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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
2 | 1 |
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
|
|
2 | 2 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Properties of solids
Properties of liquids |
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 |
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.
|
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 |
Post testin
Model Making
Explorations
Experiments
Debates
Applications
Teacher Observations
Questions
Learner's Project
|
|
2 | 3 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Properties of gases
Temporary and permanent changes |
By the end of the
lesson, the learner
should be able to:
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 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. 9 ? Spotlight Integrated Science Learner's Book Grade 8 pg. 15 |
Reflections
Game Play
Model Making
Explorations
Experiment
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
2 | 4 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Elements and compound
Common elements and their symbols |
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 Spotlight Integrated Science Learner's Book Grade 8 pg. 18 |
Reflections
Game Playing
Model Making
Explorations
Experiments
Investigation
Conventions, Conferences, and
Debates
Project
|
|
2 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Applications of common elements
Packaging labels |
By the end of the
lesson, the learner
should be able to:
Identify the common elements and their symbols Display their work to the class Use a digital device to search for the symbols of common elements Appreciate the applications of common elements in our day to day lives |
Discuss the difference between elements and compounds, Assign appropriate symbols to common elements 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 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. 20 |
Reflections
Model Making
Explorations
Experiments
Investigation
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
|
|
3 | 1 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Package labels
Common elements and their symbols |
By the end of the
lesson, the learner
should be able to:
Define the term package labels Search in the internet example of package labels Appreciate the information on package labels |
The learner is guided to Discuss the difference between elements and compounds, Assign appropriate symbols to common 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 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 |
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
Model Making
Explorations
Experiments
Investigation
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
3 | 2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Common elements and their symbols
STRUCTURE OF THE ATOM 7 |
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 |
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 |
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 Course book Basic Laboratory Apparatus Selected specimens Ice Candle wax Water/salty water Spotlight Integrated Science Learner's Book Grade 7 pg. 66-67 |
Reflections
Game Playing
Post testing
Model Making
Experiments
Investigation
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
3 | 3 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Atomic number
Mass number |
By the end of the
lesson, the learner
should be able to:
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 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 |
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
Model Making
Explorations
Experiments
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
3 | 4 |
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
|
|
3 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Metals and non- metals
Importance of elements |
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 Spotlight Integrated Science Learner's Book Grade 8pg. 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
|
|
4 | 1 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
OXYGEN
PREPARATION OF OXYGEN |
By the end of the
lesson, the learner
should be able to:
Prepare oxygen in the laboratory Investigate the physical properties of oxygen Appreciate the role of oxygen in day to day life |
learner is guided to:
carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen, discuss the role of oxygen in every life where possible, u use 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 Recording and |
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
4 | 2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
PHYSICAL PROPERTIES OF OXYGEN
CHEMICAL PROPERTY OF OXYGEN |
By the end of the
lesson, the learner
should be able to:
Differentiate between physical and chemical properties of oxygen Draw the experiment used in preparation of oxygen Appreciate the role of oxygen in day to day 9life |
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 fire breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on fammable 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 Software Relevant reading materials Digital Devices ? Recording and |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Experiments
Investigation
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
4 | 3 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
ROLE OF OXYGEN IN COMBUSTION
CLASSES OF FIRE |
By the end of the
lesson, the learner
should be able to:
Explain the role of oxygen in combustion Identify classes of fires and their control measures 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 spread of fire 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 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 Software Spotlight Basic Laboratory Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory and Relevant reading materials |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game Playing
Model Making
|
|
4 | 4 |
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
|
|
4 | 5 |
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
|
|
5 |
mid term |
||||||||
5 | 3 |
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
|
|
5 | 4 |
Living things and their environment
|
Functions of a cell
Difference between plant and Animal 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 Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
5 | 5 |
Living things and their environment
|
Organelles
Organelles in plant cell |
By the end of the
lesson, the learner
should be able to:
Identify the organelles in a plant cell Draw the major organelles in a cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the requirements needed to observe a plant cell under a light microscope. In groups or in pairs, learners are guided to outline the procedure of observing a plant cell under a light microscope. In groups or in pairs, learners are guided to observe a plant cell under a light microscope. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Portfolio
Oral or Aural Questions
|
|
6 | 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
|
|
6 | 2 |
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
|
|
6 | 3 |
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
|
|
6 | 4 |
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
|
|
6 | 5 |
Living things and their environment
|
Properties of a cell membrane
Effects of heat 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. |
In groups or in pairs, learners are guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video.
In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
What are the properties of a cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 64-66 |
Oral questions Oral Report Observation
|
|
7 | 1 |
Living things and their environment
|
Effects of alkali on the cell membrane
Effects of dilute acid on the cell membrane |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how alkali affects the functioning of the cell membrane. Outline the procedure of investigating how alkali affects the functioning of the cell membrane. Investigate how alkali affects the functioning of the cell membrane. Appreciate effects of alkali on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how alkali affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how alkali affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how alkali affects the functioning of the cell membrane. |
How does alkali affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70 |
Oral questions Oral Report Observation
|
|
7 | 2 |
Living things and their environment
|
Diffusion
How to demonstrate diffusion |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of diffusion. Discuss the meaning of aroma. Do Activity 3 in learner's book 8 page 71 Have a desire to learn more about diffusion. |
In groups or in pairs, learners are guided to explain the meaning of diffusion.
In groups or in pairs, learners are guided to discuss the meaning of aroma. In groups or in pairs, learners are guided to do Activity 3 in learner's book 8 page 71 |
What is diffusion?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 71
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72 |
Oral questions Oral Report Observation
|
|
7 | 3 |
Living things and their environment
|
Factors that affect diffusion
|
By the end of the
lesson, the learner
should be able to:
Describe the factors that affect diffusion. State the factors that increase the rate of diffusion. Recognise the factors that decrease the rate of diffusion. Appreciate the factors that affect diffusion. |
In groups or in pairs, learners are guided to describe the factors that affect diffusion.
In groups or in pairs, learners are guided to state the factors that increase the rate of diffusion. In groups or in pairs, learners are guided to recognise the factors that decrease the rate of diffusion. |
What are the factors that affect diffusion?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 72-73
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
7 | 4 |
Living things and their environment
|
Role of diffusion in living organism
Osmosis |
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 Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77 |
Oral questions Oral Report Observation
|
|
7 | 5 |
Living things and their environment
|
How to demonstrate osmosis using plant materials
Factors that affect osmosis |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to demonstrate osmosis using plant materials. Outline the procedure to demonstrate osmosis using plant materials. Demonstrate osmosis using plant materials. Have fun and enjoy the experiment. |
In groups or in pairs, learners are guided to state the requirements needed to demonstrate osmosis using plant materials.
In groups or in pairs, learners are guided to outline the procedure to demonstrate osmosis using plant materials. In groups or in pairs, learners are guided to demonstrate osmosis using plant materials. |
How do you demonstrate osmosis using plant materials?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81 |
Oral questions Oral Report Observation
|
|
8 | 1 |
Living things and their environment
|
Role of osmosis in living organisms
Changes that occur in the plant leaves at different times |
By the end of the
lesson, the learner
should be able to:
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 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. |
What is the role of osmosis in living organisms?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 82 |
Oral questions Oral Report Observation
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8 | 2 |
Living things and their environment
|
Observing the changes that occur on plant leaves at different times.
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:
Draw the diagrams in leaner's book 8 page 83 Observe the changes that occur on plant leaves at different times. Describe the observable changes on the leaves at different times. Appreciate the changes that occur on plant leaves at different times. |
In groups or in pairs, learners are guided to draw the diagrams in leaner's book 8 page 83
In groups or in pairs, learners are guided to observe the changes that occur on plant leaves at different times. In groups or in pairs, learners are guided to describe the observable changes on the leaves at different times. |
How do you think temperature affects the shape of the leaves at different times?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 84 |
Oral questions Oral Report Observation
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|
8 | 3 |
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
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|
8 | 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. |
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
8 | 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
|
|
9 | 1 |
Living things and their environment
|
Project: Improvising a sanitary towel
Fertilization and implantation |
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
|
|
9 | 2 |
Living things and their environment
|
Fertilization and implantation
Sex related challenges |
By the end of the
lesson, the learner
should be able to:
Discuss the events that take place during implantation process Present on a table the stages, time after fertilization and the process taking place in the human body Appreciate reproduction in human beings. |
Learners are guided in pairs, in groups or individually to read reference materials with information about implantation in human beings
Learners are guided in pairs, in groups or individually to discuss the events that take place during implantation process. Learners are guided in pairs, in groups or individually to present on a table the stages, time after fertilization and the process taking place in the human body. |
What happens at stage d after fertilization?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
9 | 3 |
Human Reproductive Health
|
Pubertal growth and development
Personal hygiene needs during puberty |
By the end of the
lesson, the learner
should be able to:
Define the term puberty. Identify physical, emotional and social changes during puberty in both boys and girls. Classify the changes as physical, emotional or social. Appreciate the importance of puberty. |
Learners to define the term puberty.
Learners are guided to identify physical, emotional and social changes during puberty in both boys and girls. Learners are guided to classify the changes as physical, emotional or social. |
Which changes are common for both boys and girls?
Why do you think adolescents form peer groups?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
9 | 4 |
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
9 | 5 |
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
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132 |
Oral questions Oral Report Observation
|
|
10 | 1 |
Force and energy
|
Renewable energy sources
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. |
In groups, learners are guided to explain the meaning of renewable energy sources.
In groups, learners are guided to recognise the importance of renewable energy sources. In groups, learners are guided to give examples of renewable energy sources. |
What are renewable energy sources?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
10 | 2 |
Force and energy
|
Classification of renewable and non-renewable energy sources
Energy transformations in nature. |
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 Spotlight; Integrated Science Learner's Book Grade 8 pg. 132 |
Oral questions Oral Report Observation
|
|
10 | 3 |
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 falling object. Demonstrate the energy transformations in a falling object. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a falling object.
In groups, learners are guided to outline the procedure of investigating energy transformations in a falling object. In groups, learners are guided to demonstrate the energy transformations in a falling object. |
Which other locally available can you use to demonstrate the energy transformations in a falling objects?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 133
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135 |
Oral questions Oral Report Observation
|
|
10 | 4 |
Force and energy
|
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 simple steam-driven turbine. Demonstrate the energy transformations in a simple steam-driven turbine. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine. In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine. |
Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139 |
Oral questions Oral Report Observation
|
|
10 | 5 |
Force and energy
|
Digital Activity
Safety measures associated with energy transformation. |
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 Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142 |
Oral questions Oral Report Observation
|
|
11 | 1 |
Force and energy
|
Safety measures associated with energy transformation.
Application of energy transformation. |
By the end of the
lesson, the learner
should be able to:
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. |
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. |
What are some of the preventive measures against the dangers associated with energy transformation?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147 |
Oral questions Oral Report Observation
|
|
11 | 2 |
Force and energy
|
Pressure
Describing pressure in solids |
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 Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151 Realia |
Oral questions Oral Report Observation
|
|
11 | 3 |
Force and energy
|
Describing pressure in liquids
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. Investigate pressure in liquids. Appreciate the importance of pressure in liquids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids.
In groups, learners are guided to investigate pressure in liquids. In groups, learners are guided to describe pressure in liquids. |
What have you observed from the experiment?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153 |
Oral questions Oral Report Observation
|
|
11 | 4 |
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 | 5 |
Force and energy
|
Determining pressure in solids
To determine pressure in a regular solid |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate pressure in solids. Investigate pressure in solids. Appreciate the importance of pressure in solids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in solids.
In groups, learners are guided to investigate pressure in solids. In groups, learners are guided to determine pressure in solids. |
What have you learnt about pressure in solids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157 |
Oral questions Oral Report Observation
|
|
12 | 1 |
Force and energy
|
To determine pressure in similar solids.
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 pressure in similar solids. Investigate pressure in similar solids. Appreciate the importance of pressure in similar solids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in similar solids.
In groups, learners are guided to investigate pressure in similar solids. In groups, learners are guided to copy and complete the table in learner's book 8 page 158 |
Relate the weight of the blocks of wood with the calculated pressure. What do you notice?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160 |
Oral questions Oral Report Observation
|
|
12 | 2 |
Force and energy
|
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 the relationship of pressure in liquids to its depth and density using a tall glass jar. Investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. Appreciate the importance of pressure in liquids to its depth and density using a tall glass jar. |
In groups, learners are guided to state the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. In groups, learners are guided to discuss their observations with their classmates. |
What is the relationship of pressure in liquids to its depth and density?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163 |
Oral questions Oral Report Observation
|
|
12 | 3 |
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
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166 |
Oral questions Oral Report Observation
|
|
12 | 4 |
Force and energy
|
Solve numerical problems involving pressure using formula
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
Pictures Charts Realia Computing devices 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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
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