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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1-2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
PHYSICAL PROPERTIES OF OXYGEN
CHEMICAL PROPERTY OF OXYGEN ROLE OF OXYGEN IN COMBUSTION |
By the end of the
lesson, the learner
should be able to:
Differentiate between physical and chemical properties of oxygen Draw the experiment used in preparation of oxygen Appreciate the role of oxygen in day to day 9life Explain the role of oxygen in combustion Identify classes of fires and their control measures Appreciate the role of oxygen in day to day life |
The learner is guided to:
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen, Discuss the role of oxygen in Combustion and the spread of fire breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on fammable discuss the role of oxygen in every life where possible, u se digital devices to search, play and watch and discuss videos and animations on the different classes of fire. The learner is guided to: Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen, Discuss the role of oxygen in Combustion and spread of fire and suggest control measures, Practise fire control measures breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable where possible, u se digital devices to search, play and watch and discuss videos and animations on the different classes of fire. |
how is
oxygen
important in
day to day
life
What are the
different
classes of fire
|
Basic Laboratory
Apparatus Equipment Selected specimens Candle wax Water Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices ? Recording and |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Experiments
Investigation
Journals
Portfolio
Oral or Aural Questions
Learner's Project
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Model Making |
|
| 1 | 3 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
CLASSES OF FIRE
CONTROL MEASURES |
By the end of the
lesson, the learner
should be able to:
Identify classes of fires from their text books Search in the intern various classes of fires Appreciate the role of fire in combustion |
The learner is guided to:
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen, Discuss the role of oxygen in Combustion and the spread of Classify fire according to the cause and suggest control measures, Practise fire control measures breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable discuss the role of oxygen in every life where possible, u se digital devices to search, play and watch and discuss videos and animations on the different classes of fire. |
how is
oxygen
important in
day to day
life
What are the
different
classes of fire
|
Selected specimens Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbooks Software Relevant reading materials selected specimens and Digital Devices Recording |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
|
|
| 1 | 4 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
CLASSES OF FIRE
AND CONTROL MEASUE
|
By the end of the
lesson, the learner
should be able to:
identify classes of fires and their control measures Search in the internet ways of controlling various classes of fires Appreciate the role of fire in combustion |
The learner is guided to:
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen. Discuss the role of oxygen in Combustion and the spread of Classify fire according to the cause and suggest control measures Practise fire control measures breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable discuss the role of oxygen in every life where possible, use digital devices to search, play and watch and discuss videos and animations on the different classes of fire. |
how is
oxygen
important in
day to day
life
What are the
different
classes of fire
|
Selected specimens Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices Recording |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game
Experiments
Investigation
Conventions, Conferences, and
Debates
Applications
Teacher Observations
|
|
| 1 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
Living things and their environment |
Importance of controlling fires
The cell |
By the end of the
lesson, the learner
should be able to:
Examine various importance controlling of fires Role play games involving fire control measures Appreciate the role of fire in combustion |
The learner is guided to:
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen. Discuss the role of oxygen in Combustion and the spread of Classify fire according to the cause and suggest control measures. Practise fire control measures breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable discuss the role of oxygen in every life where possible. |
how is
oxygen
important in
day to day
life
What are the
different
classes of fire
|
Selected specimens Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbooks Software and |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Model Making
Explorations
Experiments
Applications
Project
Journals
Portfolio
|
|
| 2 | 1-2 |
Living things and their environment
|
Components of a cell
Types of cells Functions 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 Identify the components of a cell Draw the animal and plant cell Calculate the magnification of cells seen under light microscope Appreciate the importance of using the 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. In groups or in pairs, learners are guided to draw the structure of a 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 Selected specimens Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory and Equipment Textbook |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
Applications Teacher Observations Journals Portfolio Oral or Aural Questions Learner's Project |
|
| 2 | 3 |
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
|
|
| 2 | 4 |
Living things and their environment
|
Organelles
Organelles in plant cell |
By the end of the
lesson, the learner
should be able to:
Identify the organelles in a plant cell Draw the major organelles in a cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the requirements needed to observe a plant cell under a light microscope. In groups or in pairs, learners are guided to outline the procedure of observing a plant cell under a light microscope. In groups or in pairs, learners are guided to observe a plant cell under a light microscope. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Portfolio
Oral or Aural Questions
|
|
| 2 | 5 |
Living things and their environment
|
Organelles in animal
|
By the end of the
lesson, the learner
should be able to:
Identify the major organelles in animal cell Draw the major organelles in an animal cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw an animal cell. In groups or in pairs, learners are guided to. name the structures of an animal cell |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 3 | 1-2 |
Living things and their environment
|
Difference between the plant and animal cell
Nucleus Functions of nucleus |
By the end of the
lesson, the learner
should be able to:
Compare plant and animal cell as observed under a light microscope Identify the difference between plant and animal cell Appreciate the use of a light microscope in microscope in magnification Identify the functions of nucleus Search in the internet the functions of nucleus 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. In groups or in pairs, learners are guided to draw a nucleus and name various parts of a nucleus |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory and Equipment Textbooks Software Relevant reading materials Selected specimens Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 3 | 3 |
Living things and their environment
Living things and their environment |
Functions of nucleus
Magnification of a cell as seen under the light microscope |
By the end of the
lesson, the learner
should be able to:
Define the term cell Compare plant and animal cells as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to name various functions of parts of a nucleus |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbooks ? Software Relevant reading materials Mentor; Integrated Science Learner's Book Grade 8 pg. 60-61 Pictures Charts Realia Computing devices |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 3 | 4 |
Living things and their environment
|
Assessment
Movement of materials un and out of the cells; The cell membrane |
By the end of the
lesson, the learner
should be able to:
Answer topical questions correctly. |
Learners are guided to answer topical questions correctly
|
What have you learnt about cells?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 62
Assessment books. Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
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 | 1-2 |
Living things and their environment
|
Effects of heat on the cell membrane
Effects of alkali on the cell membrane Effects of dilute acid on the cell membrane |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how 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. 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 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. 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 heat affect 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. 64-66
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68 Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Living things and their environment
|
Diffusion
How to demonstrate diffusion |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of diffusion. Discuss the meaning of aroma. Do Activity 3 in learner's book 8 page 71 Have a desire to learn more about diffusion. |
In groups or in pairs, learners are guided to explain the meaning of diffusion.
In groups or in pairs, learners are guided to discuss the meaning of aroma. In groups or in pairs, learners are guided to do Activity 3 in learner's book 8 page 71 |
What is diffusion?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 71
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72 |
Oral questions Oral Report Observation
|
|
| 4 | 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
|
|
| 4 | 5 |
Living things and their environment
|
Role of diffusion in living organism
Osmosis |
By the end of the
lesson, the learner
should be able to:
Use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs. Discuss role of diffusion in plants. Explain the role of diffusion in living organisms. Enjoy using digital devices. |
In groups or in pairs, learners are guided to use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs.
In groups or in pairs, learners are guided to discuss role of diffusion in plants. In groups or in pairs, learners are guided to explain the role of diffusion in living organisms. |
What is the role of diffusion in plants?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 73-75
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77 |
Oral questions Oral Report Observation
|
|
| 5 | 1-2 |
Living things and their environment
|
How to demonstrate osmosis using plant materials
Factors that affect osmosis Role of osmosis in living organisms |
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. 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 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. 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. |
How do you demonstrate osmosis using plant materials?
What factors affect osmosis? |
Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81 Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82 |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
Living things and their environment
|
Observing the changes that occur on plant leaves at different times.
Observing the changes that take place in the plant leaves at different times. |
By the end of the
lesson, the learner
should be able to:
Draw the diagrams in leaner's book 8 page 83 Observe the changes that occur on plant leaves at different times. Describe the observable changes on the leaves at different times. Appreciate the changes that occur on plant leaves at different times. |
In groups or in pairs, learners are guided to draw the diagrams in leaner's book 8 page 83
In groups or in pairs, learners are guided to observe the changes that occur on plant leaves at different times. In groups or in pairs, learners are guided to describe the observable changes on the leaves at different times. |
How do you think temperature affects the shape of the leaves at different times?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 84 |
Oral questions Oral Report Observation
|
|
| 5 | 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
|
|
| 6 | 1-2 |
Living things and their environment.
Living things and their environment |
Menstrual cycle in human beings
|
By the end of the
lesson, the learner
should be able to:
Discuss human menstrual cycle using flashcards with information about human menstruation. Describe the menstrual cycle in human beings. Appreciate menstruation in human beings Name menstrual phases in a human menstrual cycle in a wheel chart. Write down the events that take place in the phases of the human menstrual cycle. Describe the events that take place in the phases identified Appreciate the human menstrual cycle. |
Learners are guided in pairs, in groups or individually to discuss human menstrual cycle using flashcards with information about human menstruation.
Learners are guided in pairs, in groups or individually to write down the meaning of menstruation and human menstruation cycle. Learners are guided in pairs, in groups or individually to describe the menstrual cycle in human beings. Learners are guided in pairs, in groups or individually to name menstrual phases in a human menstrual cycle in a wheel chart. Learners are guided in pairs, in groups or individually to describe the events that take place in the phases identified. Learners are guided in pairs, in groups or individually to write down the events that take place in the phases of the human menstrual cycle. |
What is the meaning of menstruation?
How many phases are in the human menstrual cycle? |
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices Curriculum design; Integrated Science Grade 8 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Living things and their environment
|
Challenges related to menstrual process
How to manage challenges related to menstrual cycle |
By the end of the
lesson, the learner
should be able to:
Identify the major challenges in relation to menstruation Describe challenges related to the menstrual cycle Appreciate the human menstrual cycle. |
Learners are guided in pairs, in groups or individually to identify the major challenges in relation to menstruation.
Learners are guided in pairs, in groups or individually to discuss various challenges related to the menstrual cycle and write short notes. Learners are guided in pairs, in groups or individually to describe challenges related to the menstrual cycle. |
What challenges are associated with the menstruation in human beings?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Living things and their environment
|
Project: Improvising a sanitary towel
|
By the end of the
lesson, the learner
should be able to:
Draw and cut out sanitary towel template and trace the sanitary towel Improvise a sanitary towel using cotton fabrics, face towels and safety pins Take pride in and display the improvised sanitary towel. |
Learners are guided in pairs, in groups or individually to draw and cut out sanitary towel template and trace the sanitary towel
Learners are guided in pairs, in groups or individually to improvise a sanitary towel using cotton fabrics, face towels and safety pins and display the improvised sanitary towel. |
How is safety ensured when improvising the sanitary towel?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Living things and their environment
|
Fertilization and implantation
|
By the end of the
lesson, the learner
should be able to:
Name the two main processes in the reproductive process Use digital devices to observe animations showing fertilization and implantation Appreciate reproduction in human beings. |
Learners are guided in pairs, in groups or individually to name the two main processes in the reproductive process.
Learners are guided in pairs, in groups or individually to use digital devices to observe animations showing fertilization and implantation. Individually, learners to write down how fertilization takes place in human beings. |
How does reproduction occur in human beings?
What are the names of the cells that fuse during fertilization?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1-2 |
Living things and their environment
Human Reproductive Health |
Sex related challenges
Pubertal growth and development Personal hygiene needs during puberty |
By the end of the
lesson, the learner
should be able to:
Say the meaning of the terms: hermaphrodite and intersex people Describe how hermaphrodite and intersex persons differ from a normal male or female Reflect on sex related challenges . Define the term puberty. Identify physical, emotional and social changes during puberty in both boys and girls. Classify the changes as physical, emotional or social. Appreciate the importance of puberty. |
Learners are guided in pairs, in groups or individually to say the meaning of the terms: hermaphrodite and intersex people.
Learners are guided in pairs, in groups or individually to describe how hermaphrodite and intersex persons differ from a normal male or female. Learners are guided in pairs, in groups or individually to write short notes about how to manage sex related challenges. Learners to define the term puberty. Learners are guided to identify physical, emotional and social changes during puberty in both boys and girls. Learners are guided to classify the changes as physical, emotional or social. |
How best can we manage sex related challenges?
Which changes are common for both boys and girls? Why do you think adolescents form peer groups? |
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Human Reproductive Health
|
Myths and misconceptions on menstrual experience in the community.
|
By the end of the
lesson, the learner
should be able to:
Define the term myths and misconceptions. Identify the stages for identifying intersex persons. Discuss the myths and misconceptions about menstrual experience. Appreciate puberty as a stage in personal growth and development. |
Learners to define the term myths and misconceptions.
Learners are guided to identify the stages for identifying intersex persons. In groups, learners to discuss the myths and misconceptions about menstrual experience. |
What is a myth?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Human Reproductive Health
|
Importance of reproductive health in the community
Myths and misconceptions about reproductive health in the community |
By the end of the
lesson, the learner
should be able to:
State the importance reproductive health in the community. State the effects of harmful practices on reproductive health. Create posters condemning practices such as female genital mutilation and early marriages. Appreciate practices that enhances reproductive health. |
Learners to state the importance reproductive health in the community.
Learners to state the effects of harmful practices on reproductive health. In groups or in pairs, learners to create posters condemning practices such as female genital mutilation and early marriages. |
Why is reproductive health important in the community?
What are the effects of early pregnancies?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
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
|
|
| 8 | 1-2 |
Force and energy
|
Renewable energy sources
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 renewable energy sources. Recognise the importance of renewable energy sources. Appreciate the use of 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 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. 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 renewable energy sources?
What are the importance of energy sources in the environment? |
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices Curriculum design; Integrated Science Grade 8 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Force and energy
|
Energy transformations in nature.
Energy transformations using materials in their locality |
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 Spotlight; Integrated Science Learner's Book Grade 8 pg. 133 |
Oral questions Oral Report Observation
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| 8 | 4 |
Force and energy
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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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| 8 | 5 |
Force and energy
|
Energy transformations using materials in their locality
Appliances whose working relies on energy transformations. |
By the end of the
lesson, the learner
should be able to:
State the materials needed to demonstrate the energy transformations in a simple steam-driven turbine. Demonstrate the energy transformations in a simple steam-driven turbine. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine. In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine. |
Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139 |
Oral questions Oral Report Observation
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| 9 |
Midterm break |
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| 10 | 1-2 |
Force and energy
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Digital Activity
Safety measures associated with energy transformation. |
By the end of the
lesson, the learner
should be able to:
Use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them. Write down their findings. Appreciate the use of digital devices. 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. |
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. 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 have you learnt about the dangers associated with energy transformation?
What are some of the preventive measures against the dangers associated with energy transformation? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142 Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 10 | 3 |
Force and energy
|
Application of energy transformation.
Pressure |
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?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149 |
Oral questions Oral Report Observation
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| 10 | 4 |
Force and energy
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Describing pressure in solids
|
By the end of the
lesson, the learner
should be able to:
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 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. |
Between the blunt and sharp pencil, which one easily pierces the carton box?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 10 | 5 |
Force and energy
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Describing pressure in liquids
To describe pressure in liquids using glass tubes and balloons |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate pressure in liquids. Investigate pressure in liquids. Appreciate the importance of pressure in liquids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids.
In groups, learners are guided to investigate pressure in liquids. In groups, learners are guided to describe pressure in liquids. |
What have you observed from the experiment?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153 |
Oral questions Oral Report Observation
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| 11 | 1-2 |
Force and energy
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To describe pressure in liquids using a tin.
Determining pressure in solids and liquids Determining pressure in solids |
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. State the formula of pressure, P Work out SI unit of pressure. Have a desire to learn more about pressure in solids. |
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. 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. |
How do you describe pressure in liquids?
What is the formula of pressure? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 153-154
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 154 Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 155 |
Oral questions Oral Report Observation
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| 11 | 3 |
Force and energy
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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?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 11 | 4 |
Force and energy
|
To determine pressure in similar solids.
Determining pressure in liquids; Using a tin to investigate variation of pressure in liquids. |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate pressure in similar solids. Investigate pressure in similar solids. Appreciate the importance of pressure in similar solids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in similar solids.
In groups, learners are guided to investigate pressure in similar solids. In groups, learners are guided to copy and complete the table in learner's book 8 page 158 |
Relate the weight of the blocks of wood with the calculated pressure. What do you notice?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160 |
Oral questions Oral Report Observation
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| 11 | 5 |
Force and energy
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To investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
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By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. Investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. Appreciate the importance of pressure in liquids to its depth and density using a tall glass jar. |
In groups, learners are guided to state the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. In groups, learners are guided to discuss their observations with their classmates. |
What is the relationship of pressure in liquids to its depth and density?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 12 | 1-2 |
Force and energy
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Solving numerical problems involving pressure.
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 to solve numerical problems involving pressure in solids. Work out the surface area of the smallest face in m State the formula to solve numerical problems involving pressure in liquids. Work out pressure in liquids. Enjoy solving numerical problems involving pressure in liquids. |
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 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 surface area of the smallest face in m
What is the formula of working pressure in liquids? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164 Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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| 12 | 3 |
Force and energy
|
Solve numerical problems involving pressure using formula
Applications of pressure in solids. |
By the end of the
lesson, the learner
should be able to:
State the formula of working out pressure using the formula. Solve numerical problems involving pressure using the formula. Appreciate the importance of numerical problems. |
Individually, learners are guided to state the formula of working out pressure using the formula, P = HXDXG Where h- height, d- density, g - gravity.
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What is the formula of working out the pressure in solids?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169 |
Oral questions Oral Report Observation
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| 12 | 4 |
Force and energy
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Applications of pressure in liquids.
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By the end of the
lesson, the learner
should be able to:
Identify the applications of pressure in liquids. Summarise the applications of pressure in liquids. Appreciate the applications of pressure in liquids. |
In groups, learners are guided to identify the applications of pressure in liquids.
In groups, learners are guided to study the pictures in learner's book 8 page 169. In groups, learners are guided to summarise the applications of pressure in liquids. |
What are other applications of pressure in liquids?
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
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