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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
|
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
|
|
| 2 | 2 |
Living things and their environment
|
Effects of heat on the cell membrane
|
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how heat affects the functioning of the cell membrane. Outline the procedure of investigating how heat affects the functioning of the cell membrane. Investigate how heat affects the functioning of the cell membrane. Appreciate effects of heat on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how heat affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how heat affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how heat affects the functioning of the cell membrane. |
How does heat affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 64-66
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
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
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
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
|
|
| 4 | 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
|
|
| 4 | 4 |
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
|
|
| 4 | 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
|
|
| 5 | 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
|
|
| 5 | 2 |
Living things and their environment
|
Osmosis
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of osmosis. State the process of osmosis. Demonstrate the process of osmosis. Have a desire to learn more about osmosis. |
In groups or in pairs, learners are guided to explain the meaning of osmosis.
In groups or in pairs, learners are guided to state the process of osmosis. In groups or in pairs, learners are guided to demonstrate the process of osmosis. |
What is osmosis?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77
Pictures Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
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
|
|
| 5 | 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
|
|
| 5 | 5 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 3 |
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
|
|
| 7 | 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
|
|
| 7 | 4-5 |
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
|
|
| 8 |
Midterm break |
||||||||
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
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| 10 | 4 |
Force and energy
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Classification of renewable and non-renewable energy sources
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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?
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Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 10 | 5 |
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?
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Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 11 | 1 |
Force and energy
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Energy transformations in nature.
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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?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 132
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 11 | 2 |
Force and energy
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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
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|
| 11 | 3 |
Force and energy
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Energy transformations using materials in their locality
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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?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 133
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 11 | 4 |
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?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 133
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 11 | 5 |
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?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 12 | 1 |
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 simple steam-driven turbine. Demonstrate the energy transformations in a simple steam-driven turbine. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine. In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine. |
Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
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 simple steam-driven turbine. Demonstrate the energy transformations in a simple steam-driven turbine. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine. In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine. |
Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Force and energy
|
Energy transformations using materials in their locality
|
By the end of the
lesson, the learner
should be able to:
State the materials needed to demonstrate the energy transformations in a simple steam-driven turbine. Demonstrate the energy transformations in a simple steam-driven turbine. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine. In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine. |
Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
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 simple steam-driven turbine. Demonstrate the energy transformations in a simple steam-driven turbine. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine. In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine. |
Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 12 | 5 |
Force and energy
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Appliances whose working relies on energy transformations.
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By the end of the
lesson, the learner
should be able to:
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. |
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. |
What is the use of an electric heater?
What is a diode?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 13 | 1 |
Force and energy
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Digital Activity
|
By the end of the
lesson, the learner
should be able to:
Use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them. Write down their findings. Appreciate the use of digital devices. |
As a class, learners are guided to use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them.
As a class, learners are guided to write down their findings. In groups, learners to share their findings with their classmates. |
What have you learnt about the dangers associated with energy transformation?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 13 | 2 |
Force and energy
|
Digital Activity
|
By the end of the
lesson, the learner
should be able to:
Use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them. Write down their findings. Appreciate the use of digital devices. |
As a class, learners are guided to use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them.
As a class, learners are guided to write down their findings. In groups, learners to share their findings with their classmates. |
What have you learnt about the dangers associated with energy transformation?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 3 |
Force and energy
|
Digital Activity
|
By the end of the
lesson, the learner
should be able to:
Use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them. Write down their findings. Appreciate the use of digital devices. |
As a class, learners are guided to use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them.
As a class, learners are guided to write down their findings. In groups, learners to share their findings with their classmates. |
What have you learnt about the dangers associated with energy transformation?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 13 | 4 |
Force and energy
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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?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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|
| 13 | 5 |
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?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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