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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 3 |
Living things and their environment
|
The cell
|
By the end of the
lesson, the learner
should be able to:
Define the term cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the cell membrane found in a cell. In groups or in pairs, learners are guided to state the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 4 |
Living things and their environment
|
Components of a cell
|
By the end of the
lesson, the learner
should be able to:
Identify the components of a cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the importance of using light microscope |
In groups or in pairs, learners are
guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video. In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 5 |
Living things and their environment
|
Types of cells
Functions of a cell |
By the end of the
lesson, the learner
should be able to:
Identify the components of a cell Draw the animal and plant cell Calculate the magnification of cells seen under light microscope Appreciate the importance of using the light microscope |
In groups or in pairs, learners are guided to draw the structure of a
cell |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory and Equipment Textbook |
Applications
Teacher Observations
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 6 |
Living things and their environment
|
Difference between plant and Animal cell
|
By the end of the
lesson, the learner
should be able to:
Draw plant and animal cell Compare plant and animal cell as observed under a light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to state the differences between a plant cell and an animal cell. In groups or in pairs, learners are guided to recognise the differences between plant and animal cell. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 3 | 1 |
Living things and their environment
|
Organelles
|
By the end of the
lesson, the learner
should be able to:
Identify the organelles in a plant cell Draw the major organelles in a cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the requirements needed to observe a plant cell under a light microscope. In groups or in pairs, learners are guided to outline the procedure of observing a plant cell under a light microscope. In groups or in pairs, learners are guided to observe a plant cell under a light microscope. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Portfolio
Oral or Aural Questions
|
|
| 3 | 2-3 |
Living things and their environment
|
Organelles in plant cell
Organelles in animal |
By the end of the
lesson, the learner
should be able to:
Identify the functions of the major organelles in a plant cell Watch a video showing the plant cell Appreciate the use of a light microscope in microscope in magnification Identify the major organelles in animal cell Draw the major organelles in an animal cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw a plant cell. In groups or in pairs, learners are guided to name the structures of a plant cell. In groups or in pairs, learners are guided to state the functions of the parts of a plant cell. In groups or in pairs, learners are guided to draw an animal cell. In groups or in pairs, learners are guided to. name the structures of an animal cell |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Selected specimens Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 3 | 4 |
Living things and their environment
|
Difference between the plant and animal cell
|
By the end of the
lesson, the learner
should be able to:
Compare plant and animal cell as observed under a light microscope Identify the difference between plant and animal cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to state the differences between a plant cell and an animal cell. In groups or in pairs, learners are guided to recognise the differences between plant and animal cell. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 3 | 5 |
Living things and their environment
|
Nucleus
|
By the end of the
lesson, the learner
should be able to:
Define the term nucleus Draw the nucleus as seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw a nucleus In groups or in pairs, learners are guided to. name the structures of a nucleus |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbooks Software Relevant reading materials |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 3 | 6 |
Living things and their environment
|
Functions of nucleus
|
By the end of the
lesson, the learner
should be able to:
Identify the functions of nucleus Search in the internet the functions of nucleus Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw a nucleus and name various parts of a nucleus |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Spotlight Basic Laboratory and Textbooks ? Software Relevant reading materials |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 4 | 1 |
Living things and their environment
|
Magnification of a cell as seen under the light microscope
|
By the end of the
lesson, the learner
should be able to:
Define the term magnification. State the formula of calculating magnification. Calculate the magnification of a microscope. Appreciate the importance of magnification. |
In groups or in pairs, learners are guided to define the term magnification.
In groups or in pairs, learners are guided to state the formula of calculating magnification. In groups or in pairs, learners are guided to calculate the magnification of a microscope. |
How do you calculate the magnification of a microscope?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 60-61
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2-3 |
Living things and their environment
|
Assessment
Movement of materials un and out of the cells; The cell membrane |
By the end of the
lesson, the learner
should be able to:
Answer topical questions correctly. Identify the cell membrane found in a cell. State the structures of the cell membrane. Draw the structure of a cell as shown in learner's book 8 page 63 Appreciate the structure of a cell. |
Learners are guided to answer topical questions correctly
In groups or in pairs, learners are guided to identify the cell membrane found in a cell. In groups or in pairs, learners are guided to state the structures of the cell membrane. In groups or in pairs, learners are guided to draw the structure of a cell as shown in learner's book 8 page 63 |
What have you learnt about cells?
Where is the cell membrane found in a cell? What is the function of a cell membrane in a cell? |
Mentor; Integrated Science Learner's Book Grade 8 pg. 62
Assessment books. Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Living things and their environment
|
Properties of a cell membrane
|
By the end of the
lesson, the learner
should be able to:
Use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video. Describe the properties of a cell membrane. Investigate the structures of the cell membrane. Appreciate the properties of a cell membrane. |
In groups or in pairs, learners are guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video.
In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
What are the properties of a cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Living things and their environment
|
Effects of heat on the cell membrane
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how heat affects the functioning of the cell membrane. Outline the procedure of investigating how heat affects the functioning of the cell membrane. Investigate how heat affects the functioning of the cell membrane. Appreciate effects of heat on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how heat affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how heat affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how heat affects the functioning of the cell membrane. |
How does heat affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 64-66
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 6 |
Living things and their environment
|
Effects of alkali on the cell membrane
Effects of dilute acid on the cell membrane |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how alkali affects the functioning of the cell membrane. Outline the procedure of investigating how alkali affects the functioning of the cell membrane. Investigate how alkali affects the functioning of the cell membrane. Appreciate effects of alkali on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how alkali affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how alkali affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how alkali affects the functioning of the cell membrane. |
How does alkali affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70 |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Living things and their environment
|
Diffusion
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of diffusion. Discuss the meaning of aroma. Do Activity 3 in learner's book 8 page 71 Have a desire to learn more about diffusion. |
In groups or in pairs, learners are guided to explain the meaning of diffusion.
In groups or in pairs, learners are guided to discuss the meaning of aroma. In groups or in pairs, learners are guided to do Activity 3 in learner's book 8 page 71 |
What is diffusion?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 71
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2-3 |
Living things and their environment
|
How to demonstrate diffusion
Factors that affect diffusion |
By the end of the
lesson, the learner
should be able to:
Outline the procedure of demonstrating diffusion. State the safety precautions to be observed. Demonstrate the process of diffusion. Appreciate the importance of diffusion. Describe the factors that affect diffusion. State the factors that increase the rate of diffusion. Recognise the factors that decrease the rate of diffusion. Appreciate the factors that affect diffusion. |
In groups or in pairs, learners are guided to outline the procedure of demonstrating diffusion.
In groups or in pairs, learners are guided to state the safety precautions to be observed. In groups or in pairs, learners are guided to demonstrate the process of diffusion. In groups or in pairs, learners are guided to describe the factors that affect diffusion. In groups or in pairs, learners are guided to state the factors that increase the rate of diffusion. In groups or in pairs, learners are guided to recognise the factors that decrease the rate of diffusion. |
How do you demonstrate diffusion?
What are the factors that affect diffusion? |
Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 72-73 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Living things and their environment
|
Role of diffusion in living organism
|
By the end of the
lesson, the learner
should be able to:
Use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs. Discuss role of diffusion in plants. Explain the role of diffusion in living organisms. Enjoy using digital devices. |
In groups or in pairs, learners are guided to use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs.
In groups or in pairs, learners are guided to discuss role of diffusion in plants. In groups or in pairs, learners are guided to explain the role of diffusion in living organisms. |
What is the role of diffusion in plants?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 73-75
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Living things and their environment
|
Osmosis
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of osmosis. State the process of osmosis. Demonstrate the process of osmosis. Have a desire to learn more about osmosis. |
In groups or in pairs, learners are guided to explain the meaning of osmosis.
In groups or in pairs, learners are guided to state the process of osmosis. In groups or in pairs, learners are guided to demonstrate the process of osmosis. |
What is osmosis?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77
Pictures Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 6 |
Living things and their environment
|
How to demonstrate osmosis using plant materials
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to demonstrate osmosis using plant materials. Outline the procedure to demonstrate osmosis using plant materials. Demonstrate osmosis using plant materials. Have fun and enjoy the experiment. |
In groups or in pairs, learners are guided to state the requirements needed to demonstrate osmosis using plant materials.
In groups or in pairs, learners are guided to outline the procedure to demonstrate osmosis using plant materials. In groups or in pairs, learners are guided to demonstrate osmosis using plant materials. |
How do you demonstrate osmosis using plant materials?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Living things and their environment
|
Factors that affect osmosis
Role of osmosis in living organisms |
By the end of the
lesson, the learner
should be able to:
Describe the factors that affect osmosis. Identify the factors that increase the rate of osmosis. Recognise the factors that decrease the rate of osmosis. Appreciate the factors that affect osmosis. |
In groups or in pairs, learners are guided to describe the factors that affect osmosis.
In groups or in pairs, learners are guided to identify the factors that increase the rate of osmosis. In groups or in pairs, learners are guided to recognise the factors that decrease the rate of osmosis. |
What factors affect osmosis?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82 |
Oral questions Oral Report Observation
|
|
| 6 | 2-3 |
Living things and their environment
|
Changes that occur in the plant leaves at different times
Observing the changes that occur on plant leaves at different times. |
By the end of the
lesson, the learner
should be able to:
State the importance of plants. Name the process that affects plants when making food. Investigate what affects plants when making food. Appreciate the importance of plants. Draw the diagrams in leaner's book 8 page 83 Observe the changes that occur on plant leaves at different times. Describe the observable changes on the leaves at different times. Appreciate the changes that occur on plant leaves at different times. |
In groups or in pairs, learners are guided to state the importance of plants.
In groups or in pairs, learners are guided to name the process that affects plants when making food. In groups or in pairs, learners are guided to investigate what affects plants when making food. In groups or in pairs, learners are guided to draw the diagrams in leaner's book 8 page 83 In groups or in pairs, learners are guided to observe the changes that occur on plant leaves at different times. In groups or in pairs, learners are guided to describe the observable changes on the leaves at different times. |
What do plants utilize to make food?
How do you think temperature affects the shape of the leaves at different times? |
Mentor; Integrated Science Learner's Book Grade 8 pg. 82
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Living things and their environment
|
Observing the changes that take place in the plant leaves at different times.
|
By the end of the
lesson, the learner
should be able to:
Observe the changes that take place in the plant leaves at different times. State the importance of diffusion in one's body. Appreciate the importance of diffusion. |
In groups or in pairs, learners are guided to observe the changes that take place in the plant leaves at different times.
In groups or in pairs, learners are guided to state the importance of diffusion in one's body. |
How do you think the rate of loss of water by the leaves affects the shape of the leaves at different times?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 84
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Living things and their environment
|
Assessment
|
By the end of the
lesson, the learner
should be able to:
Answer topical questions correctly. |
Learners are guided to answer topical questions correctly
|
What have you learnt about the movement of materials in and out of the cells?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 85
Assessment books |
Oral questions Oral Report Observation
|
|
| 6 | 6 |
Living things and their environment.
|
Menstrual cycle in human beings
|
By the end of the
lesson, the learner
should be able to:
Discuss human menstrual cycle using flashcards with information about human menstruation. Describe the menstrual cycle in human beings. Appreciate menstruation in human beings |
Learners are guided in pairs, in groups or individually to discuss human menstrual cycle using flashcards with information about human menstruation.
Learners are guided in pairs, in groups or individually to write down the meaning of menstruation and human menstruation cycle. Learners are guided in pairs, in groups or individually to describe the menstrual cycle in human beings. |
What is the meaning of menstruation?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Human Reproductive Health
|
Pubertal growth and development
Personal hygiene needs during puberty |
By the end of the
lesson, the learner
should be able to:
Define the term puberty. Identify physical, emotional and social changes during puberty in both boys and girls. Classify the changes as physical, emotional or social. Appreciate the importance of puberty. |
Learners to define the term puberty.
Learners are guided to identify physical, emotional and social changes during puberty in both boys and girls. Learners are guided to classify the changes as physical, emotional or social. |
Which changes are common for both boys and girls?
Why do you think adolescents form peer groups?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2-3 |
Human Reproductive Health
|
Myths and misconceptions on menstrual experience in the community.
Importance of reproductive health in the community |
By the end of the
lesson, the learner
should be able to:
Define the term myths and misconceptions. Identify the stages for identifying intersex persons. Discuss the myths and misconceptions about menstrual experience. Appreciate puberty as a stage in personal growth and development. State the importance reproductive health in the community. State the effects of harmful practices on reproductive health. Create posters condemning practices such as female genital mutilation and early marriages. Appreciate practices that enhances reproductive health. |
Learners to define the term myths and misconceptions.
Learners are guided to identify the stages for identifying intersex persons. In groups, learners to discuss the myths and misconceptions about menstrual experience. Learners to state the importance reproductive health in the community. Learners to state the effects of harmful practices on reproductive health. In groups or in pairs, learners to create posters condemning practices such as female genital mutilation and early marriages. |
What is a myth?
Why is reproductive health important in the community? What are the effects of early pregnancies? |
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Human Reproductive Health
|
Myths and misconceptions about reproductive health in the community
|
By the end of the
lesson, the learner
should be able to:
Identify myths and misconceptions about reproductive health in the community. Compose songs and poems with information on positive reproductive health practices. Appreciate puberty as a stage in personal growth and development. |
Learners to identify myths posters condemning practices such as female genital mutilation and early marriages.
In groups or in pairs, learners to compose songs and poems with information on positive reproductive health practices. |
What are the positive reproductive health practices that we should adopt in the community?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Force and energy
|
Force and Energy: Transformation of energy; Forms of energy
|
By the end of the
lesson, the learner
should be able to:
Identify the forms of energy in their environment. Study the pictures in learner's book 8 involving various forms of energy. Appreciate the forms of energy in their environment. |
In their groups, learners are guided to identify the forms of energy in their environment.
In their groups, learners are guided to study the pictures in learner's book 8 involving various forms of energy. In their groups, learners are guided to do the tasks in learner's book 8 page 131 |
What is energy?
What are the forms of energy in the environment?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 6 |
Force and energy
|
Renewable energy sources
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of renewable energy sources. Recognise the importance of renewable energy sources. Appreciate the use of renewable energy sources. |
In groups, learners are guided to explain the meaning of renewable energy sources.
In groups, learners are guided to recognise the importance of renewable energy sources. In groups, learners are guided to give examples of renewable energy sources. |
What are renewable energy sources?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Force and energy
|
Non-renewable energy sources
Classification of renewable and non-renewable energy sources |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of non-renewable energy sources. Recognise the importance of non-renewable energy sources. Appreciate the use of non-renewable energy sources. |
In groups, learners are guided to explain the meaning of non-renewable energy sources.
In groups, learners are guided to recognise the importance of non-renewable energy sources. In groups, learners are guided to give examples of non-renewable energy sources. |
What are non-renewable energy sources?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 2-3 |
Force and energy
|
Energy transformations in nature.
Energy transformations using materials in their locality |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of energy transformation. Demonstrate energy transformations using locally available materials. Have a desire to learn more about energy transformation. State the materials needed to demonstrate the energy transformations in a falling object. Demonstrate the energy transformations in a falling object. Have fun and enjoy doing the experiment. |
In groups, learners are guided to explain the meaning of energy transformation.
In groups, learners are guided to identify energy transformations in nature. In groups, learners are guided to demonstrate energy transformations using locally available materials. In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a falling object. In groups, learners are guided to outline the procedure of investigating energy transformations in a falling object. In groups, learners are guided to demonstrate the energy transformations in a falling object. |
What is energy transformation?
Which other locally available can you use to demonstrate the energy transformations in a falling objects? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 132
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 133 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Force and energy
|
Energy transformations using materials in their locality
|
By the end of the
lesson, the learner
should be able to:
State the materials needed to demonstrate the energy transformations in a swinging objects. Demonstrate the energy transformations in a swinging objects. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a swinging objects.
In groups, learners are guided to outline the procedure of investigating energy transformations in a swinging objects. In groups, learners are guided to demonstrate the energy transformations in a swinging objects. |
What form of energy does the stone possess when moving downwards from its highest point?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Force and energy
|
Energy transformations using materials in their locality
|
By the end of the
lesson, the learner
should be able to:
State the materials needed to demonstrate the energy transformations in a simple steam-driven turbine. Demonstrate the energy transformations in a simple steam-driven turbine. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine. In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine. |
Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 6 |
Force and energy
|
Appliances whose working relies on energy transformations.
|
By the end of the
lesson, the learner
should be able to:
Identify appliances whose working relies on energy transformations. Draw the appliances in learner's book 8. Appreciate the use of appliances whose working relies on energy transformations. |
In groups, learners are guided to identify appliances whose working relies on energy transformations.
In groups, learners are guided to draw the appliances in learner's book 8 page 138 In groups, learners are guided to discuss and write the energy transformations that take place when the appliances are in use. |
What is the use of an electric heater?
What is a diode?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
Force and energy
|
Digital Activity
|
By the end of the
lesson, the learner
should be able to:
Use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them. Write down their findings. Appreciate the use of digital devices. |
As a class, learners are guided to use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them.
As a class, learners are guided to write down their findings. In groups, learners to share their findings with their classmates. |
What have you learnt about the dangers associated with energy transformation?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 10 | 2-3 |
Force and energy
|
Safety measures associated with energy transformation.
Application of energy transformation. |
By the end of the
lesson, the learner
should be able to:
Discuss the safety measures associated with energy transformation. Study the pictures in learner's book 8 Appreciate the safety measures associated with energy transformation. Read the paragraph in learner's book 8 Make a poster appreciating the application of energy transformation processes. Appreciate the application of energy transformation. |
In groups, learners to discuss the safety measures associated with energy transformation.
In groups, learners to study the pictures in learner's book 8 page 141 In groups, learners to state the importance of observing safety measures associated with energy transformation. In groups, learners are guided to read the paragraph in learner's book 8 page 144 In groups, learners are guided to give examples of applications of energy transformation. In groups, learners are guided to make a poster appreciating the application of energy transformation processes. |
Why is it important to observe safety measures associated with energy transformation?
What are some of the applications of energy transformation? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144 Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 10 | 4 |
Force and energy
|
Pressure
|
By the end of the
lesson, the learner
should be able to:
Discuss the meaning of pressure. Read the discussion in learner's book 8 Have a desire to learn more about pressure. |
In groups, learners are guided to discuss the meaning of pressure.
In groups, learners are guided to read the discussion in learner's book 8 page 148 In groups, learners are guided to answer the questions that follows. |
What is force?
What is pressure.
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
Pictures Charts Computing devices |
Oral questions Oral Report Observation
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|
| 10 | 5 |
Force and energy
|
Describing pressure in solids
|
By the end of the
lesson, the learner
should be able to:
State the materials needed to demonstrate and describe pressure in solids. Demonstrate pressure in solids. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate and describe pressure in solids.
In groups, learners are guided to outline the procedure of demonstrating pressure in solids. In groups, learners are guided to demonstrate pressure in solids. |
Between the blunt and sharp pencil, which one easily pierces the carton box?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 10 | 6 |
Force and energy
|
Describing pressure in liquids
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate pressure in liquids. Investigate pressure in liquids. Appreciate the importance of pressure in liquids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids.
In groups, learners are guided to investigate pressure in liquids. In groups, learners are guided to describe pressure in liquids. |
What have you observed from the experiment?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 11 | 1 |
Force and energy
|
To describe pressure in liquids using glass tubes and balloons
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons. Investigate pressure in liquids using glass tubes and balloons. Have fun and enjoy conducting the experiment. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons.
In groups, learners are guided to investigate pressure in liquids using glass tubes and balloons. In groups, learners are guided to describe pressure in liquids using glass tubes and balloons. |
What have you observed from the experiment?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 11 | 2-3 |
Force and energy
|
To describe pressure in liquids using a tin.
Determining pressure in solids and liquids |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate pressure in liquids using a tin. Investigate pressure in liquids using a tin. Appreciate the importance of pressure in liquids. State the materials and requirements needed to investigate pressure in solids. Investigate pressure in solids. Appreciate the importance of pressure in solids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using a tin.
In groups, learners are guided to investigate pressure in liquids using a tin. In groups, learners are guided to describe pressure in liquids using a tin. In groups, learners are guided to state the materials and requirements needed to investigate pressure in solids. In groups, learners are guided to investigate pressure in solids. In groups, learners are guided to determine pressure in solids. |
How do you describe pressure in liquids?
What have you learnt about pressure in solids? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 153-154
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 154 Spotlight; Integrated Science Learner's Book Grade 8 pg. 155 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Force and energy
|
To determine pressure in a regular solid
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to determine pressure in a regular solid. Investigate pressure in a regular solid. Have fun and enjoy the experiment. |
In groups, learners are guided to state the materials and requirements needed to determine pressure in a regular solid.
In groups, learners are guided to investigate pressure in a regular solid. In groups, learners are guided to calculate the pressure exerted by each surface area using the formula. |
Relate the area of the faces with pressure they have calculated. What do you notice?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Force and energy
|
To determine pressure in similar solids.
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate pressure in similar solids. Investigate pressure in similar solids. Appreciate the importance of pressure in similar solids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in similar solids.
In groups, learners are guided to investigate pressure in similar solids. In groups, learners are guided to copy and complete the table in learner's book 8 page 158 |
Relate the weight of the blocks of wood with the calculated pressure. What do you notice?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 6 |
Force and energy
|
Determining pressure in liquids; Using a tin to investigate variation of pressure in liquids.
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate variation of pressure in liquids. Investigate variation of pressure in liquids. Appreciate the importance of variation of pressure in liquids. |
In groups, learners are guided to state the materials and requirements needed to investigate variation of pressure in liquids.
In groups, learners are guided to investigate variation of pressure in liquids. In groups, learners are guided to copy and complete the table in learner's book 8 page 160 |
What is variation of pressure?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Force and energy
|
To investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
|
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. Investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. Appreciate the importance of pressure in liquids to its depth and density using a tall glass jar. |
In groups, learners are guided to state the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. In groups, learners are guided to discuss their observations with their classmates. |
What is the relationship of pressure in liquids to its depth and density?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2-3 |
Force and energy
|
Solving numerical problems involving pressure.
Solving numerical problems involving pressure using a formula Pressure formula in liquids. |
By the end of the
lesson, the learner
should be able to:
State the formula to solve numerical problems involving pressure in solids. Work out the surface area of the smallest face in m State the formula of working out pressure Solve numerical problems involving pressure using the formula. Enjoy solving numerical problems involving pressure using the formula. |
In groups, learners are guided to state the formula to solve numerical problems involving pressure in solids.
In groups, learners are guided to work out the surface area of the smallest face in m Individually, learners are guided to state the formula of working out pressure Individually, learners are guided to solve numerical problems involving pressure using the formula. Individually, learners are guided to show their work to their teacher. |
What is the surface area of the smallest face in m
What is the formula of working out the surface area? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164 Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166 |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Force and energy
|
Solve numerical problems involving pressure using formula
|
By the end of the
lesson, the learner
should be able to:
State the formula of working out pressure using the formula. Solve numerical problems involving pressure using the formula. Appreciate the importance of numerical problems. |
Individually, learners are guided to state the formula of working out pressure using the formula, P = HXDXG Where h- height, d- density, g - gravity.
|
What is the formula of working out the pressure in solids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Force and energy
|
Applications of pressure in solids.
|
By the end of the
lesson, the learner
should be able to:
Identify the applications of pressure in solids. Summarise the applications of pressure in solids. Appreciate the applications of pressure in solids. |
In groups, learners are guided to identify the applications of pressure in solids.
In groups, learners are guided to study the pictures in learner's book 8 page 168 In groups, learners are guided to summarise the applications of pressure in solids. |
What are other applications of pressure in solids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 6 |
Force and energy
|
Applications of pressure in liquids.
|
By the end of the
lesson, the learner
should be able to:
Identify the applications of pressure in liquids. Summarise the applications of pressure in liquids. Appreciate the applications of pressure in liquids. |
In groups, learners are guided to identify the applications of pressure in liquids.
In groups, learners are guided to study the pictures in learner's book 8 page 169. In groups, learners are guided to summarise the applications of pressure in liquids. |
What are other applications of pressure in liquids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
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