ELEMENTS, MIXTURES AND COMPOUNDS

Introduction to Matter
Classification of matter

By the end of the lesson, the learner should be able to:
Define matter
Identify some matter within our class
Watch a video clip on states of matter and how they change
Appreciate the importance of changes of state

The learner is guided to;  Define matter.   Identify some matter within their environment.    Watch a video on state of matter and how they change.   Appreciate the importance of changes of matter.

How does the movement of particles in matter affect its physical properties

Laboratory
Apparatus and
Equipment
Textbook
Software
Relevant reading material
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 1-2
Equipment
Textbooks
Relevant reading materials
Spotlight Integrated Science Learner's Book Grade 8 pg. 3-4

Reflections Game Playing Model Making Explorations Experiments Invesigation Conventions, Conferences, and Debates

ELEMENTS, MIXTURES AND COMPOUNDS

Properties of solids
Properties of liquids
Properties of gases
Temporary and permanent changes

By the end of the lesson, the learner should be able to:
Identify properties of solids as a state of matter
Perform a simple experiment on heating on solids
Appreciate applications of changes of state in our day to day life

Identify properties of gases
Perform simple experiments on cooling on gases
demonstrate diffusion in
liquids,
Appreciate the applications of cooling of gases

The learner is guided to; Identify properties of solids as a state of matter.  Preform a simple experiment on heading of solids.  Appreciate application of changes of state of matter in our daily lives.
The learner is guided to; Identify properties of gases.   Perform experiments on cooling of gases.  Demonstrate diffusion in liquids.   Appreciate the applications of cooling of gases.  

How does the movement of particles in matter affect its physical properties

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 7
Equipment
Textbook
Spotlight Integrated Science Learner's Book Grade 8 pg. 8
Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 9
?
Spotlight Integrated Science Learner's Book Grade 8 pg. 15

Post testin Model Making Explorations Experiments Debates Applications Teacher Observations Questions Learner's Project
Reflections Game Play Model Making Explorations Experiment Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Elements and compound

By the end of the lesson, the learner should be able to:
Distinguish between an element and compound
Display written examples of element and compound
Appreciate the importance of packaging in labels

The learner is guide to
Assign appropriate symbols to common salt, and water
discuss the names of common elements and the importance and market value of
common elements
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients

How are symbols assigned to elements? What is the value of elements in our day to day life.

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 16-17

Reflections Game Playing Model Making Explorations Experiments Investigation Conventions, Conferences, and Debates Project

MIXTURES, ELEMENTS AND COMPOUNDS

Common elements and their symbols
Applications of common elements

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

Distinguish between an element and compound
Use a digital device to search the symbols of certain elements
Appreciate the use of symbols in naming elements and compounds

Discuss the names of common elements and
their symbols the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable)
Discuss the importance and market value of
common elements and compounds
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients

How are symbols assigned to elements? What is the value of elements in day

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 18
Spotlight Integrated Science Learner's Book Grade 8 pg. 20

Reflections Game Playing testing Investigation Conventions, Conferences, and Debates Applications Teacher Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Packaging labels
Package labels

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

Outline the applications of common elements in day to day life
Play games involving elements and their symbols
Appreciate the information on packaging labels of commonly consumed substances

Discuss the difference between elements
and compounds,
Assign appropriate symbols to common
Elements
and compounds cover
copper,
aluminium, iron, silver, table salt, and
water
Discuss the names of common elements and
their symbols (the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable),
Discuss the importance and market value of
common elements and compounds in
ample labelled containers of different
substances
indicating the common elements
as part of the ingredients

How are symbols assigned to elements? What is the value of elements in day

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
?

Reflections Game Model Making Explorations Experiments Conventions, Conferences, and Debates Applications Teacher Observations Journals Portfolio Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Common elements and their symbols

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

Identify the common elements and their symbols
Search in the internet the common elements and their symbols
Appreciate the importance of common elements in day to day life

The learner is guide to
Discuss the difference between elements
and compounds,
Assign appropriate symbols to common
elements
and compounds cover
copper,
aluminium, iron, silver, table salt, and
water
discuss the names of common elements and
their symbols the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable
Discuss the importance and market value of
common elements and compounds in
society
jewellery, iron, toiletries, food
nutrients, mineral elements
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients

How are symbols assigned to elements? What is the value of elements in day

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 22

Reflections Game Playing Making Explorations Investigation Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Common elements and their symbols
STRUCTURE OF THE ATOM 7
Atomic number
Mass number

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

Differentiate between mixtures and elements
Search in the internet the symbols of compounds and elements
Appreciate the use of common elements and compounds

Define the term atomic number
Determine the atomic number and mass number of elements
Role play games involving atomic number and mass number
Appreciate the importance of atomic numbers in elements

The learner is guided to
Discuss the difference between elements
and compounds,
Assign appropriate symbols to common
aluminium, iron, silver, table salt, and
water
discuss the names of common elements and
their symbols the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable
Discuss the importance and market value of
common elements and compounds in
society
jewellery, iron, toiletries, food
nutrients, mineral elements, medals among
others
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients

The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons)
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
metals
Discuss and illustrate the atomic number
and mass number of elements
use digital
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

How are symbols assigned to elements? What is the value of elements in day
hat is the structure of an atom? How do atoms gain stability

Laboratory
Apparatus and
Equipment
Textbooks
Software
?
Relevant reading materials
Digital Devices
Recording
Course book
Basic Laboratory
Apparatus
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 7 pg. 66-67
Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67

Reflections Game Playing Post testing Model Making Experiments Investigation Journals Portfolio Oral or Aural Questions Learner's Project
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Model Making Explorations Experiments Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Metals and non- metals
Metals and non -metals

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


Differentiate between metals and non-metals
Play games involving metals and non-metals
Appreciate the importance of common me

The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure protons, neutrons,
and electrons
raw and discuss
the electron
arrangements of elements and classify
them into metals and
Discuss and illustrate the atomic number
and mass number of elements
first 13
elements of the periodic table
use digital or print
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
?
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom How do atoms gain stability

Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Making Explorations Experiments Investigations Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Metals and non- metals

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

Describe the structure of an atom and electron arrangements of elements
Draw the structure of metals and non -metals
Appreciate the importance of non -metals in our daily lives

The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons,neutrons,
and electrons), raw and discuss
the electron arrangements of elements and classify them into metals and non
metals
use digital
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number and mass number of elements,
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom How do atoms gain stability

Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Importance of elements
OXYGEN

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

Identify the importance of elements
Search in the internet the importance of elements
Appreciate the value of different elements in daily lives

The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons)
?
Draw and discuss
the electron
arrangements of elements and classify
them into metals and non
Discuss and illustrate the atomic number
and mass number of elements
first 13 elements of the periodic table
use digital or
internet media to search for
information on the
structure of an atom,
electron arrangement, atomic number and mass number of elements,
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? How do atoms gain stability

Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8pg. 66-67
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
and
Textbooks
Recording

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Testing Model Making Explorations Experiments Investigations Conventions, Conferences, and

MIXTURES, ELEMENTS AND COMPOUNDS

PREPARATION OF OXYGEN
PHYSICAL PROPERTIES OF OXYGEN

By the end of the lesson, the learner should be able to:
Identify the uses of oxygen
Prepare the oxygen in the laboratory using hydrogen peroxide
Appreciate the role of oxygen in day to day life

The learner is guided to
Carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
Discuss the role of oxygen in
Combustion and the spread of
Discuss rights to safety and access to
information on flammable
discuss the role
of oxygen in every life
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the different classes of fire.

how is oxygen important in day to day life What are the different classes of fire

Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
and
Software
Relevant reading materials
Digital Devices
?
Recording

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Model Making Explorations Experiments Investigatio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

CHEMICAL PROPERTY OF OXYGEN
ROLE OF OXYGEN IN COMBUSTION
CLASSES OF FIRE

By the end of the lesson, the learner should be able to:
Investigate the physical and chemical properties of oxygen
Search in the internet ways of preparing oxygen
Appreciate the role of oxygen in day to day life
Identify classes of fires from their text books
Search in the intern various classes of fires
Appreciate the role of fire in combustion

learner is guided to:
carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
Discuss the role of oxygen in
Combustion
mbustion and the spread o
and suggest control measures,
Practise fire control measures
breaking the fire triangle and use of
fire extinguishers
Discuss rights to safety and access to
information on flammable
Discuss the role
of oxygen in every life
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the
different classes of fire.

The learner is guided to:
Carry out experiment using hydrogen
peroxide/potassium permanganate to prepare oxygen,
Discuss the role of oxygen in
Combustion and the spread of
Classify fire according to the cause and suggest control measures,
Practise fire control measures
breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable discuss the role
of oxygen in every life
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the different classes of fire.

how is oxygen important in day to day life? What are the different classes of fire
how is oxygen important in day to day life What are the different classes of fire

Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
and

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Game Playing Model Making Project
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio

MIXTURES, ELEMENTS AND COMPOUNDS

CONTROL MEASURES
CLASSES OF FIRE AND CONTROL MEASUE

By the end of the lesson, the learner should be able to:
Identify various ways of control ling fires
Search in the internet ways of controlling various classes of fires
Appreciate the role of fire in combustion

The learner is guided to:
Carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
Discuss the role of oxygen in
Combustion and the spread of
Classify fire according to the cause
and suggest control measures,
Practise fire control measures
breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable discuss the role of oxygen in every life
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the
different classes of fire.

how is oxygen important in day to day life What are the different classes of fire

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
Digital Devices
Recording

Selected specimens
and
Equipment

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Applications Teacher Observations Project Journals Portfolio

MIXTURES, ELEMENTS AND COMPOUNDS
Living things and their environment

Importance of controlling fires
The cell

By the end of the lesson, the learner should be able to:
Examine various importance controlling of fires
Role play games involving fire control measures
Appreciate the role of fire in combustion

The learner is guided to:
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen.
Discuss the role of oxygen in
Combustion and the spread of
Classify fire according to the cause and suggest control measures.
Practise fire control measures
breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable discuss the role
of oxygen in every life
where possible.

how is oxygen important in day to day life What are the different classes of fire

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
and

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Model Making Explorations Experiments Applications Project Journals Portfolio

Living things and their environment

Components of a cell
Types of cells

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

Living things and their environment

Functions 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 use of a light microscope in microscope in magnification

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 Laboratory
Apparatus and
Equipment
Textbook

Applications Teacher Observations project Journals Portfolio Oral or Aural Questions Learner's Project

Living things and their environment

Difference between plant and Animal cell
Organelles
Organelles in plant cell
Organelles in animal

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

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

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.
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.

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
Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
and
Equipment

Applications Teacher Observations Journals Portfolio Oral or Aural Questions Learner's Project
Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

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

Living things and their environment

Nucleus
Functions of 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
Spotlight Basic Laboratory
and

Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

Living things and their environment
Living things and their environment

Functions of nucleus
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 cell
Compare plant and animal cells 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 name various functions of 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
Textbooks
?
Software
Relevant reading materials
Mentor; Integrated Science Learner's Book Grade 8 pg. 60-61
Pictures
Charts
Realia
Computing devices

Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

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.

Learners are guided to answer topical questions correctly

What have you learnt about cells?

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

Living things and their environment

Properties of a cell membrane
Effects of heat on the cell membrane
Effects of alkali on the 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.


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 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.

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.

What are the properties of a cell membrane?
How does heat affect the functioning of the cell membrane?

Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64
Pictures
Charts
Realia
Computing devices

Mentor; Integrated Science Learner's Book Grade 8 pg. 64-66
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68

Oral questions Oral Report Observation

Living things and their environment

Effects of dilute acid on the cell membrane
Diffusion

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

State the requirements needed to investigate how dilute acids affects the functioning of the cell membrane.
Outline the procedure of investigating how dilute acids affects the functioning of the cell membrane.
Investigate how dilute acids affects the functioning of the cell membrane.
Appreciate effects of dilute acids on the cell membrane.

In groups or in pairs, learners are guided to state the requirements needed to investigate how dilute acids affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how dilute acids affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to investigate how dilute acids affects the functioning of the cell membrane.

How does dilute acids affect the functioning of the cell membrane?

Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 71

Oral questions Oral Report Observation

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.

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.

How do you demonstrate 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

Oral questions Oral Report Observation

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

Living things and their environment

Osmosis
How to demonstrate osmosis using plant materials

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
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Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
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Oral questions Oral Report Observation

Living things and their environment

Factors that affect osmosis
Role of osmosis in living organisms
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:

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.

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.

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.

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.

What factors affect osmosis?
What do plants utilize to make food?

Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81
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Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82
Mentor; Integrated Science Learner's Book Grade 8 pg. 82
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Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84

Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

Living things and their environment
Living things and their environment.

Assessment
Menstrual cycle in human beings

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
Curriculum design; Integrated Science Grade 8
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Oral questions Oral Report Observation

Living things and their environment

Menstrual cycle in human beings

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

Search the internet for information about menstrual cycle
Watch a video on the menstrual cycle and note down the findings
Enjoy presenting their findings in class.

Learners are guided in pairs, in groups or individually to search the internet for information about menstrual cycle.
Learners are guided in pairs, in groups or individually to watch a video on the menstrual cycle and note down the findings

What information have you learnt about the menstrual cycle?

Curriculum design; Integrated Science Grade 8
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Oral questions Oral Report Observation

Living things and their environment

Challenges related to menstrual process

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

Identify the major challenges in relation to menstruation
Describe challenges related to the menstrual cycle
Appreciate the human menstrual cycle.

Learners are guided in pairs, in groups or individually to identify the major challenges in relation to menstruation.

Learners are guided in pairs, in groups or individually to discuss various challenges related to the menstrual cycle and write short notes.
Learners are guided in pairs, in groups or individually to describe challenges related to the menstrual cycle.

What challenges are associated with the menstruation in human beings?

Curriculum design; Integrated Science Grade 8
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Oral questions Oral Report Observation

Living things and their environment

How to manage challenges related to menstrual cycle
Project: Improvising a sanitary towel
Fertilization and implantation

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

Make discussion cards with information on challenges related to menstrual cycle
Write down short notes on how to manage challenges related to menstrual cycle
Appreciate the ways to manage the challenges related to the human menstrual cycle.


Name the two main processes in the reproductive process
Use digital devices to observe animations showing fertilization and implantation
Appreciate reproduction in human beings.

Learners are guided in pairs, in groups or individually to make discussion cards with information on challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to search the internet for information on how to manage challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to write down short notes on how to manage challenges related to menstrual cycle.

Learners are guided in pairs, in groups or individually to name the two main processes in the reproductive process.
Learners are guided in pairs, in groups or individually to use digital devices to observe animations showing fertilization and implantation.
Individually, learners to write down how fertilization takes place in human beings.

How best can we manage issues related to the menstrual cycle?
How does reproduction occur in human beings? What are the names of the cells that fuse during fertilization?

Curriculum design; Integrated Science Grade 8
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Oral questions Oral Report Observation

Living things and their environment
Human Reproductive Health

Sex related challenges
Pubertal growth and development

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

Say the meaning of the terms: hermaphrodite and intersex people
Describe how hermaphrodite and intersex persons differ from a normal male or female
Reflect on sex related challenges .

Learners are guided in pairs, in groups or individually to say the meaning of the terms: hermaphrodite and intersex people.
Learners are guided in pairs, in groups or individually to describe how hermaphrodite and intersex persons differ from a normal male or female.
Learners are guided in pairs, in groups or individually to write short notes about how to manage sex related challenges.

How best can we manage sex related challenges?

Curriculum design; Integrated Science Grade 8
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Oral questions Oral Report Observation

Human Reproductive Health

Personal hygiene needs during puberty

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

Identify personal hygiene that needs to be associated with the onset of puberty.
Mention the measures for management of menstrual hygiene for personal growth.
Suggest how re-usable sanitary towels should be taken care of.
Appreciate personal hygiene needed during puberty.

Learners are guided to identify personal hygiene that needs to be associated with the onset of puberty.
Learners are guided to mention the measures for management of menstrual hygiene for personal growth.
Learners are guided to suggest how re-usable sanitary towels should be taken care of.

How do you ensure that your mouth is clean and you have a fresh breath?

Curriculum design; Integrated Science Grade 8
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Oral questions Oral Report Observation

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.

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.

What is a myth?

Curriculum design; Integrated Science Grade 8
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Oral questions Oral Report Observation

Human Reproductive Health
Force and energy

Myths and misconceptions about reproductive health in the community
Force and Energy: Transformation of energy; Forms of energy

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
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132

Oral questions Oral Report Observation

Force and energy

Renewable energy sources
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 renewable energy sources.
Recognise the importance of renewable energy sources.
Appreciate the use of renewable energy sources.


State the difference between renewable and non-renewable energy sources.
Classify energy sources in nature into renewable and non-renewable energy sources.
Appreciate the importance of energy sources in nature.

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.

In groups, learners are guided to state the difference between renewable and non-renewable energy sources.
In groups, learners are guided to outline the importance of renewable and non-renewable energy sources.
In groups, learners are guided to classify energy sources in nature into renewable and non-renewable energy sources.

What are renewable energy sources?
What are the importance of energy sources in the environment?

Curriculum design; Integrated Science Grade 8
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Curriculum design; Integrated Science Grade 8
Pictures
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Realia
Computing devices

Oral questions Oral Report Observation

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.

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.

What is energy transformation?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 132
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 133

Oral questions Oral Report Observation

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
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138

Oral questions Oral Report Observation

Force and energy

Appliances whose working relies on energy transformations.
Digital Activity

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
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 139

Oral questions Oral Report Observation

Force and energy

Safety measures associated with 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.

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.

Why is it important to observe safety measures associated with energy transformation?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
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Oral questions Oral Report Observation

Force and energy

Safety measures associated with energy transformation.
Application of energy transformation.
Pressure
Describing pressure in solids

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

Read the report in learner's book 8
Demonstrate the steps to follow when lighting a gas cooker.
Appreciate the importance of preventing dangers associated with energy transformation.


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 read the report in learner's book 8 page 142
In groups, learners are guided to list the dangers associated with the energy transformations processes and state their preventive measures.
In groups, learners are guided to demonstrate the steps to follow when lighting a gas cooker.

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 are some of the preventive measures against the dangers associated with energy transformation?
What is force? What is pressure.

Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147
Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
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Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

Force and energy

To describe pressure in liquids using glass tubes and balloons
To describe pressure in liquids using a tin.

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
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 153-154

Oral questions Oral Report Observation

Force and energy

Determining pressure in solids and liquids
Determining pressure in solids

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

State the formula of pressure, P
Work out SI unit of pressure.
Have a desire to learn more about pressure in solids.

In groups, learners are guided to state the formula of pressure, P
In groups, learners are guided to explain the meaning of SI unit of force.
In groups, learners are guided to work out SI unit of pressure.

What is the formula of pressure?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 154
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 155

Oral questions Oral Report Observation

Force and energy

To determine pressure in a regular solid
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 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
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158

Oral questions Oral Report Observation

Force and energy

Determining pressure in liquids; Using a tin to investigate variation of pressure in liquids.
To investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
Solving numerical problems involving pressure.

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.


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 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

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 variation of pressure?
What is the relationship of pressure in liquids to its depth and density?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163

Oral questions Oral Report Observation

Force and energy

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 of working out pressure
Solve numerical problems involving pressure using the formula.
Enjoy solving numerical problems involving pressure using the formula.

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 formula of working out the surface area?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166

Oral questions Oral Report Observation

Force and energy

Solve numerical problems involving pressure using formula
Applications of pressure in solids.

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
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169

Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation