2023

PEAS Scheme of Work: Physics

SENIOR ONE
 SCHEME OF WORK

Subject: Physics Class: S.1 Term: ONE Teacher’s Name:

Time allocation: 3 periods a week

When it comes to planning your lessons use the structure: starter, I do, we do, you do, plenary. The starter is a written task that reviews
previous learning. Ensure your lessons provide regular and extended opportunities for independent practice.

YPR:
Y= yes, I taught the lesson
P= I partially taught it e.g. I didn't get through all the content.
R= I taught the lesson, but I think students would benefit from a review

WEEK/ SUB- LEARNING OUTCOME METHODOLOGY TEACHING AND LEARNING RESOURCES Y

TOPICS P
R
Theme: Introduction
Topic: Introduction to physics
Competency: The learner should be able to understand the importance of physics and safe laboratory practice.
1.1 Relate primary knowledge • Lead a discussion on some of aspects of Local available activities that are
acquired in science and science learners have studied in performed involving use of physics. For
Introduction and everyday life in relation to primary. example; Riding a bicycle, Seesaw plays
branches of physics • In pairs learners discuss what science is ,Devices that perform work on influence
physics and science related topics studied in of physics branches like; torch ,bulbs
Understand the meaning primary. Matchbox ,Magnets ,Speakers ,radio
of physics • Learners practice some skills that
involve physics. Fountain physics for Ugandan secondary
State and explain the • Explain scenarios of physics for schools Learner’s book 1, Pg. 1-3.
branches of physics learners to discuss more about the
branches of physics Fountain physics for Ugandan secondary
schools Teacher’s guide book 1, Pg. 1-3
• In pairs learners discuss the branches
of physics
• Task the learners to explain the
branches of physics in their notebooks.

1

1.2 Give and explain the
importance of studying
Importance of physics
studying physics
Identify the applications
of physics
Identify careers related to
physics
2.1 Understand the meaning
of laboratory
Physics
laboratory: Identify and give the
Laboratory rules importance of some of
and regulations the laboratory apparatus
Suggest laboratory rules
and regulations
2.2 Know the importance of
the laboratory in teaching
Importance of and learning of science
the physics
laboratory Gives activity of
integration
Theme: Mechanics and properties of matter
Topic: Measurements in physics
Competency: The learner should be able to estimate and measure length, area, volume, mass, density and time and express them using
appropriate units
SCHEME OF WORK
• Explain the uses of physics in daily life Real life activities that involve the use of
activities. physics. For example; Engineering,
• In groups learners suggest other Cooking, Mechanics, etc.
applications of physics and different
careers related of physics
• Task the learners to give other
applications of physics
• Display and introduce the laboratory Assorted Laboratory equipment and
apparatus to learners.
• Learners identify some apparatus and Charts that display learners suggested
their uses. rules.
• Task a learner to give the uses the
apparatus to perform respective use. Fountain physics for Ugandan secondary
• Explain safety measures and schools Learner’s book 1, Pg. 5-8.
precautions on use of the laboratory.
• Learners discuss other precautions
and safety measures on the use of
laboratory equipment.
• Task learners to produce charts that
display the harmonised rules of
laboratory. Display these on the wall.
• Explain the use of the laboratory. Using the laboratory equipment, a
• Task learners in groups to discuss the learner observes it and develop its use in
importance of the laboratory. daily life activities
• Ask each learner to write the
importance of the laboratory in their Fountain physics for Ugandan secondary
books. schools Learner’s book 1, Pg. 5-8.
• Gives the activity of integration
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 SCHEME OF WORK

3.1 Understand physical • Explain the meaning of physical Measuring instruments like; Ruler, Jerry
properties of matter. quantities of matter. can, stop clock, spring balance,
Physics • Learners discuss what a physical Thermometer, Vanier Callipers, etc.
properties of Understand how to quantity is in relation to matter
matter and estimate and measure • A learner estimates and measures Fountain physics for Ugandan secondary
physical physical quantities some physical quantities. schools Learner’s book 1, Pg. 9-43.
quantities • Identify physical quantities and display
Identify the physical them to learners.
quantities, units and • In groups learners discuss and identify
instruments used.
the instruments that are used to
measure physical quantities.
• Ask a learner to state the relevant
units of some of the physical
quantities

3.2 Understand length. • Demonstrate how to measure length Measuring instruments such as; Tape
and explain the accuracy of the measure, Metre rule, Vernier calliper and
Measuring Measure length using recording. micrometre screw gauge.
length appropriate measuring • Learners measure lengths of different
tools. objects like classroom and others. Fountain physics for Ugandan secondary
• An individual explains how to measure schools Learner’s book 1, Pg. 9-43.
and record the length of an object.
• Learners make notes on how to
measure length in their books.

4.1 Discover other units of • Brainstorm with learners about other Measuring instruments such as; Tape
length. bigger units of length/distance apart measure, Metre rule, Vernier calliper and
Conversation of from metres. micrometre screw gauge.
units Convert length from one • In pairs learners share and discuss
unit to the other. other units of length. Present their Fountain physics for Ugandan secondary
findings to the class. schools Learner’s book 1, Pg. 9-43.

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 SCHEME OF WORK

• Learners converts length from one unit

to another in their books

4.2 Understand and define • Display a variety of illustrations with Appropriate tools for measuring length
area shapes. that derives to area like; Tape measure,
Measuring area • In groups learners discuss and Metre rule
and Estimating Find out appropriate measure the area of different objects Examples of available irregular objects
area of an units of area. such as books, table tops etc. like; Tree leaf, palm of a human being
irregular object. • Individual learner measures the area
Measure area of regular of his/her own book and share it with Squared paper and thread for estimating
objects the class. area of irregular objects
• Explain the meaning of estimation
Estimate area of irregular method in everyday life like estimating Fountain physics for Ugandan secondary
objects. salt to add in the food without schools Learner’s book 1, Pg. 9-43.
measuring it.
• In groups learners estimate the area of
tree leaf. Measure and record the area
of the tree leaf, palm of the arm.
• Individually learners estimate the area
of an irregular object and even
measure and record it.
5.1 Understand mass. • Explain the meaning of mass. Any available instrument used to
• In groups learners discuss to identify measure mass like; Beam balance ‘Triple
Measuring mass Find out the appropriate some of the instruments used to beam balance, Electronic scale(balance),
instruments used to measure quantities. spring balance
measure mass and their • Task learners to find out the units of
units. quantities respectively. Resources needed are; pen, Exercise
• Demonstrate the steps followed to get book, Smalls stones and Any balance that
Measure and record the mass of a substance. appropriately measures the mass of a
mass. • Learners in their groups measure the stone
mass of an object using an appropriate
Estimate mass of objects. Fountain physics for Ugandan secondary
measuring instrument and also use
schools Learner’s book 1, Pg. 9-43.
estimation method to get the mass

4
 SCHEME OF WORK

Compare the measured • Individually learners compares actual

(actual) and estimated and measured masses and gives a
masses and find out the reason for the difference
difference and accounts
for it.

5.2 Understand weight and • Explain the meaning of the term Spring balances
its units. weight and gives the formula for
Measuring weight. Any objects to be measured
weight Explain the relation • Learners discuss the relation between
between mass and mass and weight.
weight. • Individually learners changes mass into
weight and vice versa.
Differentiates between
mass and weight

6.1 Understand volume and • Explain what volume means and Any regular object like rectangular piece
its units. derive its units. of wood/block
Measuring • Guide learners to derive the formula
volume and Find out the formulae for for finding volume of regular objects Any appropriate tool that measures
converting the finding the volume of and calculate the volume of regular length
units of volume regular objects. objects.
• Set a numerical problem and ask A pen and where to record our measured
Measure and calculate learners to solve it in terms of finding length
the volume of regular volume.
objects • Give different units used to record
volume.
Interconvert the units of • Work with learners to convert volume
volume.
from one unit to the other.
• Ask learners to use an appropriate tool
Use converted units to
to measure the length of their
measure the length of a
classroom and use the measurements
classroom and hence find
to calculate its volume.
out its volume

5
 SCHEME OF WORK

6.2 Identify the appropriate • Display different apparatus that Any available apparatus that measures
apparatus for measuring measures volume of irregular objects. volume of liquids like;
Measuring volume of a liquid • Guide learners to discuss the steps
volume of a followed to measure the volume. Measuring cylinder
liquid Measure the volume of a • Learners use mass and volume found
liquid to find the density of a liquid. Beaker

Conical flask

Any liquid to be measured

7.1 Identify examples of • Explain the nature of irregular objects Any locally available irregular objects e.g.
irregular objects • In groups learners find out other a stone
Measuring the irregular objects available.
volume of Measure the volume of • Ask learners to drop an object in a Sweet potato
irregular objects irregular objects using measuring cylinder and take a reading
displacement method of the change in volume. Then use the Apparatus that measures volume like;
difference in volume to find density of
the object Measuring cylinder
• Learners make notes on the
experiment in their books. Overflow can

Eureka can
7.2 Identify the appropriate • Display the apparatus for learners to Any available measuring instrument that
apparatus used to observe. measures time e.g.
Measuring time measure time • Guide learners to give the names of Stop clock
and estimating the apparatus and state their units. Stop watches
time Identify different ways • Learners are tasked to measure and Phones
used to measure time record time. Simple pendulum
Use the apparatus to • Show learners other methods to Clock or watch
measure and record time estimate time
• Learners discuss the ways of
Estimate time
converting time from one unit to the
other.

6
 SCHEME OF WORK

Convert time from one • Task learners to change time from

unit to another smaller units to bigger units and vice
versa.
8.1 Understand the • Classify physical quantities for Charts that display different quantities
classification of physical learners.
Classification of quantities • Learners discuss the differences Relevant source of information e.g.
physical between fundamental and derived Textbooks
quantities Differentiates between quantities Internet
fundamental and derived • Learners separates vector quantities
quantities and scalar quantities and then make
notes in their books.
Separate vector physical
quantities from scalar
quantities using
fundamental and derived
quantities.
8.2 Understands scientific • Explain the meaning of scientific Scientific calculators
notation notation.
Scientific • Learners in their groups discuss the Source of the information e.g.
notation Understands significant significant figures and come up with Internet
figures. rules of significant figures. Textbooks
• Ask learners to give examples of
Know the rules for finding significant figures. The use of scientific calculators
significant figures • Display digit numbers on chart.
• Guide the learners and breakdown the Phone pictures that show some objects
Express the numbers in steps of expressing a number in whose measurements are too big/small
standard form that they need to be standardised
standard form.
• Set a task to learners to put numbers
in standard form.

9.1 Explains the rules for • Display the rules on charts of Displayed charts that show the steps of
rounding off significant significant figures. rounding off of significant numbers
figures

7
 SCHEME OF WORK

Rules for • Ask learners to share other rules of Scientific calculators

rounding off rounding off significant figures.
significant • Set learners a task to round off
figures significant figures individually in their
books.
9.2 Understand the meaning • Explain the meaning of the term Any relative object/instrument that can
of density and its units. density. help you get measurements that derive
Density and • Learners discuss the method of finding you to density
determining the Derive a formula for density and use it to find density of a
density of density. given object. Recall density=mass/volume
different • Learners identify the density of
substances Identify density of different objects. Eureka can
different substances. • Set the apparatus used to measure
mass and volume. Measuring cylinder
Determine the density of • Learners measure mass and volume of
different substances Weighing scale
a substance using an appropriate
(experimentally)
apparatus given.
Sand
• Individually learners use the mass and
volume measured to get the density Water
using the formula.
10.1 Understand density and • Explain floatation and sinking in Pieces of metals or small stones
its application to floating relation to density.
Density and its and sinking • Learners discuss the application of Plastic
application to density.
floating and • Individually a learner explains why Wood
sinking some objects float or sink in water or
any liquid.
10.2 Understand floating in the • Explain the nature of floating objects. Small block of wood
sea. • Learners compare the objects that sink
Floating in the or float on sea water. Bowl
sea and Compare how much an • Individually learners explain why a ship
Occurrence of object sinks in sea water floats perhaps made of a metal. Water
floating in air and fresh water

8
 SCHEME OF WORK

• Explain by giving examples of objects Salt

Explain the occurrence of that float in air.
floating in air • Learners discuss how objects float in Any object that floats in air e.g.
air and when do such objects float Balloon filled with air
Understand density and Polythene paper with air inside
• A learner is asked to pump a balloon
purity
and later throw it in air to
Small block of wood
experimentally understand the
occurrence.
Bowl
• Review the content about density and
explains purity in relation to density.
Fresh water
• Learners carry out a simple
experiment that differentiates fresh Sea water(mixture of salt & fresh water)
water and sea water.
• Aske learners to give the steps of
obtaining sea water.
11.1 Explain the ocean • Explain what ocean currents are. Internet that helps in searching for
currents and water • Learners discuss when ocean currents pictures that shows ocean currents
Ocean currents density occur.
and water • A learner gives the meaning of ocean
density current in relation to water density
and learners make notes in their
books.
11.2 Differentiate between • Display charts showing land breeze Charts that show illustrations of
land breeze and sea and sea breeze. warm and cold air from land to sea and
Land breeze and breeze • Learners discuss the differences vice versa
sea breeze between land and sea breeze.
• Ask learners to explain when land and
sea breeze occur. Learners make
notes.
12.1 Understands relative • Explain relative density. Any object whose mass and volume can
density • Learners discuss the relation between be determined
density and relative density and derive
the formula for finding relative density Water

9
 SCHEME OF WORK

Relative density Relate density and • A learner calculates for relative

and numerical relative density density. Any apparatus used to measure mass and
problem Derive the formulae for • Displays the formula for finding volume
determining relative relative density.
density • Learners in their groups solve a Charts displaying formulae for density
numerical problem to find relative and relative density
Solve numerical problems
density
of relative density using Scientific calculators
• Individually learners find out relative
the derived formulae
density of different substances with
different densities
12.2 Activity of integration • Give the activity of integration in form A pen and pieces of papers
of a scenario
Activity of • Learner do the activity of integration
integration individually
• Collect the work and takes it for
marking and awarding scores

Subject: Physics Class: S.1 Term: TWO Teacher’s Name:

Time allocation: 3 periods a week
When it comes to planning your lessons use the structure: starter, I do, we do, you do, plenary. The starter is a written task that reviews
previous learning. Ensure your lessons provide regular and extended opportunities for independent practice.

YPR:
Y= yes, I taught the lesson
P= I partially taught it e.g. I didn't get through all the content.
R= I taught the lesson, but I think students would benefit from a review

WEEK LEARNING OUTCOMES METHODOLOGY TEACHING /LEARNING RESOURCES Y

SUBTOPIC P
R

10
 SCHEME OF WORK

Theme: Mechanics and properties of matter

Topic: States of matter
Competency: The learner should be able to use the knowledge of the arrangement and the motion of particles to explain the properties of solids,
liquids, gases and plasma
1.1 Understand the meaning • Explain the meaning of matter. Any form of an object that occupies
of matter • Through discussions learners explore space and has weight
Matter and the different states of matter.
Properties of matter Identify the different • Task learners to write down the states Textbooks showing the content about
states of matter of matter. states of matter
• Explain the states of matter in terms of
Explains properties of their nature. Examples of any objects which are in
matter • Learners discuss the different soli, liquid and gaseous forms
properties of states of matter.
Textbooks that clearly show the
• Learners write the properties of
illustrations of solid, liquid and gases
matter.
1.2 Explains the • Use different objects to demonstrate Any different objects that make solid,
arrangement of particles the arrangement of states of matter. liquid and a gas
Arrangement of in the different states of • Through discussions learners
particles in the matter investigate the arrangement of Charts
different states of particles in solids, liquids and gases.
matter • Learners explain the nature of how Internet that shows photos of
solid, liquid and a gas are arranged. arrangement of particles
2.1 Understand the particle • Describe the composition of a matter. Liquids, solids and gases like water,
theory of matter • In pairs learners share and discover block and air respectively
Particle theory of Investigate the evidence the particulate nature of matter
matter of particles using a • Learners write a report on the A balloon and the source of air
balloon filled with air composition of matter.
• Display a balloon filled with air to
Investigate the evidence learners.
of particles using liquid • In pairs learners observe the change in
the shape of the balloon as air is
pumped in and inflaming it.

11
 SCHEME OF WORK

• Learners write a report on what has

been observed.
2.2 Understand Brownian • Take learners outside the classroom Dust/ smoke/ clouds
motion and asks them to observe the motion
Brownian motion of dust. Source of light
Describe the motion of • Learners observe how dust moves and
the dust particles discuss what causes the random Microscope
motion of the dust particles
• Task a learner to explain Brownian Convex lens
motion using the observed dust
motion Locally available glass cell
3.1 Understand diffusion in • Explain daily happenings related to Crystals of potassium dichromate or
gases diffusion. copper
Diffusion in gases • In pairs leaners build on teacher’s
Investigate particles in explanation and investigate particles in Water
gases gases.
• Learners write a report on the Conical flask/ any transparent
Explain what happens to incidence observed after investigation container
particles in a solid when about diffusion.
they are heated • Prepares the materials. Any solid
• In groups learners carry out the
experiment and observe the changes Source of heat
• Learner submit a report on their
observation.
3.2 Understand the changes • Ask learners to state what happens Examples of states of matter that
of state when ice is left the open space or change their states e.g. Ice and water
Change of state when water is heated.
• In groups learners discuss the changes
of state in terms of what happens
during the process of change of state.
• Learners write a report about his/her
findings

12

4.1 Activity of integration
Activity of
integration
Theme: Mechanics and properties of matter
Topic: The effects of forces
Competency: The learner should be able to explore the nature and types of force and describe how forces move or change the shape of objects, and
understand some common applications of forces
4.2 Know a force and its unit
Force and the force Appreciate the effects of
of gravity and balanced and
weight. unbalanced forces on
objects
Understand the force of
gravity and weight
Investigate the relation
and differences between
mass and weight
5.1 Understand effects of
forces
Effects of forces
Investigate the effects of
forces
5.2 Investigate forces
between charged objects
SCHEME OF WORK
• Givesthe activity of integration Any material that can be utilised when
• Learner individually works upon the doing the activity of integration
activity
• Explain the meaning of a force and its Examples of available objects that
units. change a body’s state by acting on
• In pairs learners discuss the effects of that body e.g.
balanced and unbalanced forces • A human being
• A learner gives the effects of forces in
general. Everyday life experience about bodies
• Explain gravitational force in relation that fall freely e.g.
to weight. • A mango falling from a mango
• Through group work discussions tree
learners research and come up with
the differences between mass and
weight.
• Task each learner to prepare notes
using textbooks and information
acquired from discussion
• Explain the effects of forces. Any materials that can be deformed
• Learners discuss the effects of a force when other forces act on them e.g. a
acting on a body. plastic bottle being compressed
• Learners write a report on what
happens to a body when its acted on
by another body.
• Explain charged bodies and how they Examples of charged bodies/ objects
behave. through electrostatics, electricity or
• Learners investigate the effect of the magnetism
charged bodies on each other.
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 SCHEME OF WORK

Investigating forces Appreciate that the • A learner explains his or her Any object that is regarded as a matter
between charged weight of a body observation after bringing charged
objects depends on the size of bodies in contact.
the force of gravity • Explain about weight, force and
acting upon it gravitational force.
• In pairs learners use the explanation to
derive the formula 𝑊 = 𝑚𝑔
• Learners find the weight of an object
given that its mass is known in their
notebooks
6.1 Understand the resultant • Teacher explains the resultant forces • Examples of forces displayed
of forces • Teacher leads learners in developing on charts and diagrams in
The resultant of the formula that gives the resultant of textbooks
forces forces
• A learner calculates and finds the
resultant of forces
6.2 Understand the concept • Introduce the content by giving daily Any scenario that shows the existence
of friction in everyday occurrences where friction is of frictional force
Friction life contexts observed.
• In pairs learners explore other daily
life work that friction exists.
• Task individual learners to give types
of frictional forces.
7.1 Understand the • Explain where friction is Charts showing pictures where the
advantages and advantageous/disadvantageous. friction exists
Advantages and disadvantages of friction • In groups learners discuss using
disadvantages of teacher’s explanation where friction
friction becomes either advantageous or
disadvantageous
• Learners write a report on his or her
group work findings

14
 SCHEME OF WORK

7.2 Understand the meaning • Demonstrate adhesive and cohesive Examples of surfaces where
of adhesion and forces in the body surfaces. cohesion/adhesion exist.( using
Adhesion and cohesion as forms of • Learners research about the difference photographs)
cohesion molecular forces between adhesion and cohesion.
• A learner is tasked to give examples of
surfaces where cohesion and adhesion
forces exist.
8.1 Explain surface tension • Demonstrate about daily experiences Any container having water
where surface tension is observed.
Surface tension • Learners demonstrate surface tension A piece of paper
experimentally.
• Each learner submits a report about A needle
their group practical observation.

8.2 Understand capillarity • Explain the meaning of capillarity. Paraffin

Capillarity rise of Explain capillary rise of
liquids liquids in liquids and
tubes
9.1 Activity of integration
• Learners explain how paraffin rises on
a wick in local paraffin lamps. Wick; any piece of fabric/ cloth
• Learners differentiates capillary rise in
mercury and water in their notes. Metal container / locally made
paraffin lamp
• Activity of integration

Activity of
integration
Theme: Heat
Topic: Temperature measurements
Competency: Appreciate that temperature change is a result of heat effects in a body and that daily temperature changes have an effect on our lives
9.2 Understand the • Explain the meaning of temperature Thermometers used in measuring
difference between heat and heat. temperature like; laboratory
Heat and and temperature • Learners use thermometers to thermometers, Clinical thermometers,
temperature, measure temperature of the etc.
thermometers and environment.

15
 SCHEME OF WORK

Types of Measure temperature of • Each learner shares what they have

thermometers the environment measured and recorded.
• Display different types of
Understand types of thermometers.
thermometers • Learners identify each type of
thermometer displayed.
Explain the examples of • Each learner takes notes on types of
thermometric properties thermometers.

10.1 Understand how • Ask learners how to estimate Objects at different temperatures
temperature scales are temperature of different bodies.
Temperature scales established • In pairs learners compare the hotness Thermometers to measure the
and conversion of and coldness of materials. temperature
temperature scales Convert temperature • Demonstrate how to use the formula
from one scale to to convert temperature from one scale Scientific calculators
another to another.
• Ask learners to convert temperature
from one form to the other i.e. from
degrees Celsius to kelvin and
Fahrenheit

Calibrate a thermometer • Prepare and sets up the apparatus for Cracked ice and a beaker or saucepan
and use it to measure the experiment.
10.2 temperature • Task learners to calibrate a Thermometers
thermometer and use it to measure
Calibration of Understand the lower temperature. Bunsen burner or charcoal stove
thermometer, lower fixed point and upper • Learners in their groups carry out
fixed point and upper fixed point experiment following teacher’s Water
fixed point instructions.
• Individually learners are tasked to
make a report basing on each groups
finding.

16
 SCHEME OF WORK

11.1 Understand • Explain thermometric liquids. Thermometers showing thermometric

thermometric liquids • Initiate a class discussions on liquids; Alcohol and mercury
Thermometric liquids thermometric liquids.
Compare the • In pairs leaners compare thermometric
thermometric liquids liquids.
• Each learner writes down of a good
Explains the qualities of thermometric liquid.
a good thermometer
11.2 Understand atmospheric • Explain the meaning of atmospheric Daily life experiences on temperature
temperature temperature. variations i.e. During night and During
Atmospheric • Learners brainstorm the difference the day
temperature Explain the variations in between day temperature and night
daily temperature temperature. Researched information from;
• Learners are tasked to give the Textbooks and internet
scientific term that means the
difference between day and night
temperature.
• Explain the changes in daily
temperatures.
• In pairs learners asked to differentiate
the temperature changes for different
days
• Learner accounts for the temperature
variation daily
12.1 Explain the variations in • Explain what causes atmospheric • Learners need to go outside
atmospheric temperature variation. the classroom and a teacher
Variations in temperature • In pairs learners explore how explains to them solar
atmospheric atmospheric temperature varies in radiation in presence of
temperature relation to solar radiation. sun(source of radiations)
• A learner is asked to explain how solar
radiations causes variation in
atmospheric temperature.
12.2 Describe the causes and • Explain the causes of atmospheric Geographical factors that causes
effects of the daily temperature changes. atmospheric temperature changes; i.e.

17
 SCHEME OF WORK

Causes and effects of variations in atmospheric • Learners brainstorm different causes Incoming solar radiation, Humidity,
the daily variations in temperature of temperature variations. Altitude, etc.
atmospheric • A learner tasked to prepare a report
temperature Do Activity of on what he/she finds to be the causes Resources needed in the Activity of
integration of atmospheric temperature variation integration
• Activity of integration

Subject: Physics Class: S.1 Term: THREE Teacher’s Name:

Time allocation: 3 periods a week

When it comes to planning your lessons use the structure: starter, I do, we do, you do, plenary. The starter is a written task that reviews
previous learning. Ensure your lessons provide regular and extended opportunities for independent practice.

YPR:
Y= yes, I taught the lesson
P= I partially taught it e.g. I didn't get through all the content.
R= I taught the lesson, but I think students would benefit from a review

WEEK LEARNING OUTCOME METHODOLOGY TEACHING/LEARNING Y

SUBTOPICS RESOURCES P
R
Theme: Heat
Topic: Heat transfer
Competency: The learner should be able to explain the modes of heat transfer and their applications to daily life
1.1 Understand heat transfer • Share a life experience about the weather Locally available good
Heat conditions during the dry and wet seasons and conductor of heat e.g. metal
transfer Explain methods of heat explain the concept of heat.
transfer • In groups, learners discuss the meaning of heat Source of heat such as; Bunsen
and heat transfer, and methods of heat transfer. burner, burning charcoal or
candle

18
 SCHEME OF WORK

• Task learners to share the methods of heat

transfer that they have discussed.
• Learners make notes in their books.
1.2 Explain heat transfer by • Explain what happens to particles when heated. Locally available good
Heat conduction • Pose questions to the learners to give the meaning conductor of heat e.g. metal bar
transfer by of “conduction”.
conduction To understand good and • Learners discuss and explain how heat travels Source of fire
bad conductors of heat from one end of a metal bar to another.
• Learners share their own experiences of heat Charts/Manila
conduction that they have observed in daily life.
• Provide the resources and guides to learners and Available cooking utensils e.g.
explains the task, wooden and plastic spoons
• In groups, learners discuss and identify the good
Hot water
and bad conductors of heat.
• Task learners to write down what makes a good Cold water
and bad conductor of heat and to give examples of Plastic jug
each.
2.1 Explain factors affecting • Explain the concept of rate of heat conduction. Charts showing different
Factors rate of heat conduction • Demonstrate the rate of heat conduction through materials
affecting different materials.
rate of heat To understand the • Learners in their respective groups conduct the Equal lengths copper, iron,
conduction applications of same experiment and record their observations aluminium and wood rods
and conductors and insulators and conclusions.
application in daily life • Task learners to share their observations and Wax and some similar coins
conclusions on which factors affect rate of heat
conduction. Bunsen flame and triple stand
• Share a story about cooking food in different
homes and task leaners to justify on the choice of Internet
materials used during cooking such as metallic
utensils.
• In groups, learners discuss all other applications
for good conductors and share their ideas with the

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 SCHEME OF WORK

class. The teacher harmonises the discussion by

finalising a list of examples.
• Task a learner to suggest the applications of good
conductors and insulators. All learners make
notes.
2.2 To understand • Demonstrate convection in liquids and gases. Charts with diagrams and
Convections convection in liquids and • In pairs, learners share their observations and arrows showing convection
in liquids gases make conclusions.
and gases • Ask learners to suggest an application of this
phenomenon.
3.1 Explain the applications • Initiate a discussion on what happens if a gas is in Glass beaker or round
Applications of convection a room and how it will move out of the room bottomed flasks
of through ventilation points.
convection • Learners in groups discuss the applications of Heat source
convections.
• Tasks learners to share the applications of Potassium permanganate
convection that they have learnt. crystals and water
• Explain more about other applications of Charts showing the sea and
convection. land breeze.
• In pairs, learners share what they have researched
Any cooling radiator or a picture
about convection and present it to the class.
of one
• Task learners to make conclusions on convection
and make notes in their books

3.2 Understand the concept • Introduce the concept of radiation by comparing Thermometer
Radiation of radiation conduction and convection. Initiate a discussion,
such as inquiring how heat from the sun reaches Heat source
Explain the factors that us on earth.
affect the emission and • In groups, learners discuss the comparison of Something black and something
absorption of thermal surfaces and their abilities to reflect and absorb white surface to reflect or
radiation thermal radiation. absorb heat
• Task learners to identify a surface with the ability
to emit or absorb radiation.

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 SCHEME OF WORK

4.1 Explain the application of • Demonstrate one of the applications of thermal Metallic cans
Application thermal radiation radiation e.g. cooling radiators in cars etc.
of thermal • In groups, learners suggest other applications of Masking tape
radiation Understand the vacuum heat radiation.
flask • Each groups is asked to present their findings. Scissors
• Learners make a list of the applications of thermal
Explain how the vacuum radiation in their notes. Paper
flask prevents heat loss or • Show the vacuum flask to the learners and guides
gain them on how to use it. Black polythene
• In a class discussion, learners explain how the
Thermometer
features observed help to minimize heat losses for
the contents of the flask.
A vacuum flask
• Task the learners to draw and label the vacuum
flask
4.2 To understand a heat trap • Initiate a discussion and explains the greenhouse Charts showing the greenhouse
Greenhouse Explain the greenhouse effect (heat trap)
effect effect • In pairs, learners share how radiation keeps a Internet and videos/pictures
greenhouse warm.
Do Activity of integration • Task each learner to write brief notes on how the Charts showing the greenhouse
greenhouse works.
• Introduce the concept of the greenhouse effect as Internet and videos/pictures
a global issue.
• In groups, learners debate on how human Resources for doing activity of
integration.
activities lead to increased greenhouse effect and
how it can be mitigated.
• Task an individual to explain the meaning of the
greenhouse effect
• Give activity of integration
Theme: Heat
Topic: Expansion of solids, liquids and gases
Competency: The learner should be able to explain the effect of heat on the expansion of solids, liquids and gases and explore their applications
5.1 Understand expansion • Explain and initiate a class discussion by asking the Metal ball and ring which can
learners the effects of heat on substances. be locally made from old metals

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 SCHEME OF WORK

Expansion of Understand the • In pairs, learners discuss the effect of heat on

solids expansion of solids substances and share their responses with the Spirit burner
class.
Understand the effects of • Learners are tasked to write notes on what Heat source
expansion of solids happens when a solid like metal is heated.

5.2 Identify instances in • Use own life experience and example to explain Charts
Metal everyday life to explain how metals expand or contract in hot and cold
expansion that metals expand or conditions. Internet
and contract • Learners in their respective groups identify
contraction examples from everyday life to illustrate that Metal ball and ring
Understand the metals expand or contract in relation to
implications of the temperature.
expansion of metals • Task a learner to identify any device that uses
expansion and contraction processes.
• Explain that the concept is on great concern in
engineering.
• Initiate a discussion using the figure 7.4 (learner
textbooks) or related picture in engineering.
• Learners discuss and explain the significance of the
design in the figure (rails are arranged i.e. gaps in
the rails).
• Task an individual to explain why the gaps are left
there during the construction of rails.
6.1 Understand the • Introduce the concept of liquid expansion and Test tubes
Expansion of expansion of liquids guides the learners on how to do the experiment.
liquids • Learners conduct the experiment, observe what Beakers
Compare rates of liquid happens and describe it in their own words in their
expansion notes. Stoppers
• Task learners to share why they think it is easier to
observe liquid expansion than solid expansion. Glass tubes

Water

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 SCHEME OF WORK

Coloured water
6.2 Explain anomalous • Explain the concept of anomalous expansion of Internet
Anomalous expansion of water water and defines it.
expansion of • In groups, learners discuss and explain the graphs Chart showing anomalous
water showing anomalous expansion of water. expansion of water
• Task the individual students to explain what they
understand about anomalous expansion of water. Learners books

Teacher guide

A bent capillary tube

A straight capillary tube

7.1 Understand the • Demonstrate gas expansion. A test tube

Expansion of expansion of gases • In their groups, learners do the experiment and
gases observe and explain what causes the observations A beaker of water
Do Activity of integration in the activity of expansion of gases.
A stopper
• Assess the individuals by posing questions to
understand what they have observed

Theme: Light
Topic: Nature of light and reflection at plane surfaces
Competency: The learner should investigate how some objects emit light resulting in light and shade, while other objects such as a mirror,
simply reflect light, and understanding the applications of light/shade and reflection.

7.2 Understand light as form • Ask the learners if they have seen the lights of a Glue
Introduction of energy car at night or use a torch to flash light in a dark
to light space. Torch/candle
Understand sources of • In pairs, leaners discuss other sources of light
light • Introduce the concept of different types of beams Card boards
of light.
• In groups, learners investigate how light travels. Thread

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 SCHEME OF WORK

Investigate and explain • Individually, learners then make their own notes,
how light travels including a diagram. A long string

A nail

Wooden blocks of the same

dimension
8.1 Understand shadows and • Demonstrate how shadows are formed. A piece of paper
shadows how they are formed • In groups, learners discuss why shadows are
formed and the regions of the shadow. Glass and a thick book
Identify transparent, • Ask the learners to locate and shade the regions of
translucent and opaque the shadows formed. Any available opaque,
objects • Show some transparent, translucent and opaque translucent and transparent
objects and explains the meaning. objects
Demonstrate umbra and • In groups, learners discuss and identify the Any available opaque,
penumbra transparent, translucent and opaque objects. translucent and transparent
Learners then think about different examples of objects
each type of object.
• Task individual learners to define transparent, Two sources of light e.g. bulbs
translucent and opaque objects.
• Demonstrate the umbra and penumbra and leads Two cups of different sizes of
the learners to locate them. other opaque objects
• In groups, learners discuss how shadows occur in
everyday life. A large screen e.g. manila paper
• Task individual to explain shadows.
8.2 Understand eclipses • Initiate a discussion by asking the class who has Bulb
eclipse seen an eclipse before and if they can share their
Explain the different experience. Bulb holder
types of eclipses • Then add to the explanation of what eclipses are
formed. Switch
• In groups, learners describe how eclipses of
different types are formed. Cardboard with a small hole
• Learners individually draw diagram showing
formation of different types of eclipses.

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 SCHEME OF WORK

Large cardboard or large ball or

globe

A small ball
9.1 Understand the pinhole • Introduce the pinhole camera and explains that Internet
Formation of camera light travels in straight lines.
image in a • The learners sketch the pinhole camera and guide A chat with diagram of a pin
pinhole Describe the images on how they should draw the arrows from the hole camera
camera formed by a pin hole object to the image to show the light rays.
camera • Assess the learners on how well they describe and Learner's book
sketch the pinhole cameras and the images
Understand magnification created by them. Teachers guide
• Explain the meaning of magnification and relate it
Calculate magnification Tins, boxes (local materials)
with real life.
• In groups, learners discuss and calculate the Learners book
magnification and present this to the class
Provides more problems for learners to work on
individually to assess understanding.

9.2 Understand reflection of • Begin by asking the learners why they are able to Plane mirrors
Reflection of light by plane surfaces see objects yet they do not produce light on their
light on own. Torches
plane Demonstrate the laws of • In groups, learners discuss and use plane mirror
surfaces reflection and other materials to look at themselves. They Optical pin
discuss why they can look at themselves using the
mirror. Optical pins
• Discuss with learners what an incident rays,
reflected ray and angle of incidence are. Soft board
• Task individual learners to define incident rays,
reflected rays and angle of incidence. Plane mirror
• Demonstrate to the learners how the laws of
reflection work.

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 SCHEME OF WORK

• In groups, the learners discover these laws with

experiments.
• Harmonise with the learners on the procedures in
the learner's textbook.
• Ask individual learners to state any law of
reflection.
10.1 Understand the images • Initiate the lesson by demonstrating how images Plane mirror
Images formed in plane mirrors are formed in plane mirrors.
formed by • Learners then repeat the same themselves and Chart showing plane mirrors
planes Investigate the properties discuss how images are formed in plane mirrors. from images according to the
mirrors of images in plane • Learners are tasked to write notes on how images figures
mirrors are formed in plane mirrors.
• Guide a discussion on the properties of images in A small piece of paper
the plane mirrors. Plane mirrors (2)
• Learners are tasked to draw a sketch diagram of
how images are formed in a plane mirror and to Candle
label the properties of the images.
Pieces of paper

Plane papers
10.2 Understand mirrors • Demonstrate using two plane mirror inclined Internet
Inclined inclined to each other towards each other,
mirrors • In groups, learners count the number of images Plane mirrors
Investigate images formed when holding the mirrors inclined towards
formed by mirrors each other. 2 plane mirrors
inclined at various angles • Learners are tasked individually to calculate the
number of images formed and make notes. Learners' books

Teachers guide
11.1 Regular and diffuse • Initiate a discussion on the concept of regular and Internet
Regular and reflection diffuse reflection. Demonstrate or use examples
diffuse when giving definitions. Learner's book
reflection
Teachers guide

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 SCHEME OF WORK

• In pairs, learners draw diagrams of the ray showing

regular and diffuse reflections. They display them
in class for discussion.
• Individual learners are tasked to write an
explanation of regular and diffuse reflections in
their books.
11.2 Do Activity of integration • Give activity of integration A pen
Activity of
integration Piece of paper

Learners' books
12
Week 12 should be used for catching up on delayed content, marking, or reviewing and preparing for assessment.

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