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SCHEME OF WORK
INTEGRATED SCIENCE
Grade 8 2025
TERM II
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1

Opening, revision of last term exam
2 1
Living things and their environment
The cell
Components of a 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
Equipment Integrated Science Learner's Book Grade8 pg. 69-70
Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project
2 2
Living things and their environment
Types of cells
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
Applications Teacher Observations Journals Portfolio Oral or Aural Questions Learner's Project
2 3-4
Living things and their environment
Functions of a cell
Difference between plant and Animal cell
Organelles
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

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 draw an animal cell.

 

In groups or in pairs, learners are
guided to. name the structures of an animal cell
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 Laboratory
Apparatus and
Equipment
Textbook
Applications Teacher Observations project Journals Portfolio Oral or Aural Questions Learner's Project
Applications Teacher Observations Journals Portfolio Oral or Aural Questions Learner's Project
2 5
Living things and their environment
Organelles in plant cell
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
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
Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project
3 1
Living things and their environment
Organelles in animal
Difference between the plant and animal cell
By the end of the lesson, the learner should be able to:

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 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
Equipment Integrated Science Learner's Book Grade8 pg. 69-70
Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project
3 2
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 3-4
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:

Identify the functions of nucleus
Search in the internet the functions of nucleus
Appreciate the use of a light microscope in microscope in magnification

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 draw a nucleus and name various parts of a nucleus
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.
Why is light microscope important in our day to day life
How do you calculate the magnification of a microscope?
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
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
Oral questions Oral Report Observation
3 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 cells?
Mentor; Integrated Science Learner's Book Grade 8 pg. 62
Assessment books.
Oral questions Oral Report Observation
4 1
Living things and their environment
Movement of materials un and out of the cells; The cell membrane
Properties of a cell membrane
By the end of the lesson, the learner should be able to:

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.
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
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. 63-64
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
4 2
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 3-4
Living things and their environment
Effects of alkali on the cell membrane
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 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.


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 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.

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
How does alkali affect the functioning of the cell membrane?
What is diffusion?
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
Mentor; Integrated Science Learner's Book Grade 8 pg. 71
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
4 5
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
5 1
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 2
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 3-4
Living things and their environment
How to demonstrate osmosis using plant materials
Factors that affect osmosis
Role of osmosis in living organisms
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.


Explain the role of osmosis in living organisms.
Discuss the role of osmosis in living plants.
Recognise the role of osmosis in living animals.
Appreciate the role of osmosis in living organisms.
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.

In groups or in pairs, learners are guided to explain the role of osmosis in living organisms.
In groups or in pairs, learners are guided to discuss the role of osmosis in living plants.
In groups or in pairs, learners are guided to recognise the role of osmosis in living animals.
How do you demonstrate osmosis using plant materials?
What is the role of osmosis in living organisms?
Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81
Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
5 5
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.
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 do plants utilize to make food?
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
Oral questions Oral Report Observation
6 1
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 2
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
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
6 3-4
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.


Name menstrual phases in a human menstrual cycle in a wheel chart.
Write down the events that take place in the phases of the human menstrual cycle.
Describe the events that take place in the phases identified
Appreciate the human menstrual cycle.
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

Learners are guided in pairs, in groups or individually to name menstrual phases in a human menstrual cycle in a wheel chart.
Learners are guided in pairs, in groups or individually to describe the events that take place in the phases identified.
Learners are guided in pairs, in groups or individually to write down the events that take place in the phases of the human menstrual cycle.
What information have you learnt about the menstrual cycle?
How many phases are in the human menstrual cycle?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
6 5
Living things and their environment
Challenges related to menstrual process
How to manage challenges related to menstrual cycle
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
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
7 1
Living things and their environment
Project: Improvising a sanitary towel
By the end of the lesson, the learner should be able to:

Draw and cut out sanitary towel template and trace the sanitary towel
Improvise a sanitary towel using cotton fabrics, face towels and safety pins
Take pride in and display the improvised sanitary towel.
Learners are guided in pairs, in groups or individually to draw and cut out sanitary towel template and trace the sanitary towel
Learners are guided in pairs, in groups or individually to improvise a sanitary towel using cotton fabrics, face towels and safety pins and display the improvised sanitary towel.
How is safety ensured when improvising the sanitary towel?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
7 2
Living things and their environment
Fertilization and implantation
By the end of the lesson, the learner should be able to:

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 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 does reproduction occur in human beings? What are the names of the cells that fuse during fertilization?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
7 3-4
Living things and their environment
Force and energy
Sex related challenges
Force and Energy: Transformation of energy; Forms of energy
Renewable energy sources
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 .

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.
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.

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
How best can we manage sex related challenges?
What is energy? What are the forms of energy in the environment?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices

Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132
Pictures
Charts
Realia
Computing devices
Curriculum design; Integrated Science Grade 8
Oral questions Oral Report Observation
7 5
Force and energy
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 1
Force and energy
Classification of renewable and non-renewable energy sources
By the end of the lesson, the learner should be able to:

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 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 the importance of energy sources in the environment?
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
8 2
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
Pictures
Charts
Realia
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 133
Oral questions Oral Report Observation
8 3-4
Force and energy
Energy transformations using materials in their locality
Energy transformations using materials in their locality
Appliances whose working relies on energy transformations.
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.


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 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.

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.
What form of energy does the stone possess when moving downwards from its highest point?
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. 134-135
Pictures
Charts
Realia
Computing devices

Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Pictures
Charts
Realia
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139
Oral questions Oral Report Observation
8 5
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
9 1
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
Pictures
Charts
Realia
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
Oral questions Oral Report Observation
9 2
Force and energy
Application of energy transformation.
By the end of the lesson, the learner should be able to:

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 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.
What are some of the applications of energy transformation?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147
Pictures
Charts
Realia
Computing devices
Oral questions Oral Report Observation
9-10

Mid-term break
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
10 5
Force and energy
Describing pressure in solids
Describing pressure in liquids
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
Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152
Oral questions Oral Report Observation
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
11 2
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.
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.
How do you describe pressure in liquids?
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
Oral questions Oral Report Observation
11 3-4
Force and energy
Determining pressure in solids
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 investigate pressure in solids.
Investigate pressure in solids.
Appreciate the importance of pressure in solids.


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 investigate pressure in solids.
In groups, learners are guided to investigate pressure in solids.
In groups, learners are guided to determine pressure in solids.

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.
What have you learnt about pressure in solids?
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
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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
11 5
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
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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
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Computing devices
Oral questions Oral Report Observation
12 2
Force and energy
Solving numerical problems involving pressure.
Solving numerical problems involving pressure using a formula
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
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
What is the surface area of the smallest face in m
Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164
Oral questions Oral Report Observation
12 3-4
Force and energy
Pressure formula in liquids.
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 to solve numerical problems involving pressure in liquids.
Work out pressure in liquids.
Enjoy solving numerical problems involving pressure in liquids.


State the formula of working out pressure using the formula.
Solve numerical problems involving pressure using the formula.
Appreciate the importance of numerical problems.
In groups, learners are guided to state the formula to solve numerical problems involving pressure in liquids.
In groups, learners are guided to work out pressure in liquids.
In groups, learners are guided to work out the examples in learner's book 8 page 166

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 pressure in liquids?
What is the formula of working out the pressure in solids?
Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166
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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
12 5
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
13

End term assessment

14

Marking,report and closure

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