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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Living things and their environment
|
The cell
|
By the end of the
lesson, the learner
should be able to:
Define the term cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the cell membrane found in a cell. In groups or in pairs, learners are guided to state the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 2 |
Living things and their environment
|
The cell
|
By the end of the
lesson, the learner
should be able to:
Define the term cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the cell membrane found in a cell. In groups or in pairs, learners are guided to state the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 3 |
Living things and their environment
|
Components of a cell
|
By the end of the
lesson, the learner
should be able to:
Identify the components of a cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the importance of using light microscope |
In groups or in pairs, learners are
guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video. In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 4 |
Living things and their environment
|
Components of a cell
|
By the end of the
lesson, the learner
should be able to:
Identify the components of a cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the importance of using light microscope |
In groups or in pairs, learners are
guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video. In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 5 |
Living things and their environment
|
Difference between plant and Animal cell
|
By the end of the
lesson, the learner
should be able to:
Draw plant and animal cell Compare plant and animal cell as observed under a light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to state the differences between a plant cell and an animal cell. In groups or in pairs, learners are guided to recognise the differences between plant and animal cell. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 3 | 1 |
Living things and their environment
|
Magnification of a cell as seen under the light microscope
|
By the end of the
lesson, the learner
should be able to:
Define the term magnification. State the formula of calculating magnification. Calculate the magnification of a microscope. Appreciate the importance of magnification. |
In groups or in pairs, learners are guided to define the term magnification.
In groups or in pairs, learners are guided to state the formula of calculating magnification. In groups or in pairs, learners are guided to calculate the magnification of a microscope. |
How do you calculate the magnification of a microscope?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 60-61
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Living things and their environment
|
Magnification of a cell as seen under the light microscope
|
By the end of the
lesson, the learner
should be able to:
Define the term magnification. State the formula of calculating magnification. Calculate the magnification of a microscope. Appreciate the importance of magnification. |
In groups or in pairs, learners are guided to define the term magnification.
In groups or in pairs, learners are guided to state the formula of calculating magnification. In groups or in pairs, learners are guided to calculate the magnification of a microscope. |
How do you calculate the magnification of a microscope?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 60-61
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Living things and their environment
|
Assessment
|
By the end of the
lesson, the learner
should be able to:
Answer topical questions correctly. |
Learners are guided to answer topical questions correctly
|
What have you learnt about cells?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 62
Assessment books. |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Living things and their environment
|
Assessment
|
By the end of the
lesson, the learner
should be able to:
Answer topical questions correctly. |
Learners are guided to answer topical questions correctly
|
What have you learnt about cells?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 62
Assessment books. |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Living things and their environment
|
Movement of materials un and out of the cells; The cell membrane
|
By the end of the
lesson, the learner
should be able to:
Identify the cell membrane found in a cell. State the structures of the cell membrane. Draw the structure of a cell as shown in learner's book 8 page 63 Appreciate the structure of a cell. |
In groups or in pairs, learners are guided to identify the cell membrane found in a cell.
In groups or in pairs, learners are guided to state the structures of the cell membrane. In groups or in pairs, learners are guided to draw the structure of a cell as shown in learner's book 8 page 63 |
Where is the cell membrane found in a cell?
What is the function of a cell membrane in a cell?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Living things and their environment
|
Properties of a cell membrane
|
By the end of the
lesson, the learner
should be able to:
Use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video. Describe the properties of a cell membrane. Investigate the structures of the cell membrane. Appreciate the properties of a cell membrane. |
In groups or in pairs, learners are guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video.
In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
What are the properties of a cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Living things and their environment
|
Properties of a cell membrane
|
By the end of the
lesson, the learner
should be able to:
Use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video. Describe the properties of a cell membrane. Investigate the structures of the cell membrane. Appreciate the properties of a cell membrane. |
In groups or in pairs, learners are guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video.
In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
What are the properties of a cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Living things and their environment
|
Properties of a cell membrane
|
By the end of the
lesson, the learner
should be able to:
Use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video. Describe the properties of a cell membrane. Investigate the structures of the cell membrane. Appreciate the properties of a cell membrane. |
In groups or in pairs, learners are guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video.
In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
What are the properties of a cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Living things and their environment
|
Effects of heat on the cell membrane
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how heat affects the functioning of the cell membrane. Outline the procedure of investigating how heat affects the functioning of the cell membrane. Investigate how heat affects the functioning of the cell membrane. Appreciate effects of heat on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how heat affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how heat affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how heat affects the functioning of the cell membrane. |
How does heat affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 64-66
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Living things and their environment
|
Effects of heat on the cell membrane
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how heat affects the functioning of the cell membrane. Outline the procedure of investigating how heat affects the functioning of the cell membrane. Investigate how heat affects the functioning of the cell membrane. Appreciate effects of heat on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how heat affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how heat affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how heat affects the functioning of the cell membrane. |
How does heat affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 64-66
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Living things and their environment
|
Effects of alkali on the cell membrane
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how alkali affects the functioning of the cell membrane. Outline the procedure of investigating how alkali affects the functioning of the cell membrane. Investigate how alkali affects the functioning of the cell membrane. Appreciate effects of alkali on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how alkali affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how alkali affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how alkali affects the functioning of the cell membrane. |
How does alkali affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Living things and their environment
|
Effects of alkali on the cell membrane
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how alkali affects the functioning of the cell membrane. Outline the procedure of investigating how alkali affects the functioning of the cell membrane. Investigate how alkali affects the functioning of the cell membrane. Appreciate effects of alkali on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how alkali affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how alkali affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how alkali affects the functioning of the cell membrane. |
How does alkali affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Living things and their environment
|
Effects of dilute acid on the cell membrane
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how dilute acids affects the functioning of the cell membrane. Outline the procedure of investigating how dilute acids affects the functioning of the cell membrane. Investigate how dilute acids affects the functioning of the cell membrane. Appreciate effects of dilute acids on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how dilute acids affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how dilute acids affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how dilute acids affects the functioning of the cell membrane. |
How does dilute acids affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Living things and their environment
|
Effects of dilute acid on the cell membrane
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how dilute acids affects the functioning of the cell membrane. Outline the procedure of investigating how dilute acids affects the functioning of the cell membrane. Investigate how dilute acids affects the functioning of the cell membrane. Appreciate effects of dilute acids on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how dilute acids affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how dilute acids affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how dilute acids affects the functioning of the cell membrane. |
How does dilute acids affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Living things and their environment
|
Diffusion
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of diffusion. Discuss the meaning of aroma. Do Activity 3 in learner's book 8 page 71 Have a desire to learn more about diffusion. |
In groups or in pairs, learners are guided to explain the meaning of diffusion.
In groups or in pairs, learners are guided to discuss the meaning of aroma. In groups or in pairs, learners are guided to do Activity 3 in learner's book 8 page 71 |
What is diffusion?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 71
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Living things and their environment
|
How to demonstrate diffusion
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure of demonstrating diffusion. State the safety precautions to be observed. Demonstrate the process of diffusion. Appreciate the importance of diffusion. |
In groups or in pairs, learners are guided to outline the procedure of demonstrating diffusion.
In groups or in pairs, learners are guided to state the safety precautions to be observed. In groups or in pairs, learners are guided to demonstrate the process of diffusion. |
How do you demonstrate diffusion?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Living things and their environment
|
How to demonstrate diffusion
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure of demonstrating diffusion. State the safety precautions to be observed. Demonstrate the process of diffusion. Appreciate the importance of diffusion. |
In groups or in pairs, learners are guided to outline the procedure of demonstrating diffusion.
In groups or in pairs, learners are guided to state the safety precautions to be observed. In groups or in pairs, learners are guided to demonstrate the process of diffusion. |
How do you demonstrate diffusion?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Living things and their environment
|
Factors that affect diffusion
|
By the end of the
lesson, the learner
should be able to:
Describe the factors that affect diffusion. State the factors that increase the rate of diffusion. Recognise the factors that decrease the rate of diffusion. Appreciate the factors that affect diffusion. |
In groups or in pairs, learners are guided to describe the factors that affect diffusion.
In groups or in pairs, learners are guided to state the factors that increase the rate of diffusion. In groups or in pairs, learners are guided to recognise the factors that decrease the rate of diffusion. |
What are the factors that affect diffusion?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 72-73
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Living things and their environment
|
Factors that affect diffusion
|
By the end of the
lesson, the learner
should be able to:
Describe the factors that affect diffusion. State the factors that increase the rate of diffusion. Recognise the factors that decrease the rate of diffusion. Appreciate the factors that affect diffusion. |
In groups or in pairs, learners are guided to describe the factors that affect diffusion.
In groups or in pairs, learners are guided to state the factors that increase the rate of diffusion. In groups or in pairs, learners are guided to recognise the factors that decrease the rate of diffusion. |
What are the factors that affect diffusion?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 72-73
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Living things and their environment
|
Role of diffusion in living organism
|
By the end of the
lesson, the learner
should be able to:
Use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs. Discuss role of diffusion in plants. Explain the role of diffusion in living organisms. Enjoy using digital devices. |
In groups or in pairs, learners are guided to use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs.
In groups or in pairs, learners are guided to discuss role of diffusion in plants. In groups or in pairs, learners are guided to explain the role of diffusion in living organisms. |
What is the role of diffusion in plants?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 73-75
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Living things and their environment
|
Osmosis
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of osmosis. State the process of osmosis. Demonstrate the process of osmosis. Have a desire to learn more about osmosis. |
In groups or in pairs, learners are guided to explain the meaning of osmosis.
In groups or in pairs, learners are guided to state the process of osmosis. In groups or in pairs, learners are guided to demonstrate the process of osmosis. |
What is osmosis?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77
Pictures Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Living things and their environment
|
Osmosis
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of osmosis. State the process of osmosis. Demonstrate the process of osmosis. Have a desire to learn more about osmosis. |
In groups or in pairs, learners are guided to explain the meaning of osmosis.
In groups or in pairs, learners are guided to state the process of osmosis. In groups or in pairs, learners are guided to demonstrate the process of osmosis. |
What is osmosis?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77
Pictures Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Living things and their environment
|
Osmosis
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of osmosis. State the process of osmosis. Demonstrate the process of osmosis. Have a desire to learn more about osmosis. |
In groups or in pairs, learners are guided to explain the meaning of osmosis.
In groups or in pairs, learners are guided to state the process of osmosis. In groups or in pairs, learners are guided to demonstrate the process of osmosis. |
What is osmosis?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77
Pictures Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Living things and their environment
|
How to demonstrate osmosis using plant materials
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to demonstrate osmosis using plant materials. Outline the procedure to demonstrate osmosis using plant materials. Demonstrate osmosis using plant materials. Have fun and enjoy the experiment. |
In groups or in pairs, learners are guided to state the requirements needed to demonstrate osmosis using plant materials.
In groups or in pairs, learners are guided to outline the procedure to demonstrate osmosis using plant materials. In groups or in pairs, learners are guided to demonstrate osmosis using plant materials. |
How do you demonstrate osmosis using plant materials?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Living things and their environment
|
How to demonstrate osmosis using plant materials
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to demonstrate osmosis using plant materials. Outline the procedure to demonstrate osmosis using plant materials. Demonstrate osmosis using plant materials. Have fun and enjoy the experiment. |
In groups or in pairs, learners are guided to state the requirements needed to demonstrate osmosis using plant materials.
In groups or in pairs, learners are guided to outline the procedure to demonstrate osmosis using plant materials. In groups or in pairs, learners are guided to demonstrate osmosis using plant materials. |
How do you demonstrate osmosis using plant materials?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Living things and their environment
|
Factors that affect osmosis
|
By the end of the
lesson, the learner
should be able to:
Describe the factors that affect osmosis. Identify the factors that increase the rate of osmosis. Recognise the factors that decrease the rate of osmosis. Appreciate the factors that affect osmosis. |
In groups or in pairs, learners are guided to describe the factors that affect osmosis.
In groups or in pairs, learners are guided to identify the factors that increase the rate of osmosis. In groups or in pairs, learners are guided to recognise the factors that decrease the rate of osmosis. |
What factors affect osmosis?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Living things and their environment
|
Role of osmosis in living organisms
|
By the end of the
lesson, the learner
should be able to:
Explain the role of osmosis in living organisms. Discuss the role of osmosis in living plants. Recognise the role of osmosis in living animals. Appreciate the role of osmosis in living organisms. |
In groups or in pairs, learners are guided to explain the role of osmosis in living organisms.
In groups or in pairs, learners are guided to discuss the role of osmosis in living plants. In groups or in pairs, learners are guided to recognise the role of osmosis in living animals. |
What is the role of osmosis in living organisms?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Living things and their environment
|
Role of osmosis in living organisms
|
By the end of the
lesson, the learner
should be able to:
Explain the role of osmosis in living organisms. Discuss the role of osmosis in living plants. Recognise the role of osmosis in living animals. Appreciate the role of osmosis in living organisms. |
In groups or in pairs, learners are guided to explain the role of osmosis in living organisms.
In groups or in pairs, learners are guided to discuss the role of osmosis in living plants. In groups or in pairs, learners are guided to recognise the role of osmosis in living animals. |
What is the role of osmosis in living organisms?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Living things and their environment
|
Changes that occur in the plant leaves at different times
|
By the end of the
lesson, the learner
should be able to:
State the importance of plants. Name the process that affects plants when making food. Investigate what affects plants when making food. Appreciate the importance of plants. |
In groups or in pairs, learners are guided to state the importance of plants.
In groups or in pairs, learners are guided to name the process that affects plants when making food. In groups or in pairs, learners are guided to investigate what affects plants when making food. |
What do plants utilize to make food?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 82
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4-5 |
Living things and their environment
|
Changes that occur in the plant leaves at different times
|
By the end of the
lesson, the learner
should be able to:
State the importance of plants. Name the process that affects plants when making food. Investigate what affects plants when making food. Appreciate the importance of plants. |
In groups or in pairs, learners are guided to state the importance of plants.
In groups or in pairs, learners are guided to name the process that affects plants when making food. In groups or in pairs, learners are guided to investigate what affects plants when making food. |
What do plants utilize to make food?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 82
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 |
Mid term break |
||||||||
| 10 | 1 |
Living things and their environment
|
Observing the changes that occur on plant leaves at different times.
|
By the end of the
lesson, the learner
should be able to:
Draw the diagrams in leaner's book 8 page 83 Observe the changes that occur on plant leaves at different times. Describe the observable changes on the leaves at different times. Appreciate the changes that occur on plant leaves at different times. |
In groups or in pairs, learners are guided to draw the diagrams in leaner's book 8 page 83
In groups or in pairs, learners are guided to observe the changes that occur on plant leaves at different times. In groups or in pairs, learners are guided to describe the observable changes on the leaves at different times. |
How do you think temperature affects the shape of the leaves at different times?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Living things and their environment
|
Observing the changes that occur on plant leaves at different times.
|
By the end of the
lesson, the learner
should be able to:
Draw the diagrams in leaner's book 8 page 83 Observe the changes that occur on plant leaves at different times. Describe the observable changes on the leaves at different times. Appreciate the changes that occur on plant leaves at different times. |
In groups or in pairs, learners are guided to draw the diagrams in leaner's book 8 page 83
In groups or in pairs, learners are guided to observe the changes that occur on plant leaves at different times. In groups or in pairs, learners are guided to describe the observable changes on the leaves at different times. |
How do you think temperature affects the shape of the leaves at different times?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Living things and their environment
|
Observing the changes that take place in the plant leaves at different times.
|
By the end of the
lesson, the learner
should be able to:
Observe the changes that take place in the plant leaves at different times. State the importance of diffusion in one's body. Appreciate the importance of diffusion. |
In groups or in pairs, learners are guided to observe the changes that take place in the plant leaves at different times.
In groups or in pairs, learners are guided to state the importance of diffusion in one's body. |
How do you think the rate of loss of water by the leaves affects the shape of the leaves at different times?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 84
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Living things and their environment
|
Observing the changes that take place in the plant leaves at different times.
|
By the end of the
lesson, the learner
should be able to:
Observe the changes that take place in the plant leaves at different times. State the importance of diffusion in one's body. Appreciate the importance of diffusion. |
In groups or in pairs, learners are guided to observe the changes that take place in the plant leaves at different times.
In groups or in pairs, learners are guided to state the importance of diffusion in one's body. |
How do you think the rate of loss of water by the leaves affects the shape of the leaves at different times?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 84
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Living things and their environment
|
Assessment
|
By the end of the
lesson, the learner
should be able to:
Answer topical questions correctly. |
Learners are guided to answer topical questions correctly
|
What have you learnt about the movement of materials in and out of the cells?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 85
Assessment books |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Force and energy
|
Non-renewable energy sources
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of non-renewable energy sources. Recognise the importance of non-renewable energy sources. Appreciate the use of non-renewable energy sources. |
In groups, learners are guided to explain the meaning of non-renewable energy sources.
In groups, learners are guided to recognise the importance of non-renewable energy sources. In groups, learners are guided to give examples of non-renewable energy sources. |
What are non-renewable energy sources?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Force and energy
|
Classification of renewable and non-renewable energy sources
|
By the end of the
lesson, the learner
should be able to:
State the difference between renewable and non-renewable energy sources. Classify energy sources in nature into renewable and non-renewable energy sources. Appreciate the importance of energy sources in nature. |
In groups, learners are guided to state the difference between renewable and non-renewable energy sources.
In groups, learners are guided to outline the importance of renewable and non-renewable energy sources. In groups, learners are guided to classify energy sources in nature into renewable and non-renewable energy sources. |
What are the importance of energy sources in the environment?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Force and energy
|
Classification of renewable and non-renewable energy sources
|
By the end of the
lesson, the learner
should be able to:
State the difference between renewable and non-renewable energy sources. Classify energy sources in nature into renewable and non-renewable energy sources. Appreciate the importance of energy sources in nature. |
In groups, learners are guided to state the difference between renewable and non-renewable energy sources.
In groups, learners are guided to outline the importance of renewable and non-renewable energy sources. In groups, learners are guided to classify energy sources in nature into renewable and non-renewable energy sources. |
What are the importance of energy sources in the environment?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Force and energy
|
Classification of renewable and non-renewable energy sources
|
By the end of the
lesson, the learner
should be able to:
State the difference between renewable and non-renewable energy sources. Classify energy sources in nature into renewable and non-renewable energy sources. Appreciate the importance of energy sources in nature. |
In groups, learners are guided to state the difference between renewable and non-renewable energy sources.
In groups, learners are guided to outline the importance of renewable and non-renewable energy sources. In groups, learners are guided to classify energy sources in nature into renewable and non-renewable energy sources. |
What are the importance of energy sources in the environment?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4-5 |
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
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 |
End term assessment |
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| 14 |
Revision and school closure |
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