•  Common types of grass

KLB BK III

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

• Outline methods of sowing pasture crop.
• Describe field practices for pasture establishment.

• Brain storming,
  
  
• Discussion.

KLB BK III

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

• Cite reasons for weed control.
  
  
• Cite reasons for topdressing.

• Brain storming
  
  
• Discussion.

KLB BK III

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

• State effects of early  / late defoliation.

• Probing questions
  
  
• Exposition
  
  
• Discussion

KLB BK III

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

• State advantages of rotational grazing systems.

• Brain storming
  
  
• Discussion on paddocking, strip grazing, tethering.

KLB BK III

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

• State advantages of zero grazing / stall feeding.

• Brain storming
  
  
• Discussion.

KLB BK III

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

• Outline the ecological requirements for Napier grass.
  
  
• Describe establishment of  Napier grass.

• Expository and descriptive approaches.

•  Napier grass strands

KLB BK III

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

• Outline the ecological requirements for Guatemala.
  
  
• Describe establishment of  Guatemala.

• Brain storming,
  
  
• Discussion.

•  Guatemala strands

KLB BK III

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

• Outline the ecological requirements for Kenya white clover.
  
  
• Describe establishment of  Kenya white clover.

• Brain storming
  
  
• Discussion.

•  Kenya white clover strands

KLB BK III

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

• Outline the ecological requirements for Lucerne / desmodium.
  
  
• Describe establishment of  Lucerne / desmodium. 

• Q/A & brief discussion
  
  
• Exposition.

•  Lucerne strands

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

•  Cite reasons for conserving forge.
  
  
• Outline methods of conserving forage.

• Discussion on hay / silage  making and silos.

KLB BK III

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

• Discuss the principles of conservation of forage.
  
  
• State characteristics of quality silage.

• Brief discussion with exposition of new concepts

KLB BK III

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

• Calculate silage requirements in dry matter. 

• Expositions
  
  
• Calculations

•  Calculators

KLB BK III

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

• Identify conditions that help in observing disease symptoms.
  
  
• Identify some disease predisposing factors 

• Brain storming
  
  
• Discussion.
  
  
• Q/A to review disease and health

KLB BK III

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

• Define the terms incubation period, mortality, natural and artificial immunity.

• Probing questions
  
  
• Brief discussion.

KLB BK III

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

•  Give examples of  protozoan diseases.
  
  
• Identify symptoms of specific  diseases.
  
  
• Cite control measures.

• Discussion on ECF, anaplasmolysis, nagana, coccidiosis.

KLB BK III

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

Give examples of  bacterial diseases.

• Identify symptoms of specific  diseases.
  
  
• Cite control measures.
  
  
• Identify animals affected by bacterial diseases.

• Discussion on mastitis. Foot rot, contagious abortion, black quarter, scours, anthrax, pneumonia.

KLB BK III

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

• Give examples of viral diseases.
  
  
• Identify symptoms of specific  diseases.
  
  
• Cite control measures.
  
  
• Identify animals affected by viral  diseases.

• Discussion on rinderpest, Newcastle, gumboro, foot and mouth disease, fowl pox.

KLB BK III

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

• Cite symptoms of milk fever.

• Explain control and treatment of milk fever. 

• Brain storming
  
  
• Brief Discussion.

KLB BK III

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

• Cite symptoms of milk fever.

• Explain control and treatment of milk fever. 

• Brain storming
  
  
• Brief Discussion.

KLB BK III

LESSON/TEACHING

AIDS

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

• Sketch electric field patterns around charged bodies

• Discussion on electric field patterns
  
  
• Observing and plotting field patterns

• Charts on magnetic fields

Comprehensive secondary physics students book 3 pages 76-77

Comprehensive secondary physics teachers book 3 pages 34-39

Secondary physics KLB students book 3 page 222-225

Physics made easier vol. 2 pages 76-77

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

• Describe charge distribution on conductors: Spherical and pear shaped conductors

• Discussions on charge distribution on conductors
  
  
• Experiment is demonstrated/illustrate charge distribution on conductors

• Vande Graaf generator
  
  
• Chart showing charge distribution on different conductors
  
  
• Gold leaf electroscope

Comprehensive secondary physics students book 3 pages 77-78

Comprehensive secondary physics teachers book 3 pages 34-39

Secondary physics KLB students book 3 page 225-228

Physics made easier vol. 2 pages 77-78

Lighting arrestor

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

• Explain how lightning arrestor works

• Discussions on the lighting arrestor

• Explanations on the lighting arrestor

• Improvised lighting arrestor
  
  
• Photographs of lightning arrestor

Comprehensive secondary physics students book 3 pages 79-80

Comprehensive secondary physics teachers book 3 pages 34-39

Secondary physics KLB students book 3 page 229-230

Physics made easier vol. 2 pages 79

• Secondary physics (M.N Patel) pages 155

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

• Define capacitance and state its SI units
  
  
• Describe the charging and discharging of a capacitor
  
  
• State and explain the factors that affect the capacitance of a parallel plate capacitor

• Experiments on charging and discharging capacitor

• Discussion on factors affecting capacitance

• Defining capacitance

• Complete circuits
  
  
• Capacitors

Comprehensive secondary physics students book 3 pages 80-82

Comprehensive secondary physics teachers book 3 pages 34-39

Secondary physics KLB students book 3 page 230-237

Physics made easier vol. 2 pages 79-80

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

• Derive the effective capacitance of capacitors in series and parallel

• Deriving effective capacitance of capacitors in series and parallel

• Solving problems

• Discussion in the effective capacitance

• Capacitors in series and parallel connections
  
  
• Charts showing complete circuits

Comprehensive secondary physics students book 3 pages 80-82

Comprehensive secondary physics teachers book 3 pages 34-39

Secondary physics KLB students book 3 page 237-241

Physics made easier vol. 2 pages 81-82

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

• Describe the energy stored in a charged capacitor

• Describing the energy stored in a charged capacitor

• Capacitors
  
  
• Dry cells
  
  
• Charts on capacitors used

Comprehensive secondary physics students book 3 pages 82

Comprehensive secondary physics teachers book 3 pages 34-39

Secondary physics KLB students book 3 page 244

Physics made easier vol. 2 pages 82

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

• State and explain the applications of capacitors

• Discussions on applications of capacitors

• Stating and explaining applications of capacitors

• Charts on the use of capacitors
  
  
• Capacitors

 Comprehensive secondary physics students book 3 pages 82-84

Comprehensive secondary physics teachers book 3 pages 34-39

Secondary physics KLB students book 3 page 244

Physics made easier vol. 2 pages 82-83

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

• solve numerical problems involving capacitors using the formulae

Q= CV

C₁=C₁+C₁

¹/C₁₌ ¹/C₁+1/C₂

• Problem solving

• Questions in the students Book 3

Comprehensive secondary physics students book 3 pages 84-87

Comprehensive secondary physics teachers book 3 pages 38-39

Secondary physics KLB students book 3 page 244-245

Physics made easier vol. 2 pages 85-88

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

• Perform and describe experiments to illustrate the heating effect of electric current

• Experiments to illustrate heating effect of electric current

• Discussions on heating effect of electric current

• Complete circuit
  
  
• Water in a beaker
  
  
• Metallic rod
  
  
• Thermometer

Comprehensive secondary physics students book 3 pages 88

Comprehensive secondary physics teachers book 3 pages 39-41

Secondary physics KLB students book 3 page 246-247

Physics made easier vol. 2 pages 89

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

• State and explain the factors affecting electrical energy

• Discussions on the factors affecting electrical energy

• Experiments on electrical energy

• Stating and explaining factors affecting the electrical energy

• Complete circuit
  
  
• Wires
  
  
• Rheostat
  
  
• Ammeter
  
  
• Battery

Comprehensive secondary physics students book 3 pages 88-90

Comprehensive secondary physics teachers book 3 pages 39-41

Secondary physics KLB students book 3 page 247-255

Physics made easier vol. 2 pages 89-90

Heating devices
fuses

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

• describe the working of electric iron, bulb filament and an electric water

• discussion on electric devices

• observations and experiments on heating devices 

• Electric irons
  
  
• Electric bulb
  
  
• Electric kettle
  
  
• Electric heater
  
  
• Fuses

Comprehensive secondary physics students book 3 pages 90-91

Comprehensive secondary physics teachers book 3 pages 39-41

Secondary physics KLB students book 3 page 255-258

Physics made easier vol. 2 pages 90-91

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

• Solve problems involving electrical energy and electric power

• Problem solving

• Exercises assignment

• Discussion on problems involving electrical energy and electrical power

• Set questions
  
  
• Marking scheme

Comprehensive secondary physics students book 3 pages 90-92

Comprehensive secondary physics teachers book 3 pages 41

Secondary physics KLB students book 3 page 246-258-259

Physics made easier vol. 2 pages 92

Heat capacity

Specific heat capacity

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

• Define heat capacity and specific heat capacity and derive their SI units

• Experiments on heat capacity and specific heat capacity

• Discussion on heat capacity and specific h eat capacity

• Defining heat capacity and heat specific heat capacity

• Source of heat
  
  
• Water
  
  
• Lagged can
  
  
• Thermometer

Comprehensive secondary physics students book 3 pages 93-96

Comprehensive secondary physics teachers book 3 pages 42-46

Secondary physics KLB students book 3 page 246-260-271

Physics made easier vol. 2 pages 93-94

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

• Define and explain latent heat of fusion, specific latent heat of fusion
  
  
• Define and explain latent heat of vaporization, specific latent heat of vaporization
  
  
• State the SI units of latent heat of fusion and latent heat of vaporization

• Experiments on latent heat of fusion and latent heat of vaporization

• Discussion on latent heat of fusion and latent heat of vaporization

• File
  
  
• Water
  
  
• Thermometer
  
  
• Weighing balance
  
  
• Source of heat 

Comprehensive secondary physics students book 3 pages 96-97

Comprehensive secondary physics teachers book 3 pages 42-46

Secondary physics KLB students book 3 page 246-271-281

Physics made easier vol. 2 pages 95-96

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

• Distinguish between boiling and melting

• State the factors affecting melting points and boiling points of a substance

• Describe the working of a pressure cooker and a refrigerator

• Distinguishing between boiling and melting points
  
  
• Stating factors affecting boiling and melting points
  
  
• Experiments to illustrate boiling and melting point

• Pressure cooker
  
  
• Refrigerator
  
  
• Charts on melting and boiling points
  
  
• Ice
  
  
• Heat
  
  
• Sufuria
  
  
• water

Comprehensive secondary physics students book 3 pages 97-101

Comprehensive secondary physics teachers book 3 pages 42-46

Secondary physics KLB students book 3 page 246-282-288

Physics made easier vol. 2 pages 96-98

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

• Solve problems involving quantity of heat

• Problem solving

• Quizzes
  
  
• Past exams
  
  
• Exercises
  
  
• Calculators
  
  
• Mathematical tables 

Comprehensive secondary physics students book 3 pages 101-102

Comprehensive secondary physics teachers book 3 pages 42-46

Secondary physics KLB students book 3 page 288-289

Physics made easier vol. 2 pages 100-104

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

• State and verify the gas laws for an ideal gas experimentally

• Experiments to verify pressure law
  
  
• Demonstrations on pressure law
  
  
• Discussion on pressure law

• Water
  
  
• Thermometer
  
  
• Measuring cylinder
  
  
• Syringe
  
  
• Narrow glass tube

Comprehensive secondary physics students book 3 pages 103-104

Comprehensive secondary physics teachers book 3 pages 47-50

Secondary physics KLB students book 3 page 299-302

Physics made easier vol. 2 pages 106

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

• State and verify Charles’s law experimentally

• Experiments to verify Charles’s law
  
  
• Discussion on Charles’s law

• Water
  
  
• Thermometer
  
  
• Measuring cylinder
  
  
• Syringe
  
  
• Narrow glass tube

Comprehensive secondary physics students book 3 pages 105-106

Comprehensive secondary physics teachers book 3 pages 47-50

Secondary physics KLB students book 3 page 295-298

Physics made easier vol. 2 pages 107

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

• State and verify Boyle’s law experimentally

• Experiments verifying and explain Boyle’s law
  
  
• Discussion on Boyle’s law

• Water
  
  
• Thermometer
  
  
• Syringe
  
  
• Measuring cylinder
  
  
• Narrow glass tube

Comprehensive secondary physics students book 3 pages 106-107

Comprehensive secondary physics teachers book 3 pages 47-50

Secondary physics KLB students book 3 page 290-294

Physics made easier vol. 2 pages 107

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

• Explain law absolute zero temperature may be obtained from pressure and temp. graphs

• Discussions on the absolute zero temperature from pressure using kinetic theory of gases

• Graph paper
  
  
• Clinical thermometer
  
  
• Working out sums

Comprehensive secondary physics students book 3 pages 108-110

Comprehensive secondary physics teachers book 3 pages 47-50

Secondary physics KLB students book 3 page 303

Physics made easier vol. 2 pages 107

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

• Explain the gas laws using the kinetic theory of gases

•  Discussion on gas laws using kinetic theory of gases
  
  
• Working out sums

• Graph papers
  
  
• Clinical thermometers

Comprehensive secondary physics students book 3 pages 68-110

Comprehensive secondary physics teachers book 3 pages 49

Secondary physics KLB students book 3 page 303

Physics made easier vol. 2 pages 107

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

• Convert Celsius scales to Kelvin scale of temperature and state basic assumptions of kinetic theory of gases

•  Discussion on basic assumptions of kinetic theory of gases
  
  
• Conversion of Celsius to Kelvin scales

• Graph paper
  
  
• Clinical thermometer

Comprehensive secondary physics students book 3 pages 110-111

Comprehensive secondary physics teachers book 3 pages 50-51

Secondary physics KLB students book 3 page 107

Physics made easier vol. 2 pages 107

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

• Solve numerical problems involving gas laws

•  Solving problems involving gas laws
  
  
• Discussion on the problems involving gas laws

• Quizzes
  
  
• Past examination
  
  
• Exercise in the Book 3

Comprehensive secondary physics students book 3 pages 110-111

Comprehensive secondary physics teachers book 3 pages 50-51

Secondary physics KLB students book 3 page 303-305

Physics made easier vol. 2 pages 109-110

Drawing and labelling.
Assignment method: Leghorn, Rhode Island red, Australop, Light Sussex, Plymouth Rock etc.

By the end of the lesson, the learner should be able to:
Describe the electrostatic charge.
Explain the electrostatic charge.

State types of charge.

By the end of the lesson learners should be able to:

• Explain the meaning of office equipment and discuss office equipment.

• Talks by a resource person.
• Classification of the equipment used in an office.
• Discussions
• Sharing experiences through story telling.
• Visit to the relevant office environment.

• Pictures
• Photographs
• Diagrams
• Charts
• Resource persons
• Relevant office environment
• Real life experience

Longman Explore book 1 Pg. 54-55
Inventor KLB book 1 Pg. 58
Certificate Business studies book 1 Pg. 94
KLB Top Mark Series Business Studies Pg. 16

• Explain the uses of various communication equipment.

•  Demonstration.
• Dramatization or role-play.
• Listening to a guest speaker.
• Visit to the relevant office environment.
• Browsing the internet.

• Resource person (computer)
• Mobile phones
• Telephones
• Fax machines
• Telex machine
• Radio call receivers
• Pictures
• Models 

• Explain the uses of various correspondence machines.

•  Demonstration.
• Discussions.
• Talks from resource person.
• Visits to the relevant office environment. 

• Diagrams
• Charts
• Resource persons
• Relevant office environment
• Models
• Real life experience
• Pictures

• Explain each of the named equipment.

• Discuss the role of filing in an office.

• Illustrating the meaning of filling.
• Discussions.
• Relevant office environment.
• Talks from a resource person.
• Studying case studies.

• Resource persons
• Relevant office environment
• Real life experience
• Relevant case studies
• Charts/ diagrams
• Pictures

• Discuss the duties of a manager and supervisor.
• Describe essential qualities of a manager and a supervisor.

• Talks by resource person eg. manager.
• Discussions.
• Visits to relevant office or business environment
• Studying relevant case studies.

• Resource persons
• Relevant office environment
• Real life experience
• Relevant case studies
• Charts/ diagrams
• Pictures

• Discuss the duties of clerks, secretaries, receptionist and messenger.
• Describe essential qualities of clerks, secretaries, receptionist and messenger.

• Talks from resource person eg. a clerical office secretary.
• Discussions.
• Visits to relevant business environment eg. school office
• Studying relevant case studies.
• Asking and answering questions.
• Doing short tests.

• Guest speaker
• Pictures
• Charts
• Diagrams
• Relevant business environment
• Case studies

• Describe personal attributes, office etiquette and professionalism.

• Discussions
• Visits to relevant office environment
• Asking and answering questions
• Listening to guest speakers
• Studying and examining relevant case studies.

• Guest speaker
• Pictures
• Charts
• Diagrams
• Relevant business environment
• Relevant case studies
• Newspaper cuttings.

• Discuss trends in office management.

• Visits to relevant office environment
• Asking and answering questions
• Listening to guest speakers
• Studying and examining relevant case studies.

• Resource person
• Relevant case studies
• Suitable charts/diagrams and pictures
• Newspapers 
• Magazines

• Explain the meaning and importance of trade.
• Classify trade.

• Discussions
• Visits to relevant business
• Asking and answering questions
• Talks by a resource person
• Studying and examining relevant case studies./Analyze/
• Sharing experience through story telling.

• Resource person
• Relevant case studies
• Suitable charts/diagrams and pictures

• Explain form of home-trade.

• Discussions
• Visits to relevant business
• Asking and answering questions
• Talks by a resource person
• Studying and examining relevant case studies./Analyze/
• Sharing experience through story telling.

• Case studies 
• Doing exercises
• Suitable charts and diagrams
• Pictures
• Resource person
• Relevant business environment

• Explain the meaning and importance of small scale retailers.

• Discussions
• Visits to relevant business
• Asking and answering questions
• Talks by a resource person
• Studying and examining relevant case studies./Analyze/
• Sharing experience through story telling.

• Models
• Pictures
• Newspapers
• Magazines
• Relevant business environment
• Resource persons
• Relevant case studies

• Discuss retailers without shops.

• Discussions based on relevant issues on the topic.
• Visits to relevant business
• Asking and answering questions
• Talks by a resource person
• Studying and examining relevant case studies./Analyze/
• Sharing experience through story telling.

• Guest speakers
• Case studies
• Relevant business environment
• Real-life experience
• Suitable charts/diagrams/pictures

• Explain the meaning of and features of large scale retailers.

• Discussions based on relevant issues on the topic.
• Visits to relevant business
• Asking and answering questions
• Talks by a resource person
• Studying and examining relevant case studies./Analyze/
• Sharing experience through story telling. 

• Relevant business environment
• Resource persons
• Diagrams
• Pictures
• Charts

•  Discuss various types of large scale retailers.

• Discussions based on relevant issues on the topic.
• Visits to relevant business
• Asking and answering questions
• Talks by a resource person
• Studying and examining relevant case studies./Analyze/
• Sharing experience through story telling.

• Newspapers
• Photographs 
• Magazines
• Pictures
• Diagrams
• Resource persons
• Relevant case studies

•  Discuss function of retailers.

• Discussions based on relevant issues on the topic.
• Visits to relevant business
• Asking and answering questions
• Talks by a resource person
• Studying and examining relevant case studies./Analyze/
• Sharing experience through story telling.

• Newspapers
• Case studies
• Relevant business environment
• Magazines
• Pictures

•  Discuss the types of and functions of wholesalers.

• Discussions based on relevant issues on the topic.
• Visits to relevant business
• Asking and answering questions
• Talks by a resource person
• Studying and examining relevant case studies./Analyze/
• Sharing experience through story telling.

• Case studies
• Business environment
• Resource persons
• Pictures
• Diagrams
• Photographs
• Newspapers

•  Describe the documents used in home trade.

• Demonstrations.
• Visits to relevant office environments.
• Discussions
• Listening to resources persons.
• Story telling.
• Analyzing case studies.

• Relevant documents
• Relevant newspaper cuttings
• Diagrams
• Charts
• Pictures
• Resource persons
• Relevant business environment

•  Explain the means of payment used in home trade and the circumstances under which they are used.

• Explanation
• Discussion
• Analyzing case studies
• Visits to relevant business environment
• Demonstrations.

• Relevant case studies
• Resource persons
• Relevant business environment.
• Suitable charts and diagrams/pictures

•  Explain the terms of payment used in home trade and circumstances in which they are used.

• Discussions
• Analyze case studies
• Visit to relevant business
• Talks from a resource person
• Writing essays
• Story telling
• Explanations

• Resource persons
• Relevant business environment
• Suitable charts, diagrams and pictures.
• Relevant newspaper cuttings
• Documents such as cheques etc.

•  Identify emerging issues in trade.

• Discussion on relevant case studies
• Visits to relevant local environment
• Talks from a resource persons
• Other suitable resources

• Diagrams
• Pictures
• Resource persons
• Relevant business environment
• Relevant case studies

By the end of the lesson learners should be able to:

Conduct a field study.

MINERALS AND ROCKS.

Characteristics of minerals.

MINNING.

Occurrence of rocks.

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

 Give an outline of the attributes of God as understood by African people.

Relation between living and non-living.

The role of God.

MEANIND AND WHOLENESS OF LIFE IN T.A.S.

Introduction.
Definition of a community.

RITES OF PASSAGE AND MORAL VALUES.

The role of rites of passage.
Identify some rituals associated with birth and naming.

AFRICAN MORAL VALUES.

Morality and virtues.