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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
Mixtures, Elements and Compounds
|
Classes of Fire - Role of oxygen in combustion
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of oxygen in combustion - Describe how the supply of oxygen affects the spread of fire - Show interest in understanding fire as a chemical reaction |
In groups, learners are guided to:
- Carry out an activity using a burning candle and glass container to investigate oxygen's role - Observe that fire goes out when oxygen enclosed by the container is used up - Discuss how increased oxygen supply causes fire to spread faster |
What role does oxygen play in combustion and the spread of fire?
|
Active Integrated Science Grade 8 pg. 55
Candle Transparent glass container Matchbox |
Observation
Oral questions
|
|
| 1 | 3-4 |
Mixtures, Elements and Compounds
|
Classes of Fire - Preparation of oxygen in the laboratory
Classes of Fire - Physical and chemical properties of oxygen Classes of Fire - Causes of fire and classification into classes |
By the end of the
lesson, the learner
should be able to:
- Prepare oxygen in the laboratory using hydrogen peroxide and manganese (IV) oxide - Describe the over-water collection method for oxygen - Appreciate the importance of laboratory safety during gas preparation - Identify and describe the possible causes of fire in nature - Classify fires according to their causes into Classes A, B, C, D, E and K/F - Show interest in understanding fire behaviour to promote personal safety |
In groups, learners are guided to:
- Set up apparatus and prepare oxygen using hydrogen peroxide with manganese (IV) oxide as catalyst - Collect oxygen by the over-water method and confirm it using a glowing splint - Discuss the role of manganese (IV) oxide as a catalyst in the decomposition reaction - Discuss the possible causes of fire in nature - Brainstorm on the different classes of fire using a scenario from the county fire department - Complete Table 1.25 showing classes of fire and their causes |
How is oxygen prepared safely in the laboratory and what is the role of a catalyst?
How are fires classified according to their causes? |
Active Integrated Science Grade 8 pg. 55
Hydrogen peroxide Manganese (IV) oxide Delivery tube Water trough Active Integrated Science Grade 8 pg. 57 Boiling tubes of oxygen Wooden splints Litmus papers Active Integrated Science Grade 8 pg. 59 Charts showing fire classes Internet access Reference books |
Observation
Oral questions
Written tests
|
|
| 1 | 5 |
Mixtures, Elements and Compounds
|
Classes of Fire - Class A, B and C fires
|
By the end of the
lesson, the learner
should be able to:
- Describe Class A fires caused by wood, paper, plastics and textiles - Describe Class B fires caused by flammable liquids: petrol, diesel, kerosene - Appreciate the importance of knowing the class of fire before attempting to extinguish it |
In groups, learners are guided to:
- Discuss causes and examples of Class A, B and C fires using Table 1.26 - Watch digital videos and animations on Class A, B and C fires - Role-play identifying the class of fire from given scenarios |
What distinguishes Class A, B and C fires and how should each be handled?
|
Active Integrated Science Grade 8 pg. 61
Digital videos on fire classes Internet access Charts |
Observation
Oral questions
|
|
| 2 | 1 |
Mixtures, Elements and Compounds
|
Classes of Fire - Class D, E and K/F fires
|
By the end of the
lesson, the learner
should be able to:
- Describe Class D fires caused by flammable metals: sodium, lithium, magnesium and potassium - Describe Class E fires caused by electrical faults and Class K/F fires caused by hot cooking oils - Show interest in applying knowledge of fire classes to prevent accidents |
In groups, learners are guided to:
- Discuss Class D fires citing the example of lithium in mobile phone batteries - Discuss real-life fire accidents caused by Class D, E and K/F fires - Present information on assigned fire classes to classmates |
What are Class D, E and K/F fires and what makes each of them particularly dangerous?
|
Active Integrated Science Grade 8 pg. 62
Digital videos Reference books Internet access |
Observation
Oral questions
Written assignments
|
|
| 2 | 2 |
Mixtures, Elements and Compounds
|
Classes of Fire - The fire triangle and its components
|
By the end of the
lesson, the learner
should be able to:
- Identify the three components of the fire triangle: oxygen, fuel and heat - Explain the role of each component of the fire triangle in sustaining fire - Appreciate that removing any one component of the fire triangle extinguishes a fire |
In groups, learners are guided to:
- Study a chart of the fire triangle and discuss the role of oxygen, fuel and heat - Discuss how each component keeps a fire burning - Draw and label the fire triangle |
What is the fire triangle and how does each component contribute to fire?
|
Active Integrated Science Grade 8 pg. 62
Charts showing the fire triangle Reference books |
Observation
Oral questions
Written tests
|
|
| 2 | 3-4 |
Mixtures, Elements and Compounds
|
Classes of Fire - How to break the fire triangle
Classes of Fire - Fire control measures Classes of Fire - Using a fire extinguisher (PASS) |
By the end of the
lesson, the learner
should be able to:
- Describe ways of breaking each component of the fire triangle - Match fire control measures to the component of the fire triangle they remove - Show interest in using scientific understanding of fire to promote safety - Describe the correct procedure for using a fire extinguisher using the PASS acronym - Identify the appropriate fire extinguisher for a given class of fire - Show interest in practising fire safety and emergency response |
In groups, learners are guided to:
- Discuss how fire blankets remove oxygen, water removes heat and clearing bushes removes fuel - Complete Table 1.28 showing fire triangle components and how to remove each - Apply fire triangle knowledge to suggest control measures for given fire scenarios - Read and discuss the PASS procedure: Pull pin, Aim at base, Squeeze lever, Sweep side to side - Practise using a fire extinguisher on a small controlled fire using waste paper or dry grass - Inspect a fire extinguisher to check its pressure gauge and suitability for a given class of fire |
How does breaking the fire triangle help us control and extinguish different classes of fire?
How do we correctly use a fire extinguisher to put out different classes of fire? |
Active Integrated Science Grade 8 pg. 62
Charts showing the fire triangle Reference books Fire extinguisher Charts showing fire control measures Active Integrated Science Grade 8 pg. 62 Fire extinguisher Waste paper or dry grass Open area |
Oral questions
Written assignments
Observation Oral questions Practical assessment |
|
| 2 | 5 |
Mixtures, Elements and Compounds
|
Classes of Fire - Dangers of accidental fires in nature and the environment
|
By the end of the
lesson, the learner
should be able to:
- Describe the dangers of accidental fires including loss of life, property damage and deforestation - Identify scenarios in which different classes of fire can cause harm - Acknowledge the dangers of fires and the need for community preparedness |
In groups, learners are guided to:
- Discuss the dangers of accidental fires using cases from digital or print media - Discuss what members of the community can do to prevent fire accidents - Prepare short notes on fire dangers for a community awareness session |
What are the dangers of accidental fires and how can they be prevented?
|
Active Integrated Science Grade 8 pg. 62
Internet access Reference books News articles on fires |
Oral questions
Observation
|
|
| 3 | 1 |
Mixtures, Elements and Compounds
|
Classes of Fire - Right to safety and access to information on flammable substances
|
By the end of the
lesson, the learner
should be able to:
- Explain the right of consumers to access safety information on flammable substances - Identify hazard symbols for flammable substances on product labels - Appreciate the ethical responsibility of manufacturers to warn consumers of fire hazards |
In groups, learners are guided to:
- Study labels on packaging of flammable household items: methylated spirit, air freshener, nail polish remover - Identify and discuss hazard symbols and safety warnings on flammable products - Discuss why manufacturers must indicate flammable hazards on product labels |
What right do consumers have to safety information on flammable substances?
|
Active Integrated Science Grade 8 pg. 67
Packaging of flammable items Internet access |
Observation
Oral questions
Written assignments
|
|
| 3 | 2 |
Mixtures, Elements and Compounds
|
Classes of Fire - Role of oxygen in day-to-day life
Classes of Fire - Practising fire control measures |
By the end of the
lesson, the learner
should be able to:
- Describe the role of oxygen in day-to-day life: respiration, combustion, hospitals and welding - Explain how oxygen is used in industrial processes such as welding and cutting metals - Appreciate the life-sustaining and industrial importance of oxygen |
In groups, learners are guided to:
- Discuss the uses of oxygen in hospitals, deep-sea diving, mountain climbing and welding - Relate the uses of oxygen to its properties: supports combustion and is necessary for respiration - Prepare short notes on the role of oxygen in day-to-day life |
How does oxygen support life and industrial processes in our daily lives?
|
Active Integrated Science Grade 8 pg. 68
Internet access Reference books Active Integrated Science Grade 8 pg. 62 Fire extinguisher Fire assembly point Open area |
Oral questions
Written assignments
|
|
| 3 | 3-4 |
Mixtures, Elements and Compounds
|
Classes of Fire - Community fire awareness
Classes of Fire - Integrating fire safety with rights and responsibilities |
By the end of the
lesson, the learner
should be able to:
- Prepare and present information on fire prevention and safety to the community - Describe fire prevention strategies for homes, schools and public places - Appreciate the civic responsibility of promoting fire safety awareness - Explain the responsibilities of institutions in providing fire safety information and equipment - Describe the rights of individuals to access fire safety information - Show interest in advocating for fire safety in their environment |
In groups, learners are guided to:
- Prepare short notes on causes, classes, fire triangle and control measures for community awareness - Present fire safety information to family and community members - Identify gaps in fire safety infrastructure in the community and suggest improvements - Discuss responsibilities of schools, hospitals and businesses to provide fire safety equipment - Identify fire control measures in the school laboratory, kitchen and administration area - Discuss consequences of failing to comply with fire safety regulations |
How can we use our knowledge of fire to promote safety in our community?
What responsibilities do institutions have in ensuring fire safety for the people they serve? |
Active Integrated Science Grade 8 pg. 67
Internet access Reference books |
Presentations
Oral questions
Oral questions Written assignments |
|
| 3 | 5 |
Mixtures, Elements and Compounds
|
Classes of Fire - Strand 1 integration and review
|
By the end of the
lesson, the learner
should be able to:
- Connect key concepts across Strand 1: elements, physical and chemical changes, and classes of fire - Solve integrated problems that span the three sub-strands of Strand 1 - Show interest in recognising links between the sub-strands |
In groups, learners are guided to:
- Discuss how elements relate to chemical changes and how combustion underpins fire - Solve integrated questions covering elements, physical and chemical changes and fire - Complete a concept map linking Strand 1 topics |
How are the concepts of elements, physical and chemical changes, and classes of fire connected?
|
Active Integrated Science Grade 8 pg. 53
Reference books Internet access |
Oral questions
Written assignments
|
|
| 4 | 1 |
Mixtures, Elements and Compounds
Living Things and their Environment |
Classes of Fire - Strand 1 summative assessment
The Cell - Components of a cell as seen under the light microscope |
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of all Strand 1 concepts: elements, physical and chemical changes and classes of fire - Solve structured and application-based questions covering the full strand - Show confidence in applying Strand 1 knowledge to real-world situations |
In groups, learners are guided to:
- Complete a summative assessment covering all sub-strands of Strand 1 - Discuss assessment answers after marking to consolidate understanding - Reflect on learning progress across the strand |
How well have we mastered the concepts in Strand 1: Mixtures, Elements and Compounds?
|
Active Integrated Science Grade 8 pg. 70
Assessment papers Reference books Active Integrated Science Grade 8 pg. 74 Light microscope Charts of cell structure |
Written tests
Oral questions
|
|
| 4 | 2 |
Living Things and their Environment
|
The Cell - Plant cell as observed under a light microscope
The Cell - Functions of components of a plant cell The Cell - Animal cell as observed under a light microscope |
By the end of the
lesson, the learner
should be able to:
- Identify and describe components of a plant cell as seen under a light microscope - Prepare and mount a temporary slide of plant cells - Show interest in handling laboratory equipment carefully and safely |
In groups, learners are guided to:
- Collaboratively prepare and mount a temporary slide of onion epidermal cells - Observe and draw the plant cell noting the cell wall, cell membrane, nucleus, cytoplasm and vacuole - Discuss why chloroplasts were not visible in onion epidermal cells |
What structures can be seen in a plant cell under a light microscope?
|
Active Integrated Science Grade 8 pg. 75
Light microscope Onion Iodine solution Slides and coverslips Charts of plant cell Internet access Reference books Permanent slide of animal cells |
Observation
Oral questions
Drawings
|
|
| 4 | 3-4 |
Living Things and their Environment
|
The Cell - Functions of components of animal and plant cells
The Cell - Comparing plant and animal cells as observed under a light microscope The Cell - Comparing plant and animal cells: size, shape and vacuole The Cell - Calculating the magnification of a cell as seen under the light microscope The Cell - Calculating magnification: practice problems |
By the end of the
lesson, the learner
should be able to:
- Describe the functions of the cell membrane, nucleus and cytoplasm in both plant and animal cells - Relate the structure of each component to its function - Appreciate that cells carry out all life processes - Compare the size, shape, position of nucleus and presence of vacuole in plant and animal cells - Classify given diagrams as plant or animal cells based on observed features - Appreciate the importance of differences between plant and animal cells |
In groups, learners are guided to:
- Study diagrams and charts showing components of plant and animal cells - Discuss the functions of the nucleus, cell membrane and cytoplasm - Use internet or reference books to find information on cell component functions - Compare the size and shape of plant and animal cells from microscope observations - Discuss the position of the nucleus and size of the vacuole in each cell type - Make short notes on similarities between plant and animal cells |
How do the components of a cell enable it to carry out its functions?
What features can be used to distinguish a plant cell from an animal cell? |
Active Integrated Science Grade 8 pg. 75
Charts showing cell components Internet access Reference books Charts of plant and animal cells Active Integrated Science Grade 8 pg. 75 Light microscope Slides Charts comparing cells Active Integrated Science Grade 8 pg. 82 Prepared slides Reference books Graph paper |
Oral questions
Written tests
Observation Oral questions Written tests |
|
| 4 | 5 |
Living Things and their Environment
|
The Cell - Use of a light microscope in magnification
|
By the end of the
lesson, the learner
should be able to:
- Describe the uses of a light microscope in various fields - Explain the importance of the light microscope in research, medicine and industry - Appreciate that the light microscope has transformed our understanding of living things |
In groups, learners are guided to:
- Read and dramatise the dialogue involving Dr. William and the Integrated Science teacher - Discuss four uses of the light microscope in magnification from the dialogue - Search the internet for additional uses of the light microscope in medicine and crime detection |
How is the light microscope useful in day-to-day life and scientific research?
|
Active Integrated Science Grade 8 pg. 83
Internet access Reference books |
Oral questions
Written assignments
|
|
| 5 | 1 |
Living Things and their Environment
|
The Cell - Uses of the light microscope in research, medicine and forensic science
|
By the end of the
lesson, the learner
should be able to:
- Identify uses of the light microscope in research institutions, hospitals and forensic science - Explain how microscopes help diagnose diseases and solve crime - Show interest in the broad applications of the microscope in society |
In groups, learners are guided to:
- Discuss how the microscope is used to study disease-causing microorganisms in research institutions - Discuss its use in hospitals to study blood cells and diagnose diseases - Discuss how microscopes help in forensic investigations such as studying hair and fibres |
Why is the light microscope considered an important tool in science and society?
|
Active Integrated Science Grade 8 pg. 83
Internet access Reference books Charts |
Oral questions
Presentations
|
|
| 5 | 2 |
Living Things and their Environment
|
The Cell - Making charts and models of plant and animal cells
|
By the end of the
lesson, the learner
should be able to:
- Draw well-labelled diagrams of a plant and an animal cell on the same chart - Construct a model of a plant cell using locally available materials - Appreciate the importance of models and diagrams in communicating scientific ideas |
In groups, learners are guided to:
- Make a chart showing plant and animal cells with labels using manila paper - Construct a model of a plant cell using plasticine of different colours - Display models in the science corner of the classroom |
How can models and charts help us understand the structure of cells?
|
Active Integrated Science Grade 8 pg. 83
Manila paper Plasticine of different colours Markers |
Observation
Presentations
|
|
| 5 | 3-4 |
Living Things and their Environment
|
The Cell - Importance of cells in living things
The Cell - Safe handling and disposal of materials from cell experiments The Cell - Making a model and chart of plant and animal cells (project) |
By the end of the
lesson, the learner
should be able to:
- Explain the role of cells as the basic structural and functional unit of life - Describe how cells work together to form tissues, organs and organ systems - Appreciate the importance of cells in sustaining life - Describe safe procedures for handling slides, coverslips and biological specimens - Explain the importance of disposing of waste from cell experiments appropriately - Show responsibility in maintaining a clean and safe working environment |
In groups, learners are guided to:
- Discuss how cells are the basic unit of all living things - Use digital or print media to search for information on how cells form tissues and organs - Discuss examples of how specialised cells perform specific functions - Discuss safe handling of slides, coverslips and staining materials - Demonstrate correct disposal of biological waste and broken glass - Discuss why cleanliness after practical work protects health and the environment |
Why are cells considered the basic unit of life?
Why is it important to handle and dispose of materials from experiments safely? |
Active Integrated Science Grade 8 pg. 83
Internet access Reference books Active Integrated Science Grade 8 pg. 75 Waste disposal containers Reference books Manila paper Plasticine Markers Internet access |
Oral questions
Written assignments
Observation Oral questions |
|
| 5 | 5 |
Living Things and their Environment
|
The Cell - Consolidation and assessment preparation
|
By the end of the
lesson, the learner
should be able to:
- Review all key concepts in sub-strand 2.1: cell structure, functions, comparison and magnification - Solve past questions on cell structure and microscopy - Show confidence in answering questions on cells and the light microscope |
In groups, learners are guided to:
- Complete a review of all sub-strand 2.1 topics through group discussion - Solve structured and application-based questions on cells and magnification - Correct and discuss assessment answers |
How well do we understand the structure and functions of plant and animal cells?
|
Active Integrated Science Grade 8 pg. 86
Assessment questions Reference books |
Written tests
Oral questions
|
|
| 6 | 1 |
Living Things and their Environment
|
The Cell - Summative assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of cell structure, component functions, comparison of plant and animal cells and magnification calculations - Solve application-based questions integrating sub-strand 2.1 concepts - Show confidence in applying knowledge of the cell to real-life situations |
In groups, learners are guided to:
- Complete a written summative assessment on sub-strand 2.1 - Discuss answers after marking to consolidate understanding - Reflect on learning progress and identify areas for improvement |
How well have we mastered the concepts in sub-strand 2.1: The Cell?
|
Active Integrated Science Grade 8 pg. 86
Assessment papers Reference books |
Written tests
Observation
|
|
| 6 | 2 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Structure of the cell membrane
|
By the end of the
lesson, the learner
should be able to:
- Describe the structure of the cell membrane - Identify the parts that form the cell membrane including phospholipids and protein molecules - Show interest in understanding how cell membrane structure enables its functions |
In groups, learners are guided to:
- Study a chart showing the structure of the cell membrane - Identify the different parts of the cell membrane from Figure 2.15 - Draw and label the parts of the cell membrane |
What is the structure of the cell membrane and how does it enable its functions?
|
Active Integrated Science Grade 8 pg. 87
Charts showing cell membrane structure Internet access |
Observation
Oral questions
Drawings
|
|
| 6 | 3-4 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Properties of the cell membrane
Movement of Materials In and Out of the Cell - Demonstrating semi-permeability of the cell membrane Movement of Materials In and Out of the Cell - Effects of heat and pH on the cell membrane |
By the end of the
lesson, the learner
should be able to:
- Describe the properties of the cell membrane: semi-permeability, electric charges and sensitivity to temperature and pH - Explain what semi-permeability means in relation to the cell membrane - Appreciate that the properties of the cell membrane are essential for cell function - Describe the effect of heat on the functioning of the cell membrane - Describe the effect of pH change on the functioning of the cell membrane - Show interest in investigating how environmental factors affect cell membrane function |
In groups, learners are guided to:
- Study a chart showing how particles move across the cell membrane - Discuss the role of protein molecules in the properties of the cell membrane - Discuss how the properties of the cell membrane help it perform its functions - Carry out an experiment to demonstrate the effect of heat on the cell membrane using beetroot cylinders - Carry out an experiment to demonstrate the effect of dilute acid and alkali on the cell membrane - Discuss and record observations on how heat and pH affect membrane functioning |
Why is it important for the cell membrane to control what gets in and out of the cell?
How do heat and pH affect the functioning of the cell membrane? |
Active Integrated Science Grade 8 pg. 88
Charts showing cell membrane structure Reference books Active Integrated Science Grade 8 pg. 89 Charts showing semi-permeability Active Integrated Science Grade 8 pg. 90 Beetroot cylinders Test tubes Dilute acid and alkali Water bath |
Oral questions
Written assignments
Observation Written tests |
|
| 6 | 5 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Demonstrating diffusion
|
By the end of the
lesson, the learner
should be able to:
- Define diffusion as the movement of particles from a region of high concentration to low concentration - Demonstrate diffusion using a simple experiment - Show interest in observing diffusion as evidence of particle movement |
In groups, learners are guided to:
- Carry out an activity to demonstrate diffusion using potassium manganate (VII) in water - Observe and record how particles spread out over time - Discuss the definition of diffusion from the experimental observation |
What is diffusion and how can it be demonstrated?
|
Active Integrated Science Grade 8 pg. 97
Potassium manganate (VII) Water Beakers |
Observation
Oral questions
|
|
| 7 | 1 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Role of diffusion in plants and animals
|
By the end of the
lesson, the learner
should be able to:
- Describe the role of diffusion in living things including gas exchange, absorption and excretion - Explain how diffusion supports photosynthesis, respiration and digestion - Appreciate that diffusion is fundamental to life processes |
In groups, learners are guided to:
- Read information on the role of diffusion in living things and discuss in groups - Discuss roles such as uptake of oxygen in lungs, absorption of glucose in the gut and gas exchange in leaves - Write short notes on roles of diffusion and present to classmates |
How does diffusion support important life processes in plants and animals?
|
Active Integrated Science Grade 8 pg. 97
Reference books Internet access |
Oral questions
Written assignments
|
|
| 7 | 2 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Factors affecting the rate of diffusion: temperature and surface area
|
By the end of the
lesson, the learner
should be able to:
- Describe how temperature affects the rate of diffusion - Explain how the ratio of surface area to volume affects the rate of diffusion - Show interest in investigating factors that affect diffusion |
In groups, learners are guided to:
- Carry out an experiment to observe diffusion of ink at different temperatures - Carry out an activity to find out how surface area to volume ratio affects diffusion - Discuss and record how increasing temperature increases the rate of diffusion |
How do temperature and surface area affect the rate of diffusion?
|
Active Integrated Science Grade 8 pg. 97
Ink Hot and cold water Beakers Agar cubes |
Observation
Written tests
|
|
| 7 | 3-4 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Factors affecting diffusion: membrane thickness, particle size and concentration gradient
Movement of Materials In and Out of the Cell - Effect of physical state on rate of diffusion Movement of Materials In and Out of the Cell - Demonstrating osmosis using potato cylinders |
By the end of the
lesson, the learner
should be able to:
- Describe how membrane thickness affects the rate of diffusion - Explain how particle size and concentration gradient affect the rate of diffusion - Appreciate that multiple factors interact to determine the rate of diffusion - Define osmosis as the movement of water molecules across a semi-permeable membrane from a dilute to a concentrated solution - Demonstrate osmosis using potato cylinders in distilled water and sugar solution - Show interest in carrying out experiments to investigate osmosis |
In groups, learners are guided to:
- Study diagrams comparing diffusion through thin and thick membranes - Study Figure 2.25 showing set-ups with different concentration gradients - Discuss how increasing concentration gradient increases the rate of diffusion - Set up the experiment: place potato cylinders in distilled water (beaker A) and sugar solution (beaker B) - Measure and record the length of potato cylinders before and after as in Table 2.3 - Discuss and explain changes in length based on osmosis |
How do membrane thickness, particle size and concentration gradient affect diffusion?
How does osmosis cause changes in the length of potato cylinders in different solutions? |
Active Integrated Science Grade 8 pg. 99
Charts showing concentration gradient Reference books Active Integrated Science Grade 8 pg. 100 Charts and diagrams Active Integrated Science Grade 8 pg. 101 Potato Distilled water Sugar solution Beakers Ruler |
Oral questions
Written assignments
Observation Oral questions Written tests |
|
| 7 | 5 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Hypertonic, hypotonic and isotonic solutions
|
By the end of the
lesson, the learner
should be able to:
- Define hypertonic, hypotonic and isotonic solutions - Predict the direction of water movement when a cell is placed in each type of solution - Appreciate that solution concentration determines the direction of osmosis |
In groups, learners are guided to:
- Study the definitions of hypertonic, hypotonic and isotonic solutions - Discuss the effect of placing a cell in each type of solution - Complete questions predicting osmosis outcomes in given scenarios |
How does the concentration of the surrounding solution affect osmosis in cells?
|
Active Integrated Science Grade 8 pg. 102
Reference books Charts showing solution types |
Oral questions
Written assignments
|
|
| 8 | 1 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Demonstrating osmosis using visking tubing
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate osmosis using visking tubing as a model of a semi-permeable membrane - Explain observations in the visking tubing experiment in terms of osmosis - Show interest in using models to investigate biological processes |
In groups, learners are guided to:
- Set up visking tubing experiment: fill with sugar solution, place in distilled water - Observe results after 30 minutes and compare with Figure 2.27 - Discuss and explain changes in the visking tubing experiment |
How does the visking tubing experiment demonstrate the process of osmosis?
|
Active Integrated Science Grade 8 pg. 103
Visking tubing Sugar solution Distilled water Beaker |
Observation
Oral questions
|
|
| 8 | 2 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Factors affecting the rate of osmosis
|
By the end of the
lesson, the learner
should be able to:
- Describe the factors that affect the rate of osmosis: temperature, concentration gradient, surface area to volume ratio, pressure and membrane thickness - Explain how each factor influences the rate of osmosis - Show interest in applying knowledge of osmosis to living systems |
In groups, learners are guided to:
- Use reading material provided to find out how each factor affects osmosis - Discuss how increasing temperature, concentration gradient and surface area increase the rate of osmosis - Summarise factors affecting osmosis in a table |
What factors determine how fast osmosis occurs across a cell membrane?
|
Active Integrated Science Grade 8 pg. 103
Reference books Internet access |
Oral questions
Written tests
|
|
| 8 | 3-4 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Role of osmosis in plants
Movement of Materials In and Out of the Cell - Role of osmosis in animals Movement of Materials In and Out of the Cell - Poster on importance of diffusion and osmosis |
By the end of the
lesson, the learner
should be able to:
- Describe the role of osmosis in opening and closing of stomata in plants - Explain how osmosis enables feeding in insectivorous plants and supports herbaceous plants - Appreciate that osmosis is essential for plant survival - Summarise the roles of diffusion and osmosis in living things on a poster - Present findings on the importance of diffusion and osmosis to classmates - Appreciate that scientific communication through posters develops presentation skills |
In groups, learners are guided to:
- Read about and discuss the role of osmosis in opening and closing of stomata - Discuss how insectivorous plants trap insects using osmosis-driven leaf movements - Discuss how osmosis creates turgidity that supports herbaceous plants - Write roles of diffusion on one manila paper and roles of osmosis on another - Display posters in the science corner of the classroom - Discuss the content of posters and compare with classmates |
How does osmosis support the life processes of plants?
How can a poster help communicate the importance of diffusion and osmosis in living things? |
Active Integrated Science Grade 8 pg. 105
Reference books Internet access Charts Active Integrated Science Grade 8 pg. 106 Active Integrated Science Grade 8 pg. 107 Manila paper Markers Reference books |
Oral questions
Written assignments
Observation Presentations |
|
| 8 | 5 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Turgidity, plasmolysis and crenation
|
By the end of the
lesson, the learner
should be able to:
- Describe what happens to plant cells placed in hypotonic and hypertonic solutions - Define turgidity and plasmolysis in plant cells and crenation and haemolysis in animal cells - Show interest in explaining the effects of osmosis on cells |
In groups, learners are guided to:
- Discuss observations of plant leaves drooping on a sunny day due to loss of water through osmosis - Study Figures 2.34 and 2.35 showing plasmolysis and turgidity in plant cells - Study Figures 2.36 and 2.37 showing crenation and haemolysis in red blood cells |
What happens to plant and animal cells when placed in solutions of different concentrations?
|
Active Integrated Science Grade 8 pg. 108
Charts showing turgidity and plasmolysis Reference books |
Oral questions
Written assignments
|
|
| 9 | 1 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Effects of osmosis on plant and animal cells
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between turgid, plasmolysed, crenated and haemolysed cells - Explain conditions under which each state occurs - Appreciate the practical importance of osmosis in food storage and agriculture |
In groups, learners are guided to:
- Study Figure 2.35 showing turgidity when a plasmolysed cell is placed in hypotonic solution - Discuss how turgidity helps plants maintain shape and how crenation affects red blood cells - Educate family members about how to keep vegetables fresh using knowledge of osmosis |
How does osmosis affect the shape and functioning of plant and animal cells?
|
Active Integrated Science Grade 8 pg. 109
Charts showing cell osmosis effects Reference books |
Oral questions
Written tests
|
|
| 9 | 2 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Comparing diffusion and osmosis
Movement of Materials In and Out of the Cell - Summative assessment |
By the end of the
lesson, the learner
should be able to:
- Identify similarities between diffusion and osmosis - Identify differences between diffusion and osmosis - Show interest in using comparison as a scientific thinking skill |
In groups, learners are guided to:
- Discuss similarities: both involve particle movement from high to low concentration - Discuss differences: osmosis involves water only through a semi-permeable membrane - Complete Table 2.4 showing incidences that involve diffusion and osmosis |
How are diffusion and osmosis similar and how do they differ?
|
Active Integrated Science Grade 8 pg. 112
Reference books Charts comparing diffusion and osmosis Assessment papers |
Written assignments
Oral questions
|
|
| 9 | 3-4 |
Force and Energy
|
Transformation of Energy - Forms of energy in nature
Transformation of Energy - Renewable and non-renewable energy sources Transformation of Energy - Energy transformation is the process of changing one form of energy to another Transformation of Energy - Demonstrating energy transformations in a falling object Transformation of Energy - Energy transformations in a turbine and falling water |
By the end of the
lesson, the learner
should be able to:
- Identify forms of energy in nature: light, heat, potential, kinetic, gravitational, electrical, sound, chemical and nuclear energy - Define energy as the ability to do work - Show interest in relating different forms of energy to everyday experiences - Define energy transformation as the process of changing one form of energy to another - Give examples of energy transformations in nature - Show interest in identifying energy transformations in everyday situations |
In groups, learners are guided to:
- Study pictures in Figure 3.1 showing different sources and forms of energy - Discuss the meaning of energy and the different forms it takes - Use a digital device or print media to search for information on forms of energy in nature - Discuss examples of energy transformations such as food keeping the body warm and sound from a falling fruit - Discuss energy transformations: potential to kinetic in a waterfall, chemical to heat in burning - State the law of conservation of energy |
What are the different forms of energy found in nature?
How does energy change from one form to another in nature? |
Active Integrated Science Grade 8 pg. 115
Charts showing forms of energy Internet access Reference books Active Integrated Science Grade 8 pg. 116 Table 3.1 energy sources chart Active Integrated Science Grade 8 pg. 117 Reference books Internet access Active Integrated Science Grade 8 pg. 118 Pendulum or swinging equipment Active Integrated Science Grade 8 pg. 119 Cardboard Wire Charts showing turbine |
Observation
Oral questions
Oral questions Oral questions |
|
| 9 | 5 |
Force and Energy
|
Transformation of Energy - Making a turbine model
Transformation of Energy - Appliances that rely on energy transformation |
By the end of the
lesson, the learner
should be able to:
- Construct a model turbine to demonstrate energy transformation - Explain the energy transformations observed in the model turbine - Show interest in practical investigations of energy transformation |
In groups, learners are guided to:
- Construct a model turbine using cardboard strips and wire as in Figures 3.7–3.9 - Observe the turbine spinning when water is poured and discuss energy changes - Present and explain the turbine model to classmates |
How can a model turbine be used to demonstrate energy transformation?
|
Active Integrated Science Grade 8 pg. 120
Cardboard strips Wire Plastic strip Water Active Integrated Science Grade 8 pg. 123 Charts showing appliances Actual appliances Reference books |
Observation
Presentations
|
|
| 10 | 1 |
Force and Energy
|
Transformation of Energy - Energy transformations in specific appliances
Transformation of Energy - Safety measures against accidents caused by energy transformation |
By the end of the
lesson, the learner
should be able to:
- Trace the energy transformation chain in a generator, solar panel, radio and electric bulb - Distinguish between appliances that transform electrical energy to other forms and vice versa - Appreciate that appliances are designed around energy transformation principles |
In groups, learners are guided to:
- Discuss energy transformations in a generator: mechanical → electrical - Discuss energy transformations in a solar panel: light → electrical - Discuss energy transformations in a radio: electrical → sound - Present discussion points to the rest of classmates |
How does knowledge of energy transformation explain how electrical appliances work?
|
Active Integrated Science Grade 8 pg. 124
Reference books Internet access Table 3.2 Charts |
Oral questions
Written tests
|
|
| 10 | 2 |
Force and Energy
|
Transformation of Energy - Safety measures against electrical and sound energy hazards
|
By the end of the
lesson, the learner
should be able to:
- Describe safety measures to observe against electrical energy hazards - Describe safety measures to protect hearing from sound energy damage - Appreciate the importance of safety measures in protecting life and property |
In groups, learners are guided to:
- Discuss safety measures against electrical hazards: switching off appliances, avoiding wet hands near electricity - Discuss safety measures against sound hazards: reducing volume, staying away from loud sounds, using ear protection - Search for information on electrical and sound safety measures using digital devices |
How can we protect ourselves from hazards caused by electrical and sound energy?
|
Active Integrated Science Grade 8 pg. 125
Internet access Reference books Charts |
Oral questions
Written tests
|
|
| 10 | 3-4 |
Force and Energy
|
Transformation of Energy - Safety measures: research and presentation
Transformation of Energy - Applications of energy transformation in day-to-day life Transformation of Energy - Table of energy transformation processes in day-to-day life |
By the end of the
lesson, the learner
should be able to:
- Research safety measures associated with energy transformation for assigned topics - Present findings on safety measures related to car accidents, fire, electrical and sound hazards - Show responsibility in promoting safety awareness among peers - Describe applications of energy transformation in day-to-day life - Give examples of how energy transformation is used in cooking, transport, communication and entertainment - Appreciate the role of energy transformation in modern life |
In groups, learners are guided to:
- Use a digital device or print media to research safety measures for assigned energy hazards - Prepare and present findings to classmates on car accidents, fire, electrical and sound hazards - Discuss and evaluate the safety measures presented by different groups - Study Figure 3.13 showing applications of energy transformation in daily life - Discuss applications such as cooking with a gas cooker, charging a phone and driving a car - Use digital or print media to search for additional applications of energy transformation |
How can we use knowledge of energy transformation to promote safety in our community?
How is energy transformation applied to improve our daily lives? |
Active Integrated Science Grade 8 pg. 126
Internet access Reference books Active Integrated Science Grade 8 pg. 127 Charts on energy applications Internet access Reference books Active Integrated Science Grade 8 pg. 128 Table 3.3 |
Presentations
Oral questions
Oral questions Written assignments |
|
| 10 | 5 |
Force and Energy
|
Transformation of Energy - Applications: solving problems and extension
|
By the end of the
lesson, the learner
should be able to:
- Solve problems identifying energy transformations in given appliances and processes - Describe the energy transformation chain for specific appliances such as a fan, microphone and generator - Show confidence in applying knowledge of energy transformation to new situations |
In groups, learners are guided to:
- Study the photographs of appliances used in Mahiga Junior School - Identify energy transformations for each appliance shown - Discuss why fire extinguishers and safety belts are required in vehicles |
How can we apply our knowledge of energy transformation to explain the working of various devices?
|
Active Integrated Science Grade 8 pg. 129
Reference books Internet access |
Written tests
Oral questions
|
|
| 11 | 1 |
Force and Energy
|
Transformation of Energy - Project: making a model that demonstrates energy transformation
|
By the end of the
lesson, the learner
should be able to:
- Design and construct a model that demonstrates at least one energy transformation - Present the model explaining the energy transformations involved - Appreciate the creativity and practical skills involved in science projects |
In groups, learners are guided to:
- Plan and build a model demonstrating an energy transformation e.g. a wind turbine or a simple electric circuit - Present the model to classmates and explain the energy transformation chain - Evaluate models made by other groups and provide feedback |
How can we use locally available materials to create a model that demonstrates energy transformation?
|
Active Integrated Science Grade 8 pg. 127
Locally available materials Internet access |
Observation
Presentations
|
|
| 11 | 2 |
Force and Energy
|
Transformation of Energy - Consolidation and assessment preparation
|
By the end of the
lesson, the learner
should be able to:
- Review all key concepts in sub-strand 3.1: forms, sources, transformations, safety and applications - Solve past questions integrating sub-strand 3.1 concepts - Show confidence in applying energy transformation knowledge |
In groups, learners are guided to:
- Complete a comprehensive review of sub-strand 3.1 through group discussion - Solve structured and application-based questions on energy transformation - Discuss and correct assessment answers |
How well do we understand the concepts of energy transformation?
|
Active Integrated Science Grade 8 pg. 128
Assessment questions Reference books |
Written tests
Oral questions
|
|
| 11 | 3-4 |
Force and Energy
|
Transformation of Energy - Summative assessment
Pressure - Meaning of pressure as used in science Pressure - Pressure in solids |
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of forms of energy, energy transformations in nature and appliances, safety measures and applications - Solve application-based questions integrating all sub-strand 3.1 concepts - Show confidence in applying energy transformation knowledge to real-life situations - Define pressure as the force acting on a unit area - State the formula: Pressure = Force ÷ Area - Show interest in understanding how force and area determine pressure |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 3.1 - Discuss assessment answers after marking - Reflect on learning progress across sub-strand 3.1 - Carry out an activity using a pencil or nail on a piece of carton to investigate the effect of area on pressure - Discuss which two factors pressure depends on from the activity - Discuss the meaning of pressure from observations |
How well have we mastered the concepts in sub-strand 3.1: Transformation of Energy?
What is pressure and what factors does it depend on? |
Active Integrated Science Grade 8 pg. 129
Assessment papers Reference books Active Integrated Science Grade 8 pg. 130 Pencil or nail Piece of carton Reference books Active Integrated Science Grade 8 pg. 131 Rectangular blocks Sand or soft clay |
Written tests
Observation
Observation Oral questions |
|
| 11 | 5 |
Force and Energy
|
Pressure - Pressure in liquids: variation with depth
|
By the end of the
lesson, the learner
should be able to:
- Describe how pressure in liquids varies with depth - Explain why pressure in a liquid increases with depth - Show interest in investigating pressure in liquids experimentally |
In groups, learners are guided to:
- Carry out an activity using a bottle with holes at different heights to show how depth affects water pressure - Observe through which hole water jets land farthest and discuss the relationship between depth and pressure - Study Figure 3.18 showing water jets from holes at different depths |
How does depth affect the pressure in a liquid?
|
Active Integrated Science Grade 8 pg. 133
Plastic bottle Holes at different heights Water Basin |
Observation
Oral questions
|
|
| 12 | 1 |
Force and Energy
|
Pressure - Pressure in liquids: effect of density and communicating tubes
|
By the end of the
lesson, the learner
should be able to:
- Describe how the density of a liquid affects the pressure it exerts - Explain the principle of communicating tubes using the example of water at the same level - Appreciate the application of pressure in liquids in everyday tools and systems |
In groups, learners are guided to:
- Carry out an activity comparing pressure in water and kerosene at the same depth using Figure 3.21 - Study the communicating tubes in Figure 3.20 and discuss why water settles at the same level - Discuss the application of communicating tubes in plumbing and water level indicators |
How does the density of a liquid affect the pressure it exerts at a given depth?
|
Active Integrated Science Grade 8 pg. 134
Communicating tubes Water Kerosene Funnel |
Observation
Oral questions
Written assignments
|
|
| 12 | 2 |
Force and Energy
|
Pressure - Pressure in liquids acts in all directions
|
By the end of the
lesson, the learner
should be able to:
- Describe that liquid pressure acts equally in all directions at the same depth - Demonstrate that liquid pressure acts in all directions using a funnel and rubber sheet - Show interest in using experiments to verify properties of liquid pressure |
In groups, learners are guided to:
- Carry out an activity using a funnel with a rubber sheet stretched over its mouth submerged in water - Observe the rubber sheet bowing equally regardless of the direction the funnel faces - Study Figure 3.24 showing pressure acting in all directions in a liquid |
Why does pressure in a liquid act equally in all directions at the same depth?
|
Active Integrated Science Grade 8 pg. 135
Funnel Rubber sheet Water Beaker |
Observation
Oral questions
|
|
| 12 | 3-4 |
Force and Energy
|
Pressure - Pressure in liquids: horizontal pressure at the same depth
Pressure - Calculating pressure in solids Pressure - Calculating pressure in solids: practice problems |
By the end of the
lesson, the learner
should be able to:
- Describe that liquid pressure at the same depth is equal regardless of horizontal position - Demonstrate that liquid pressure is equal at the same horizontal level - Appreciate that the properties of liquid pressure have important practical applications - Solve problems calculating pressure exerted by rectangular and cylindrical solids - Convert units of area and force correctly when calculating pressure - Show confidence in solving pressure calculation problems |
In groups, learners are guided to:
- Carry out Activity 8 to show that pressure is equal at the same depth in a horizontal direction - Observe water jets from holes at the same height in Figure 3.23 - Discuss why water from holes at the same depth travels the same horizontal distance - Solve problems in the Checkpoint: rectangular block of concrete 3.6 N and cylindrical block 77 g - Calculate pressure for a rectangular stone block 32 cm × 25 cm × 20 cm - Peer-check calculations and discuss common errors |
Why is liquid pressure equal at the same depth regardless of horizontal position?
How do we apply the pressure formula to solve problems involving solids of different shapes? |
Active Integrated Science Grade 8 pg. 137
Plastic bottle with holes at same height Water Basin Active Integrated Science Grade 8 pg. 138 Worked examples Reference books Calculator Active Integrated Science Grade 8 pg. 139 Calculator Past exercise books Reference books |
Observation
Written tests
Written tests Calculations |
|
| 12 | 5 |
Force and Energy
|
Pressure - Calculating pressure in liquids
|
By the end of the
lesson, the learner
should be able to:
- Apply the formula P = hρg to calculate pressure in liquids - Solve worked examples on pressure in liquids at given depths - Show interest in applying the pressure formula to liquid problems |
In groups, learners are guided to:
- Study the formula for pressure in liquids: P = hρg where h = depth, ρ = density, g = gravitational field strength - Solve worked examples calculating pressure at the bottom of a water column - Solve practice problems on pressure in liquids |
How do we calculate the pressure exerted by a liquid at a given depth?
|
Active Integrated Science Grade 8 pg. 140
Worked examples Calculator Reference books |
Written tests
Calculations
|
|
| 13 | 1 |
Force and Energy
|
Pressure - Applications of pressure in solids
|
By the end of the
lesson, the learner
should be able to:
- Describe applications of pressure in solids in day-to-day life - Explain how knowledge of pressure is applied in the design of tyres, cutting tools and shoulder straps - Appreciate that understanding pressure helps in designing safer and more efficient tools |
In groups, learners are guided to:
- Discuss why trucks that carry heavy loads have many wheels - Discuss why cutting tools are more efficient when sharp - Discuss why a backpack has broad shoulder straps as shown in Figure 3.29 |
How is knowledge of pressure in solids applied in the design of everyday tools and equipment?
|
Active Integrated Science Grade 8 pg. 142
Reference books Internet access Charts |
Oral questions
Written assignments
|
|
| 13 | 2 |
Force and Energy
|
Pressure - Applications of pressure in liquids: Pascal's principle
|
By the end of the
lesson, the learner
should be able to:
- State Pascal's principle: pressure applied to an enclosed liquid is transmitted equally in all directions - Describe how Pascal's principle is applied in hydraulic machines - Appreciate that Pascal's principle enables small forces to lift heavy loads |
In groups, learners are guided to:
- Read the information on Pascal's principle and discuss in groups - Discuss how hydraulic machines such as the hydraulic press and hydraulic jack use Pascal's principle - Discuss the hydraulic braking system as an application of liquid pressure |
How does Pascal's principle explain the working of hydraulic machines?
|
Active Integrated Science Grade 8 pg. 143
Reference books Internet access Charts on hydraulic systems |
Oral questions
Written tests
|
|
| 13 | 3-4 |
Force and Energy
|
Pressure - Applications: hydraulic press, hydraulic jack and hydraulic braking system
Pressure - Calculating pressure in hydraulic systems Pressure - More applications: pressure in solids and liquids |
By the end of the
lesson, the learner
should be able to:
- Describe how the hydraulic press and hydraulic jack use Pascal's principle - Describe the hydraulic braking system and how it slows down a car - Show interest in understanding how liquid pressure is used in engineering - Identify and describe additional applications of pressure in solids and liquids - Explain how pressure principles are used in dams, syringes and water supply systems - Appreciate the wide range of engineering applications based on pressure |
In groups, learners are guided to:
- Study the working of the hydraulic press: pushing plunger down transmits pressure to lift a load - Discuss the hydraulic jack used to lift vehicles in a garage - Discuss the hydraulic braking system: pressing brake pedal transmits force to brake pads - Use digital or print media to research applications of pressure in solids and liquids - Discuss how tall dams hold back large volumes of water using liquid pressure principles - Discuss how syringes use liquid pressure to administer medicine |
How do hydraulic machines use Pascal's principle to multiply force?
What are the other ways in which pressure in solids and liquids is applied in our daily lives? |
Active Integrated Science Grade 8 pg. 144
Charts showing hydraulic systems Internet access Reference books Active Integrated Science Grade 8 pg. 145 Worked examples Calculator Active Integrated Science Grade 8 pg. 146 Internet access Reference books Charts |
Oral questions
Written assignments
|
|
| 13 | 5 |
Force and Energy
|
Pressure - Summative assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of pressure in solids and liquids, Pascal's principle, applications and calculations - Solve structured and application-based questions covering sub-strand 3.2 - Show confidence in applying knowledge of pressure to real-life situations |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 3.2 - Discuss assessment answers after marking to consolidate understanding - Reflect on learning progress across sub-strand 3.2 |
How well have we mastered the concepts in sub-strand 3.2: Pressure?
|
Active Integrated Science Grade 8 pg. 146
Assessment papers Reference books |
Written tests
Oral questions
|
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