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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 8 | 1 |
Living things and their environment
|
The cell
|
By the end of the
lesson, the learner
should be able to:
Define the term cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the cell membrane found in a cell. In groups or in pairs, learners are guided to state the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 8 | 2 |
Living things and their environment
|
Components of a cell
Types of cells |
By the end of the
lesson, the learner
should be able to:
Identify the components of a cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the importance of using light microscope |
In groups or in pairs, learners are
guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video. In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 8 | 3 |
Living things and their environment
|
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 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 Textbook |
Applications
Teacher Observations
project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 8 | 4-5 |
Living things and their environment
|
Difference between plant and Animal cell
Organelles |
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 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 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 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
Journals
Portfolio
Oral or Aural Questions
Learner's Project
Applications Teacher Observations Project Portfolio Oral or Aural Questions |
|
| 9 | 1 |
Living things and their environment
|
Organelles in plant cell
Organelles in animal |
By the end of the
lesson, the learner
should be able to:
Identify the functions of the major organelles in a plant cell Watch a video showing the plant cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw a plant cell. In groups or in pairs, learners are guided to name the structures of a plant cell. In groups or in pairs, learners are guided to state the functions of the parts of a plant 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 Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory and Equipment |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 9 | 2 |
Living things and their environment
|
Difference between the plant and animal cell
|
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 |
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
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 9 | 3 |
Living things and their environment
|
Nucleus
|
By the end of the
lesson, the learner
should be able to:
Define the term nucleus Draw the nucleus as seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw a nucleus In groups or in pairs, learners are guided to. name the structures 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 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 9 | 4-5 |
Living things and their environment
Living things and their environment Living things and their environment |
Functions of nucleus
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:
Identify the functions of nucleus Search in the internet the functions of nucleus Appreciate the use of a light microscope in microscope in magnification 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 draw a nucleus and name various parts of a nucleus 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 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
|
|
| 10 | 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 cells?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 62
Assessment books. |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Living things and their environment
|
Movement of materials un and out of the cells; The cell membrane
|
By the end of the
lesson, the learner
should be able to:
Identify the cell membrane found in a cell. State the structures of the cell membrane. Draw the structure of a cell as shown in learner's book 8 page 63 Appreciate the structure of a cell. |
In groups or in pairs, learners are guided to identify the cell membrane found in a cell.
In groups or in pairs, learners are guided to state the structures of the cell membrane. In groups or in pairs, learners are guided to draw the structure of a cell as shown in learner's book 8 page 63 |
Where is the cell membrane found in a cell?
What is the function of a cell membrane in a cell?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Living things and their environment
|
Properties of a cell membrane
|
By the end of the
lesson, the learner
should be able to:
Use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video. Describe the properties of a cell membrane. Investigate the structures of the cell membrane. Appreciate the properties of a cell membrane. |
In groups or in pairs, learners are guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video.
In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
What are the properties of a cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4-5 |
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 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 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 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 heat affect 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. 64-66
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68 Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70 |
Oral questions Oral Report Observation
|
|
| 11 | 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
|
|
| 11 | 2 |
Living things and their environment
|
How to demonstrate diffusion
|
By the end of the
lesson, the learner
should be able to:
Outline the procedure of demonstrating diffusion. State the safety precautions to be observed. Demonstrate the process of diffusion. Appreciate the importance of diffusion. |
In groups or in pairs, learners are guided to outline the procedure of demonstrating diffusion.
In groups or in pairs, learners are guided to state the safety precautions to be observed. In groups or in pairs, learners are guided to demonstrate the process of diffusion. |
How do you demonstrate diffusion?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 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
|
|
| 11 | 4-5 |
Living things and their environment
|
Role of diffusion in living organism
Osmosis How to demonstrate osmosis using plant materials |
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. 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 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. 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. |
What is the role of diffusion in plants?
How do you demonstrate osmosis using plant materials? |
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 Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Living things and their environment
|
Factors that affect osmosis
|
By the end of the
lesson, the learner
should be able to:
Describe the factors that affect osmosis. Identify the factors that increase the rate of osmosis. Recognise the factors that decrease the rate of osmosis. Appreciate the factors that affect osmosis. |
In groups or in pairs, learners are guided to describe the factors that affect osmosis.
In groups or in pairs, learners are guided to identify the factors that increase the rate of osmosis. In groups or in pairs, learners are guided to recognise the factors that decrease the rate of osmosis. |
What factors affect osmosis?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 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
|
|
| 12 | 3 |
Living things and their environment
|
Changes that occur in the plant leaves at different times
Observing the changes that occur on 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 Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84 |
Oral questions Oral Report Observation
|
|
| 12 | 4-5 |
Living things and their environment
|
Observing the changes that take place in the plant leaves at different times.
Assessment |
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. Answer topical questions correctly. |
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. Learners are guided to answer topical questions correctly |
How do you think the rate of loss of water by the leaves affects the shape of the leaves at different times?
What have you learnt about the movement of materials in and out of the cells? |
Mentor; Integrated Science Learner's Book Grade 8 pg. 84
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 85 Assessment books |
Oral questions Oral Report Observation
|
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