Force and energy

Force and Energy: Transformation of energy; Forms of energy

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

Identify the forms of energy in their environment.
Study the pictures in learner's book 8 involving various forms of energy.
Appreciate the forms of energy in their environment.

In their groups, learners are guided to identify the forms of energy in their environment.
In their groups, learners are guided to study the pictures in learner's book 8 involving various forms of energy.
In their groups, learners are guided to do the tasks in learner's book 8 page 131

What is energy? What are the forms of energy in the environment?

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

Renewable energy sources

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

Explain the meaning of renewable energy sources.
Recognise the importance of renewable energy sources.
Appreciate the use of renewable energy sources.

In groups, learners are guided to explain the meaning of renewable energy sources.
In groups, learners are guided to recognise the importance of renewable energy sources.
In groups, learners are guided to give examples of renewable energy sources.

What are renewable energy sources?

Curriculum design; Integrated Science Grade 8
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Force and energy

Non-renewable energy sources
Classification of renewable and non-renewable energy sources

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

Explain the meaning of non-renewable energy sources.
Recognise the importance of non-renewable energy sources.
Appreciate the use of non-renewable energy sources.


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

In groups, learners are guided to explain the meaning of non-renewable energy sources.
In groups, learners are guided to recognise the importance of non-renewable energy sources.
In groups, learners are guided to give examples of non-renewable energy sources.

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

Curriculum design; Integrated Science Grade 8
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Force and energy

Energy transformations in nature.

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

Explain the meaning of energy transformation.
Demonstrate energy transformations using locally available materials.
Have a desire to learn more about energy transformation.

In groups, learners are guided to explain the meaning of energy transformation.
In groups, learners are guided to identify energy transformations in nature.
In groups, learners are guided to demonstrate energy transformations using locally available materials.

What is energy transformation?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 132
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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
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Force and energy

Energy transformations using materials in their locality

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

State the materials needed to demonstrate the energy transformations in a swinging objects.
Demonstrate the energy transformations in a swinging objects.
Have fun and enjoy doing the experiment.

In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a swinging objects.
In groups, learners are guided to outline the procedure of investigating energy transformations in a swinging objects.
In groups, learners are guided to demonstrate the energy transformations in a swinging objects.

What form of energy does the stone possess when moving downwards from its highest point?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135
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Force and energy

Energy transformations using materials in their locality
Appliances whose working relies on energy transformations.
Digital Activity

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.
Identify appliances whose working relies on energy transformations.
Draw the appliances in learner's book 8.
Appreciate the use of appliances whose working relies on energy transformations.

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.

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.
In groups, learners are guided to identify appliances whose working relies on energy transformations.
In groups, learners are guided to draw the appliances in learner's book 8 page 138
In groups, learners are guided to discuss and write the energy transformations that take place when the appliances are in use.
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.

Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?
What have you learnt about the dangers associated with energy transformation?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139
Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
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Force and energy

Safety measures associated with energy transformation.

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

Discuss the safety measures associated with energy transformation.
Study the pictures in learner's book 8
Appreciate the safety measures associated with energy transformation.

In groups, learners to discuss the safety measures associated with energy transformation.
In groups, learners to study the pictures in learner's book 8 page 141
In groups, learners to state the importance of observing safety measures associated with energy transformation.

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

Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
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Force and energy

Safety measures associated with 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
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Force and energy

Application of energy transformation.

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

Read the paragraph in learner's book 8
Make a poster appreciating the application of energy transformation processes.
Appreciate the application of energy transformation.

In groups, learners are guided to read the paragraph in learner's book 8 page 144
In groups, learners are guided to give examples of applications of energy transformation.
In groups, learners are guided to make a poster appreciating the application of energy transformation processes.

What are some of the applications of energy transformation?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147
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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.


State the materials needed to demonstrate and describe pressure in solids.
Demonstrate pressure in solids.
Have fun and enjoy doing the experiment.

In groups, learners are guided to 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.

In groups, learners are guided to state the materials needed to demonstrate and describe pressure in solids.
In groups, learners are guided to outline the procedure of demonstrating pressure in solids.
In groups, learners are guided to demonstrate pressure in solids.

What is force? What is pressure.
Between the blunt and sharp pencil, which one easily pierces the carton box?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
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Force and energy

Describing pressure in liquids

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

State the materials and requirements needed to investigate pressure in liquids.
Investigate pressure in liquids.
Appreciate the importance of pressure in liquids.

In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids.
In groups, learners are guided to investigate pressure in liquids.
In groups, learners are guided to describe pressure in liquids.

What have you observed from the experiment?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152
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Force and energy

To describe pressure in liquids using glass tubes and balloons

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

State the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons.
Investigate pressure in liquids using glass tubes and balloons.
Have fun and enjoy conducting the experiment.

In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons.
In groups, learners are guided to investigate pressure in liquids using glass tubes and balloons.
In groups, learners are guided to describe pressure in liquids using glass tubes and balloons.

What have you observed from the experiment?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153
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Force and energy

To describe pressure in liquids using a tin.

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

State the materials and requirements needed to investigate pressure in liquids using 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
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Force and energy

Determining pressure in solids and liquids

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

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


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

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 is the formula of pressure?
What have you learnt about pressure in solids?

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

To determine pressure in a regular solid

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

State the materials and requirements needed to determine pressure in a regular solid.
Investigate pressure in a regular solid.
Have fun and enjoy the experiment.

In groups, learners are guided to state the materials and requirements needed to determine pressure in a regular solid.
In groups, learners are guided to investigate pressure in a regular solid.
In groups, learners are guided to calculate the pressure exerted by each surface area using the formula.

Relate the area of the faces with pressure they have calculated. What do you notice?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157
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Force and energy

To determine pressure in similar solids.

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

State the materials and requirements needed to investigate pressure in similar solids.
Investigate pressure in similar solids.
Appreciate the importance of pressure in similar solids.

In groups, learners are guided to state the materials and requirements needed to investigate pressure in similar solids.
In groups, learners are guided to investigate pressure in similar solids.
In groups, learners are guided to copy and complete the table in learner's book 8 page 158

Relate the weight of the blocks of wood with the calculated pressure. What do you notice?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
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Force and energy

Determining pressure in liquids; Using a tin to investigate variation of pressure in liquids.

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

State the materials and requirements needed to investigate variation of pressure in liquids.
Investigate variation of pressure in liquids.
Appreciate the importance of variation of pressure in liquids.

In groups, learners are guided to state the materials and requirements needed to investigate variation of pressure in liquids.
In groups, learners are guided to investigate variation of pressure in liquids.
In groups, learners are guided to copy and complete the table in learner's book 8 page 160

What is variation of pressure?

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


State the formula to solve numerical problems involving pressure in solids.
Work out the surface area of the smallest face in m

In groups, learners are guided to state the 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.

In groups, learners are guided to state the formula to solve numerical problems involving pressure in solids.

In groups, learners are guided to work out the surface area of the smallest face in m

What is the relationship of pressure in liquids to its depth and density?
What is the surface area of the smallest face in m

Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163
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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.
State the formula to solve numerical problems involving pressure in liquids.
Work out pressure in liquids.
Enjoy solving numerical problems involving pressure in liquids.

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

What is the formula of working out the surface area?

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

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Force and energy

Solve numerical problems involving pressure using formula

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

State the formula of working out pressure using the formula.
Solve numerical problems involving pressure using the formula.
Appreciate the importance of numerical problems.

Individually, learners are guided to state the formula of working out pressure using the formula, P = HXDXG    Where h- height, d- density, g - gravity.

What is the formula of working out the pressure in solids?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
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Force and energy

Applications of pressure in solids.

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

Identify the applications of pressure in solids.
Summarise the applications of pressure in solids.
Appreciate the applications of pressure in solids.

In groups, learners are guided to identify the applications of pressure in solids.
In groups, learners are guided to study the pictures in learner's book 8 page 168
In groups, learners are guided to summarise the applications of pressure in solids.

What are other applications of pressure in solids?

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

Applications of pressure in liquids.
Curved mirrors.

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.

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-Define the curved mirrors.
-Collaboratively discuss about curved mirrors
-Outline examples of curved mirrors in their locality.
-Search the internet for more information on curved mirrors.
-Draw curved mirrors in their exercise books and charts.

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.

In groups or pairs, learners are guided to: -
-Define the curved mirrors.
-Collaboratively discuss about curved mirrors
-Outline examples of curved mirrors in their locality.
-Search the internet for more information on curved mirrors.
-Draw curved mirrors in their exercise books and charts.

What are other applications of pressure in liquids?
-What is a curved mirror?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171
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integrated science learner

Oral questions Oral Report Observation
-Observation. -Assessment rubrics. -Written exercise. -Oral tests. -Checklists.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Outline types of curved mirrors (concave and convex).
-Collaboratively discuss the types of curved mirrors.
-Use print and non-print media for more information on types curved mirrors.
-Acknowledge the application of curved mirrors in our daily life.

-Outline types of curved mirrors e.g. concave and convex and give examples.
-Collaboratively Discuss the types of curved mirrors.
-Use print and non-print media for more information on types curved mirrors.
-Acknowledge the application of curved mirrors in our daily life.

How many types of curved mirrors do we have?

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -Written exercise. -Oral tests. -Checklists.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Define concave mirrors.
-Collaboratively Discuss the concave mirror as an example of curved mirrors
-Assemble different types of concave mirrors in the locality.
-Search the internet for information on concave mirrors.
-Appreciate the application of concave mirrors.

-Define concave mirrors.
-Collaboratively Discuss the concave mirror as an example of curved mirrors
-Assemble different types of concave mirrors in the locality.
-Search the internet for more information on concave mirrors.
-Appreciate the application of concave mirrors.

What is a concave mirror?

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -Checklists. -Oral tests. -Written exercise.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Define convex mirrors.
-Collaboratively Discuss the convex mirror as an example of convex mirror.
-Assemble different types of convex mirror in the locality.
-Use print or non-print media to Search information on convex mirrors.
-Appreciate the application of convex mirror in our daily life.

-Define convex mirrors.
-Collaboratively Discuss the convex mirror as an example of convex mirror.
-Assemble different types of convex mirror in the locality.
-Use print or non-print media to Search information on convex mirrors.
-Appreciate the application of convex mirror in our daily life.

What is a convex mirror?

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -Checklists. -Written tests. -Oral questions.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Outline the terms used in curved mirrors (aperture, pole, centre of curvature, principal focus, focal length, radius of curvature and focal plane)
-Collaboratively Discuss the terms used in curved mirrors and Present in class for peer assessment.
-Search the internet for information on the term used in curved mirrors.
-Acknowledge the terms used in curved mirrors.
-Carry out an activity to locate the position of images formed by concave mirrors.
-Draw ray diagrams to locate images formed by concave mirrors.
-Use print and non-print media to Search for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.

-Outline the terms used in curved mirrors (aperture, pole, centre of curvature, principal focus, focal length, radius of curvature and focal plane)
-Collaboratively Discuss the terms used in curved mirrors and Present in class for peer assessment.
-Search the internet for information on the term used in curved mirrors.
-Acknowledge the terms used in curved mirrors.
-Carry out an activity to locate the position of images formed by concave mirrors.
-Draw ray diagrams to locate images formed by concave mirrors.
-Use print and non-print media to Search for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.

Why are different terms used in curved mirrors?
How are images formed in concave mirrors?

Sportlight
integrated science studies learner

-Observation. -Assessment rubrics. -Written questions. -Oral questions. -Checklists.
-Assessment rubrics. -Written exercises. -Checklists. -Oral questions. -Observation.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Carry out an activity to locate the position of images formed by convex mirrors.
-Draw ray diagrams to locate images formed by convex mirrors.
-Use print and non-print media to Search for information on the images formed by convex mirrors.
-Collaboratively Discuss the images formed by convex mirrors.
-Acknowledge the image formed by convex mirrors.

-Carry out an activity to locate the position of images formed by convex mirrors.
-Draw ray diagrams to locate images formed by convex mirrors.
-Use print and non-print media to Search for information on the images formed by convex mirrors.
-Collaboratively Discuss the images formed by convex mirrors.
-Acknowledge the image formed by convex mirrors.

How are images formed in convex mirrors?

Sportlight
integrated science studies learner

-Observation. -Oral questions. -Written questions. -Assessment rubrics. -Checklists.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Describe the characteristics of images formed by concave mirrors.
-Collaboratively Discuss the characteristics of the images formed by concave mirrors.
-Use internet for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.

-Describe the images formed by concave mirrors.
-Collaboratively Discuss the characteristics of the images formed by concave mirrors.
-Use internet for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.

What are the characteristics of images formed by concave mirrors?

Sportlight
integrated science studies learner

-Assessment rubrics. -Written exercises. -Checklists. -Oral questions. -Observation.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Describe the images formed by convex mirrors.
-Collaboratively Discuss the characteristics of the images formed by convex mirrors.
-Use internet for information on the objects formed by convex mirrors.
-Acknowledge the images formed by convex mirrors.

-Describe characteristics of the images formed by convex mirrors.
-Collaboratively Discuss the characteristics of the images formed by convex mirrors.
-Use internet for information on the objects formed by convex mirrors.
-Acknowledge the images formed by convex mirrors.

What are the characteristics of images formed by convex mirrors?

Sportlight
integrated science studies learner

-Oral questions. -Written exercises. -Observation. -Checklists. -Assessment rubrics.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Outline the difference between the images formed by concave mirrors and convex mirrors.
-Collaboratively Discuss the differences in images formed by concave mirrors and convex mirrors.
-Search the internet for information on the differences between images formed by concave mirrors and convex mirrors.
-Appreciate the differences between the images formed by concave mirrors and convex mirrors.
-Explain the uses of concave mirrors in our daily life.
-Collaborate Discuss the uses of concave mirrors in our daily life and Present in class.
-Search the internet for information on the uses of concave mirrors in our daily life.
-Appreciate the uses of concave mirrors in our daily life.

-Outline the difference between the images formed by concave mirrors and convex mirrors.
-Collaboratively Discuss the differences in images formed by concave mirrors and convex mirrors.
-Search the internet for information on the differences between images formed by concave mirrors and convex mirrors.
-Appreciate the differences between the images formed by concave mirrors and convex mirrors.
-Explain the uses of concave mirrors in our daily life.
-Collaborate Discuss the uses of concave mirrors in our daily life and Present in class.
-Search the internet for information on the uses of concave mirrors in our daily life.
-Appreciate the uses of concave mirrors in our daily life.

How are images formed by the two types of mirrors different?
How do we use concave mirrors?

Sportlight
integrated science studies learner

-Oral questions. -Checklists. -Assessment rubrics. -Observation. -Written questions.
-Assessment rubrics. -Observation. -Written exercise. -Oral questions. -Checklists.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Explain the uses of convex mirrors in our daily life.
-Collaboratively Discuss the uses of convex mirrors in our daily life and Present in class.
-Search the internet for information on the uses of convex mirrors in our daily life.
-Appreciate the uses of convex mirrors in our daily life.

-Explain the uses of convex mirrors in our daily life.
-Collaboratively Discuss the uses of convex mirrors in our daily life and Present in class.
-Search the internet for information on the uses of convex mirrors in our daily life.
-Appreciate the uses of convex mirrors in our daily life.

How do we use convex mirrors?

Sportlight
integrated science studies learner

-Checklists. -Observation. -Assessment rubrics. -Written exercise. -Oral questions.

Force and energy.

Curved mirrors.

By the end of the lesson, the learner should be able to:
-Outline the characteristics of images formed by curved mirrors.
-Collaboratively discuss the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C between C and F, at F and between F and P)
-Search the internet for information on the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C, between C and F and between F and P)
-Appreciate the characteristics of images formed by curved mirrors.

-Outline the characteristics of images formed by curved mirrors.
-Collaboratively discuss the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C between C and F, at F and between F and P)
-Search the internet for information on the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C, between C and F and between F and P)
-Appreciate the characteristics of images formed by curved mirrors.

What are the characteristics of images formed by curved mirrors?

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -Oral questions. -Checklists. -Written questions.

Force and energy.

Curved mirrors.
Waves.

By the end of the lesson, the learner should be able to:
-Outline the application of concave and convex mirrors in day-to-day life (solar concentration, car headlamps, shaving mirrors, dentists
-Define waves.
-Collaboratively Discuss waves and Present their findings in class.
-Search the internet for more information on waves.
-Acknowledge waves and their roles in our day-to-day life.

-Outline the application of concave and convex mirrors in day-to-day life (solar concentration, car headlamps, shaving mirrors, dentists
-Define waves.
-Collaboratively Discuss waves and Present their findings in class.
-Search the internet for more information on waves.
-Acknowledge waves and their roles in our day-to-day life.

How do we apply concave and convex mirrors in our day-to-day life?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Observation. -Discussions. -Written questions. -Oral questions.

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-Explain generation of waves in nature.
-Identify generations of waves in nature.
-Use the internet to Search for information on the generation of waves.
-Collaboratively Discuss the generation of waves in nature.
-Acknowledge the generation of waves in nature.
-classify longitudinal waves in nature.
-Collaboratively Discuss the longitudinal waves in nature and Present their findings in class.
-Search the internet for more information on longitudinal waves.
-Acknowledge longitudinal waves in day-to-day life.

-Explain generation of waves in nature.
-Identify generations of waves in nature.
-Use the internet to Search for information on the generation of waves.
-Collaboratively Discuss the generation of waves in nature.
-Acknowledge the generation of waves in nature.
-classify longitudinal waves in nature.
-Collaboratively Discuss the longitudinal waves in nature and Present their findings in class.
-Search the internet for more information on longitudinal waves.
-Acknowledge longitudinal waves in nature.

How are waves generated in nature?
What is longitudinal wave in nature?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Written questions. -Oral questions. -peer assessment.
-Assessment rubrics. -Checklists. -Observation. -Written questions. -peer assessment.

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-classify transverse waves in nature.
-Collaboratively Discuss the transverse waves in nature and Present their findings.
-Search the internet for more information on transverse waves.
-Acknowledge transverse waves and their application in day-to-day life.

-classify transverse waves in nature.
-Collaboratively Discuss the transverse waves in nature and Present their findings.
-Search the internet for more information on transverse waves.
-Acknowledge transverse waves and their application in day-to-day life.

What is transverse wave in nature?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Observation. -Written questions. -Oral questions.

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-Outline basic characteristics of waves in nature.
-Collaboratively Describe the basic characteristics of waves in nature.
-Collaboratively Discuss the basic characteristics of waves in nature and Present in class.
-Search the internet for information on basic characteristics of waves in nature.
-Acknowledge the basic characteristics of waves in nature.

-Outline basic characteristics of waves in nature.
-Collaboratively Describe the basic characteristics of waves in nature.
-Collaboratively Discuss the basic characteristics of waves in nature and Present in class.
-Search the internet for information on basic characteristics of waves in nature.
-Acknowledge the basic characteristics of waves in nature.

How do we identify waves in nature?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Written questions. -peer assessment. -Observation. -Oral questions.

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-Carry out activities to demonstrate the parts of a wave (amplitude, wavelength, frequency, period, wave speed, phase; include wave equations velocity wavelength x frequency)
-Collaboratively discuss parts of a wave in nature and present in class.
-Search the internet on information on parts of a wave in nature.
-Acknowledge parts of waves in nature.

-Carry out activities to demonstrate the parts of a wave (amplitude, wavelength, frequency, period, wave speed, phase; include wave equations velocity wavelength x frequency)
-Collaboratively discuss parts of a wave in nature and present in class.
-Search the internet on information on parts of a wave in nature.
-Acknowledge parts of waves in nature.

How are parts waves applied in our day-to-day life?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists. -Oral questions. -Written exercise. -Observation. -peer assessment.

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-Outline characteristics of waves (straight line motion, reflection, bending of waves, movement around objects)
-Carry out activities in groups to demonstrate characteristics of waves.
-Collaboratively Discuss the different characteristics of waves and Present in class.
-Acknowledge the characteristics of waves in nature.
-Describe remote sensing in relation to waves.
-Collaboratively Discuss remote sensing in relation to waves and Present in class.
-Search the internet for more information on remote sensing in relation to waves in nature.
-Appreciate remote sensing in relation to waves in nature.

-Outline characteristics of waves (straight line motion, reflection, bending of waves, movement around objects)
-Carry out activities in groups to demonstrate characteristics of waves.
-Collaboratively Discuss the different characteristics of waves and Present in class.
-Acknowledge the characteristics of waves in nature.
-Describe remote sensing in relation to waves.
-Collaboratively Discuss remote sensing in relation to waves and Present in class.
-Search the internet for more information on remote sensing in relation to waves in nature.
-Appreciate remote sensing in relation to waves in nature.

How do we classify waves?
How is remote sensing related to nature?

Sportlight
integrated science studies learner

-Assessment rubrics. -Checklists -Observation. -Written questions. -Oral questions. -Observation. -peer assessment.
-Assessment rubrics. -Checklists. -Written questions. -Oral questions. -Observation.

Force and energy.

Waves.

By the end of the lesson, the learner should be able to:
-Outline the application of waves in day-to-day life. (Medical ultrasound, X-rays, CT scans, MRI scans, cancer therapy and laser surgery & communication radar, radio, cellphone, television, WIFI and operation of drone, cooking microwaves)
-Collaboratively discuss the application of waves in day-to-day life and present in class.
-Search the internet information on application of waves in day-to-day life.
-Appreciate the application of waves in our day-to-day life.

-Outline the application of waves in day-to-day life. (Medical ultrasound, X-rays, CT scans, MRI scans, cancer therapy and laser surgery & communication radar, radio, cellphone, television, WIFI and operation of drone, cooking microwaves)
-Collaboratively discuss the application of waves in day-to-day life and present in class.
-Search the internet information on application of waves in day-to-day life.
-Appreciate the application of waves in our day-to-day life.

How are waves important in our day-to-day life?

Sportlight
integrated science studies learner

-Assessment rubrics. -Observation. -Written questions. -Oral questions. -Checklists.