1. )Compare and contrast the 8-4-4 scheme of work and the CBC scheme of work.

Comparisons:

1. Objective-driven: Both schemes of work aim to achieve specific learning objectives. They outline what students should know, understand, and be able
to do by the end of the lesson.

2. Assessment: Both schemes include assessment strategies to evaluate students' understanding and progress. They may use formative and summative
assessments to measure learning outcomes.

3. Structured format: Both schemes of work follow a structured format, including sections such as week, lesson, learning outcomes,Teaching resources,
assessment and Reflections.

4. Student-centered: Both lSchemes of work focus on engaging students actively in the learning process. They encourage student participation, critical
thinking, and problem-solving skills.

Contrast:

1) Learning outcomes: The 8-4-4 scheme of work focuses on content mastery and knowledge acquisition. It aims to cover a broad range of topics within
each subject. The CBC scheme of work focuses on the development of competencies or skills, such as critical thinking, creativity, communication,
collaboration, and problem-solving.

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2) Curriculum focus: The 8-4-4 scheme of work is based on a subject-centered curriculum, where subjects are taught separately. In contrast, the CBC
scheme of work is based on a competency-based curriculum, which emphasizes the development of skills, knowledge, and attitudes across different
subjects.

3) Assessment approach: The 8-4-4 scheme of work often relies on traditional assessment methods, such as written exams and quizzes. The CBC scheme
of work emphasizes continuous assessment and uses a variety of assessment methods, including projects, portfolios, presentations, and practical
demonstrations.

4) Teaching strategies: The 8-4-4 scheme of work often relies on teacher-centered instructional methods, such as lectures and note-taking. The CBC
scheme of work encourages active learning through inquiry-based approaches, group work, discussions, and hands-on activities.

5) Integration of subjects: The CBC scheme of work promotes the integration of subjects to provide a holistic learning experience. It encourages
interdisciplinary connections and real-world applications of knowledge and skills. The 8-4-4 scheme of work focuses on teaching subjects separately
without much integration.

In summary, while both the 8-4-4 and CBC schemes of work share similarities in terms of objective-driven and student-centered approaches, they differ in
curriculum focus, learning outcomes, assessment approach, teaching strategies, and integration of subjects. The CBC scheme of work places more emphasis
on competency development and interdisciplinary connections compared to the 8-4-4 scheme of work.

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 Question 2.) repare a two-week CBC scheme of work.

SCHOOL PIONEER SCHOOL GRADE 7 LEARNING AREA INTERGRATED SCIENCE

TERM 2 YEAR. 2024 TEACHER’S NAME MR. HOWARD REG. NO. 081726

We Less Strand Sub- Expected Learning Key Learning Experiences Teaching Resources Assessment Reflection
ek on strand Outcomes Inquiry
Question
1 1 Mixtures, Mixtures; By the end of the What is a The learner is guided to; Learning References Observation.
Elements Separation lesson, the learner solvent aids
and of should be able to; 1. Discuss what is Digital Active Assessment
Compound mixtures a) Outline the What is a simple distillation. devices. Integrated rubrics.
s. (a). Simple procedure for solute ? Science pg
distillation separating a mixture 2. Prepare the Table salt 69-70. Practical
. using simple requirements for the and water. work.
distillation. experiment.
Portable Checklists.
b) Carry out an 3. State the procedure burner.
experiment to for separating a Written
separate a mixture mixture of salt and Boiling tests.
of salt and water water using simple tubes. Oral
using simple distillation.
distillation. Delivery discussions.
4. Carry out an tube.
C) Appreciate the use experiment to Oral
of simple distillation in separate a mixture of Retort stand questions.
separation of mixtures. salt and water using and clamp.
simple distillation.

5. Record and discuss

the observations

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 from the experiment.
2 Mixtures, Mixtures. By the end of the What is The learner is guided to; Digital Active Assessment
Elements Separation lesson, the learner Fractional devices. Integrated rubrics.
and of should be able to; distillation? 1. Discuss fractional Science pg
Compound mixtures.( a) Outline the distillation as Internet. 70-72. Oral
s. b) procedure for method of separating questions.
Fractional separating a mixture mixtures. Video clips.
distillation of ethanol and Observation
. water. 2. List the requirements schedule.
b) Search the internet for separating a
for a video on mixture using the Oral
separation of a fractional discussions.
mixture of ethanol distillation. Written
and water using tests.
fractional 3. State the procedure
distillation. for separating a
mixture using
c.)Appreciate the use of fractional
fractional distillation as distillation.
a method of separating
mixture. 4. Discuss the
observation from the
experiment.
3 Mixtures, Mixtures: By the end of the What is In groups,The learner is Iodine Active
Elements Separation lesson, the learner sublimation guided to; crystals. Integrated Checklists.
and method. should be able to; as method Science pg
Compound (c).Sublim a) Outline the of 1. List and prepare the Sodium 75-76. Practical
s. ation. procedure for separating requirements for the chloride. work.
separating a mixture mixtures? experiment.
of sodium chloride Beaker, Observation.
and iodine by 2. State the procedure round-
sublimation. for separating a bottomed Oral
mixture of iodine questions.
b) Carry out an and sodium chloride flask.

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 experiment to by sublimation. Oral
separate a mixture Spatula. discussions.
of sodium chloride 3. Follow the procedure
and iodine by to carry out the Portable
sublimation. experiment on burner.
separating a mixture Wire
c) Appreciate the use of iodine and sodium gauze,tripod
of sublimation in chloride by stand.
separating mixture. sublimation. Digital

4. Record and discuss

the observations
from then
experiment.

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 4 Mixtures, Mixtures; By the end of the What is In groups and pairs, the Copper (II) Active Assessment
Elements Separation lesson, the learner evaporation learner is guided to; sulphate salt. Integrated rubrics.
and method; should be able to; as a method Science pg
Compound (d). a) State the procedure of 1. List and prepare the Water. 80-81. Checklists.
s. Crystallisa for separating a separating requirements for Evaporating
tion. mixture by mixtures? separating a mixture dish. Oral
crystallisation. using crystallisation. questions.
b) Carry out an Thermomete Practical
experiment to 2. Outline and discuss r work.
separate a mixture the procedure for filter
by crystallisation. separating mixtures paper. Oral
c) Appreciate the use using crystallisation Conical discussions.
of crystallisation as method. flask.
a method of Stirring
separating mixtures. 3. Carry out an rod,beaker.
experiment to
separate salt from a
mixture of salt and
water by
crystallisation.

4. Record and discuss

the observations
from the experiment.
2 1 Mixtures, Mixtures:S By the end of the Why is In groups, learners are Digital Teachers Practical
Elements eparating lesson, the learner crushing guided to; devices. notes. work.
and methods;(e should be able to; necessary
Compound ). a) Outline the in solvent 1. List and prepare Teachers Observation.
s. Evaporatio procedure for extraction? requirements for notes.
n. separating a mixture separating a mixture Written
by evaporation Why is by evaporation. Salt and tests.
method. water not water.
b) Carry out an used as a 2. State the procedure Oral
experiment to solvent ? for separating a Portable questions.

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 separate a mixture homogenous mixture burner.
of salt and water by Why is the by evaporation Oral
evaporation method. extract method. discussions.
c) Appreciate the use obtained
of after 3. Carry out an Assessment
d.)evaporationmeth decanting experiment to rubric.
od to separate left in the separate a mixture of
mixtures. sun? salt and water by
evaporation method.

4. Record and discuss

the observation from
the experiment.
2 Mixtures, Mixtures:S By the end of the The learner should be Groundnuts Active Practical
Elements eparation lesson, the learner What is able to; or simsim Integrated work.
and methods;(f should be able to; paper seeds. Science pg
Compound ).Solvent a) Outline the chromatogr 1. List and prepare the Propane or 78. Observation
s. extraction. procedure for aphy? requirements for the methylated
extracting oil from experiment. spirit. Oral
nuts by solvent How is Mortar and questions.
extraction. paper 2. Outline the pestle.
b) Carry out an chromatogr procedure for Dropper,filte
experiment to aphy used extracting oil from r paper.
extract oil from nuts to separate nuts by solvent Evaporating
by solvent mixtures? extraction. dish.
extraction.
c) Appreciate the use 3. Carry out the
of solvent extraction experiment
in extracting oil following the
from nuts. procedure.
4. Discuss and record
the observations
from the experiment.

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3 Mixtures, Mixtures: By the end of the What are In groups and pairs, the Mortar and Active Practical
Elements Separating lesson, the learner the learner guided to; pestle. Integrated work.
and method;(g) should be able to; applications Science pg
Compound .Paper a) Outline the of paper 1. List and prepare the Beakers. 76-77. Assessment
s. chromatog procedure for chromatogr requirements for rubric.
raphy. separating a mixture aphy in separating Knife,
using paper sport, food, components of an fresh green Checklists.
chromatography. cosmetic extract using paper leaves. Oral
b) Carry out an and chromatagraphy. discussion.
experiment to pharmaceut 2. Outline the steps for Filter papers.
separate ical separating Observation
components of the industries? components of an Droppers. .
extract of green extract of green Propane.
leaves using paper leaves using paper
chromatography. chromatography.
c) Acknowledge the
applications of 3. Conduct an
chromatography in experiment to
our lifes. separate the
components of an
extract of green
leaves using paper
chromatography.

4. Draw the appearance

of the filter paper
and discuss the
observations from
the experiment.

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4 Mixtures, Mixtures: By the end of the What are the learner is guided to: Teacher's Active Oral
Elements Applicatio lesson, the learner the Notes. Integrated discussion.
and ns of should be able to; applications 1. Search the internet Internet. Science pg
Compound Paper a) State the of paper for information on Digital 77. Oral
s. Chromato applications of chromatogr the application of devices. questions.
graphy. paper aphy in paper
chromatography in sport, food, chromatography in
cosmetic,sport, cosmetic food, sport, cosmetic
pharmaceutical and and and pharmaceutical
food industry. pharmaceut industries.
b) Search the internet ical
for information on industries? 2. Discuss and present
the application of the applications of
paper paper
chromatography in chromatography in
cosmetic, sport, food,sport,
food and pharmaceutical and
pharmaceutical cosmetic industry.
industry.
c) Appreciate the
importance of paper
chromatography in
our daily lifes.

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