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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
1 | 2 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Introduction to Matter
|
By the end of the
lesson, the learner
should be able to:
Define matter Identify some matter within our class Watch a video clip on states of matter and how they change Appreciate the importance of changes of state |
The learner is guided to; Define matter. Identify some matter within their environment. Watch a video on state of matter and how they change. Appreciate the importance of changes of matter.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbook Software Relevant reading material Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 1-2 |
Reflections
Game Playing
Model Making
Explorations
Experiments
Invesigation
Conventions, Conferences, and
Debates
|
|
1 | 3 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Classification of matter
Properties of solids Properties of liquids Properties of gases |
By the end of the
lesson, the learner
should be able to:
Describe properties of different states of matter Carry out an experiment on how matter changes from one form to another Appreciate the importance of various changes of states |
The learner is guided to; Describe properties of different states of matter. Carry out experiments on how matter changes from one state to another.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 3-4 Equipment Spotlight Integrated Science Learner's Book Grade 8 pg. 7 Textbook Spotlight Integrated Science Learner's Book Grade 8 pg. 8 Spotlight Integrated Science Learner's Book Grade 8 pg. 9 |
Reflections
Game Playing
Pre-
Post Testing
Model Making
Explorations
Experiments
Applications
Teacher Observations
Project
Journal
Oral or Aural Questions
Learner's Project
|
|
1 | 4 |
ELEMENTS, MIXTURES AND COMPOUNDS
MIXTURES, ELEMENTS AND COMPOUNDS MIXTURES, ELEMENTS AND COMPOUNDS MIXTURES, ELEMENTS AND COMPOUNDS |
Temporary and permanent changes
Elements and compound Common elements and their symbols Applications of common elements |
By the end of the
lesson, the learner
should be able to:
Distinguish between temporary and permanent changes Watch a video on how temporary and permanent changes occur Appreciate the applications of state in our daily live |
The learner is guide to; Distinguish between temporary and permanent changes. Watch a video on how temporary and permanent changes occur. Appreciate the applications of state in our daily lives.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment ? Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 15 Spotlight Integrated Science Learner's Book Grade 8 pg. 16-17 Spotlight Integrated Science Learner's Book Grade 8 pg. 18 Spotlight Integrated Science Learner's Book Grade 8 pg. 20 |
Reflections
Game Playing
Pre
Post
testing
Model Making
Explorations
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Learner's Project
|
|
1 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Packaging labels
Package labels Common elements and their symbols Common elements and their symbols |
By the end of the
lesson, the learner
should be able to:
Outline the applications of common elements in day to day life Play games involving elements and their symbols Appreciate the information on packaging labels of commonly consumed substances |
Discuss the difference between elements and compounds, Assign appropriate symbols to common Elements and compounds cover copper, aluminium, iron, silver, table salt, and water Discuss the names of common elements and their symbols (the first 13 elements of the periodic table and commonly used metals: zinc, lead, tin, gold, mercury and limited to the Latin names only where applicable), Discuss the importance and market value of common elements and compounds in ample labelled containers of different substances indicating the common elements as part of the ingredients |
How are
symbols
assigned to
elements?
What is the
value of
elements in
day
|
Laboratory
Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices Recording ? Spotlight Integrated Science Learner's Book Grade 8 pg. 22 |
Reflections
Game
Model Making
Explorations
Experiments
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Journals
Portfolio
Questions
Learner's Project
|
|
2 | 1 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
STRUCTURE OF THE ATOM
7
Atomic number Mass number Metals and non- metals |
By the end of the
lesson, the learner
should be able to:
Describe the structures of an atom and electron arrangements of elements Draw the structure of an atom and electron arrangements of elements Appreciate the use of electron and elements |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons, neutrons, and electrons Draw and discuss the electron arrangements of elements and classify them into metals and elements of the periodic table Discuss and illustrate the atomic number and mass number of elements first 13 elements of the periodic table use digital int media to search for information on the structure of an atom, electron arrangement, atomic number and mass number of elements, ? Project: model the atomic structure of selected elements of the periodic table using locally available materials |
hat is the
structure of an
atom?
How do atoms
gain stability
|
Course book
Basic Laboratory Apparatus Equipment Selected specimens Ice Candle wax Water/salty water Spotlight Integrated Science Learner's Book Grade 7 pg. 66-67 Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
game Playing
Model Making
Explorations
Experiments
Investigation
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Oral or Aural Questions
Learner's Project
|
|
2 | 2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Metals and non -metals
Metals and non- metals Importance of elements OXYGEN |
By the end of the
lesson, the learner
should be able to:
Draw the structure of metals and non -metals Determine the atomic mass and number of elements Appreciate the importance of mixture and compounds |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons, neutrons,and electrons raw and discuss the electron arrangements of elements and classify them into metals and elements of the periodic table use digital or internet media to search for information on the structure of an atom, electron arrangement, atomic number and mass number of elements, Project: model the atomic structure of selected elements of the periodic table using locally available materials |
hat is the
structure of an
atom?
How do atoms
gain stability
|
Course book
Basic Laboratory Apparatus Equipment Selected specimens Ice Candle wax Water/salty water Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67 Spotlight Integrated Science Learner's Book Grade 8pg. 66-67 Water Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory and Textbooks Recording |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Explorations
Experiments
Investigation
Conventions,
|
|
2 | 3 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
PREPARATION OF OXYGEN
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:
Identify the uses of oxygen Prepare the oxygen in the laboratory using hydrogen peroxide 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 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
|
Basic Laboratory
Apparatus Equipment Selected specimens Candle wax Water Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory Apparatus and Equipment Textbooks and Software Relevant reading materials Digital Devices ? Recording and and |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Model Making
Explorations
Experiments
Investigatio
Oral or Aural Questions
Learner's Project
|
|
2 | 4 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
CLASSES OF FIRE
CONTROL MEASURES CLASSES OF FIRE AND CONTROL MEASUE Importance of controlling fires |
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 Selectedspecimens Candlewax SpotlightBasicLaboratory Apparatus EquipmentIntegratedScienceLearner'sBookGrade8pg.69-70Laboratory Apparatusand Equipment Relevantreadingmaterials DigitalDevices Selectedspecimens Candlewax SpotlightBasicLaboratory Apparatus IntegratedScienceLearner'sBookGrade8pg.69-70Laboratory Apparatusand |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
|
|
2 | 5 |
Living Things and Their Environment
|
Human Excretory System - Components of the excretory system
Human Excretory System - External parts of the skin |
By the end of the
lesson, the learner
should be able to:
- Identify components of the excretory system - Recognize the skin as an excretory organ - Appreciate the importance of waste removal |
- Brainstorm on waste removal in humans
- Identify excretory organs (skin, lungs, kidneys) - Discuss the role of excretory system - Compare different excretory organs |
What organs make up the human excretory system?
|
- Master Integrated Science pg. 119
- Charts of excretory system - Digital resources - Master Integrated Science pg. 120 - Hand lenses - Observation sheets |
- Observation
- Oral questions
- Practical work
|
|
3 | 1 |
Living Things and Their Environment
|
Human Excretory System - Structure of the skin
Human Excretory System - Functions of skin parts |
By the end of the
lesson, the learner
should be able to:
- Identify parts of the skin from diagrams - Label epidermis, dermis, sweat glands and ducts - Understand the layered structure of skin |
- Study images and identify labeled parts A to F
- Use charts to label parts of human skin - Draw and label parts of human skin - Share work with classmates |
What are the main structural parts of the human skin?
|
- Master Integrated Science pg. 121
- Skin structure charts - Digital devices - Master Integrated Science pg. 122 - Reference materials - Digital resources |
- Assessment rubrics
- Practical work
- Written assignments
|
|
3 | 2 |
Living Things and Their Environment
|
Human Excretory System - Understanding excretion and waste products
Human Excretory System - Parts of the urinary system |
By the end of the
lesson, the learner
should be able to:
- Define excretion - Identify waste products excreted by different organs - Understand the importance of waste removal |
- Complete puzzle on skin parts and functions
- Study story of sweating process - Identify waste products from skin, lungs and kidneys - Discuss harmful effects of waste accumulation |
Why is excretion important for the human body?
|
- Master Integrated Science pg. 123
- Puzzle materials - Story completion sheets - Master Integrated Science pg. 124 - Urinary system charts - Digital devices |
- Checklist
- Anecdotal records
- Written tests
|
|
3 | 3 |
Living Things and Their Environment
|
Human Excretory System - Modeling the urinary system
|
By the end of the
lesson, the learner
should be able to:
- Create models of the urinary system - Use locally available materials creatively - Demonstrate understanding through model construction |
- Study models created by other students
- Identify materials used in model construction - Collect locally available materials - Construct model of urinary system - Display and observe classmates' models |
How can we create models to show the structure of the urinary system?
|
- Master Integrated Science pg. 125
- Locally available materials - Model construction supplies |
- Portfolio assessment
- Practical work
- Peer evaluation
|
|
3 | 4 |
Living Things and Their Environment
|
Human Excretory System - Functions of urinary system parts
Human Excretory System - External parts of the kidney |
By the end of the
lesson, the learner
should be able to:
- Describe functions of kidneys, ureters, bladder and urethra - Explain the process of urine formation - Appreciate the complexity of kidney function |
- Answer questions about functions of urinary system parts
- Use textbooks to search for function information - Take turns reading questions and answering - Share findings with classmates |
How do the parts of the urinary system work together?
|
- Master Integrated Science pg. 126
- Function reference materials - Question cards - Master Integrated Science pg. 127 - Kidney structure charts - Digital resources |
- Assessment rubrics
- Oral questions
- Written assignments
|
|
3 | 5 |
Living Things and Their Environment
|
Human Excretory System - Kidney disorders and their causes
Human Excretory System - Prevention of kidney disorders |
By the end of the
lesson, the learner
should be able to:
- Identify common kidney disorders - Describe causes of kidney stones and kidney failure - Understand the importance of kidney health |
- Search for information on kidney disorders
- Read conversation with resource person - Identify kidney disorders mentioned - Discuss causes and prevention methods |
What are common kidney disorders and what causes them?
|
- Master Integrated Science pg. 128
- Reference materials - Case study conversations - Master Integrated Science pg. 129 - Health promotion materials - Resource person |
- Checklist
- Anecdotal records
- Oral questions
|
|
4 | 1 |
Living Things and Their Environment
|
Human Excretory System - Promoting skin health
Human Excretory System - Promoting kidney health |
By the end of the
lesson, the learner
should be able to:
- Identify practices that promote healthy skin - Develop good hygiene habits - Appreciate the importance of skin care |
- Study pictures and identify healthy skin
- Discuss activities to promote healthy skin - Give advice for skin hygiene scenarios - Search for information on skin health practices |
What activities promote healthy skin?
|
- Master Integrated Science pg. 130
- Health education materials - Digital devices - Master Integrated Science pg. 131 - Nutrition information - Health guidelines |
- Practical work
- Assessment rubrics
- Checklist
|
|
4 | 2 |
Living Things and Their Environment
|
Human Excretory System - Developing daily health logs
Human Excretory System - Integration and health promotion |
By the end of the
lesson, the learner
should be able to:
- Create daily logs for skin and kidney health - Plan health-promoting activities - Take responsibility for personal health |
- Study sample daily log for health activities
- Create personal plan using provided guide - Show plan to family members - Follow and monitor daily health activities |
How can we plan and track activities that promote skin and kidney health?
|
- Master Integrated Science pg. 132
- Planning templates - Family involvement - Master Integrated Science pg. 133 - Community health resources - Family discussion guides |
- Portfolio assessment
- Self-monitoring
- Family feedback
|
|
4 | 3 |
Living Things and Their Environment
|
Human Excretory System - Review and assessment
Human Excretory System - Extension and enrichment |
By the end of the
lesson, the learner
should be able to:
- Demonstrate comprehensive understanding of excretory system - Apply knowledge to solve health problems - Show mastery of key concepts |
- Complete comprehensive assessment questions
- Identify body organs and their functions - List activities that promote organ health - Provide health advice for kidney disorders |
What have I learned about the human excretory system?
|
- Assessment papers
- Review materials - Health case studies - Advanced health resources - Research materials - Presentation tools |
- Summative assessment
- Written tests
- Assessment rubrics
|
|
4 | 4 |
Living Things and Their Environment
Force and Energy |
Human Excretory System - Final integration and reflection
Electrical Energy - Sources of electricity in the environment |
By the end of the
lesson, the learner
should be able to:
- Synthesize learning from entire strand - Reflect on personal growth and understanding - Set goals for continued health learning |
- Complete reflection on entire Living Things strand
- Connect reproductive and excretory systems - Evaluate personal health practices - Plan for continued health education |
How has learning about living things and their environment changed my understanding of health?
|
- Reflection journals
- Integration activities - Goal-setting materials - Master Integrated Science pg. 134 - Images of electricity sources - Digital devices |
- Reflection assessment
- Self-evaluation
- Portfolio review
|
|
4 | 5 |
Force and Energy
|
Electrical Energy - Solar, hydro-electric and geothermal power
Electrical Energy - Wind, nuclear and other power sources |
By the end of the
lesson, the learner
should be able to:
- Describe how solar power is generated - Explain hydro-electric power generation - Understand geothermal energy production |
- Search for information on solar, hydro-electric and geothermal power
- Study figures showing power generation systems - Discuss advantages of renewable energy sources - Compare different power generation methods |
How do renewable energy sources generate electricity?
|
- Master Integrated Science pg. 135
- Digital resources - Power generation diagrams - Master Integrated Science pg. 136 - Energy conversion charts - Reference materials |
- Written tests
- Assessment rubrics
- Oral questions
|
|
5 | 1 |
Force and Energy
|
Electrical Energy - Electrical cells and batteries
Electrical Energy - Flow of electric current in series circuits |
By the end of the
lesson, the learner
should be able to:
- Identify electrical cells and batteries - Understand how batteries store and release energy - Recognize positive and negative terminals |
- Examine electrical cells and identify terminals
- Study battery structure and function - Practice identifying positive and negative terminals - Discuss battery safety measures |
How do electrical cells and batteries provide electricity?
|
- Master Integrated Science pg. 137
- Electrical cells - Battery samples - Master Integrated Science pg. 138 - Electrical apparatus - Circuit materials |
- Practical work
- Observation schedule
- Safety checklist
|
|
5 | 2 |
Force and Energy
|
Electrical Energy - Flow of electric current in parallel circuits
Electrical Energy - Understanding electrical circuits |
By the end of the
lesson, the learner
should be able to:
- Demonstrate flow of electric current in parallel circuits - Set up simple parallel circuits - Compare series and parallel arrangements |
- Set up electrical circuits in parallel arrangement
- Observe circuit behavior with parallel connections - Draw electrical circuits for each setup - Compare parallel with series circuits |
How does electric current flow in parallel circuits?
|
- Master Integrated Science pg. 139
- Electrical components - Circuit diagrams - Master Integrated Science pg. 140 - Circuit analysis materials - Switch demonstrations |
- Practical work
- Written tests
- Peer assessment
|
|
5 | 3 |
Force and Energy
|
Electrical Energy - Series and parallel arrangements
Electrical Energy - Common electrical appliances |
By the end of the
lesson, the learner
should be able to:
- Compare series and parallel arrangements - Predict circuit behavior - Understand current flow patterns |
- Classify circuits as series or parallel
- Analyze effects of removing bulbs from circuits - Compare brightness of bulbs in different arrangements - Draw various circuit configurations |
How do series and parallel arrangements affect circuit performance?
|
- Master Integrated Science pg. 141
- Circuit comparison charts - Analysis worksheets - Master Integrated Science pg. 142 - Appliance pictures - Flashcards |
- Assessment rubrics
- Problem solving
- Circuit analysis
|
|
5 | 4 |
Force and Energy
|
Electrical Energy - Safety measures with electrical appliances
Electrical Energy - Electrical safety in daily life |
By the end of the
lesson, the learner
should be able to:
- Identify safety measures for electrical appliances - Recognize electrical hazards - Practice safe handling procedures |
- Complete statements about safety measures
- Analyze scenarios with electrical hazards - Discuss actions for electrical emergencies - Search for safety information |
How can we safely handle electrical appliances?
|
- Master Integrated Science pg. 143
- Safety guidelines - Emergency procedures - Master Integrated Science pg. 144 - Safety manuals - Emergency resources |
- Written tests
- Safety demonstrations
- Checklist
|
|
5 | 5 |
Force and Energy
|
Electrical Energy - Uses of electricity in daily life
Electrical Energy - Integration and application |
By the end of the
lesson, the learner
should be able to:
- Identify multiple uses of electricity - Appreciate electricity's importance - Connect electricity to modern living |
- State uses of electricity in homes, schools, hospitals, factories
- Identify electricity uses in pictures - Name other uses in daily life - Discuss importance of electrical systems |
How does electricity support modern life?
|
- Master Integrated Science pg. 145
- Usage examples - Modern life illustrations - Problem-solving materials - Design challenges |
- Practical work
- Oral questions
- Written assignments
|
|
6 | 1 |
Force and Energy
|
Electrical Energy - Review and assessment
Electrical Energy - Extension and research |
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of electrical energy concepts - Identify learning gaps - Plan for improvement |
- Complete summative assessment on electrical energy
- Review performance and identify strengths - Address areas needing improvement - Set goals for continued learning |
What have I learned about electrical energy and how can I improve?
|
- Assessment papers
- Performance reviews - Improvement plans - Advanced electrical resources - Career information - Research tools |
- Summative assessment
- Self-evaluation
- Teacher feedback
|
|
6 | 2 |
Force and Energy
|
Electrical Energy - Innovation and creativity
Magnetism - Identifying and demonstrating magnetic properties |
By the end of the
lesson, the learner
should be able to:
- Design innovative electrical solutions - Think creatively about electrical applications - Demonstrate entrepreneurial thinking |
- Design solutions for electrical problems in school/community
- Create models of innovative electrical devices - Present creative electrical ideas - Develop business plans for electrical innovations |
How can I use creativity and innovation to solve electrical energy challenges?
|
- Innovation materials
- Design supplies - Presentation tools - Master Integrated Science pg. 146 - Bar magnets - Iron filings and nails |
- Innovation assessment
- Creativity evaluation
- Entrepreneurship skills
|
|
6 | 3 |
Force and Energy
|
Magnetism - Demonstrating attraction and repulsion
Magnetism - Directional properties of magnets |
By the end of the
lesson, the learner
should be able to:
- Demonstrate magnetic attraction and repulsion - Understand interaction between magnets - Predict magnetic behavior |
- Place two bar magnets on flat surface
- Bring magnet ends close to each other - Observe and record attraction or repulsion - Reverse magnet ends and observe changes |
How do magnets interact with each other?
|
- Master Integrated Science pg. 147
- Two bar magnets - Observation sheets - Master Integrated Science pg. 148 - Thread and retort stand - Compass for reference |
- Assessment rubrics
- Practical work
- Prediction skills
|
|
6 | 4 |
Force and Energy
|
Magnetism - Magnetic poles and their identification
Magnetism - Magnetic strength and measurement |
By the end of the
lesson, the learner
should be able to:
- Identify magnetic poles - Label north and south poles - Understand pole characteristics |
- Place bar magnet on iron filings
- Observe where iron filings cling most - Suspend magnet and identify north-pointing end - Label north and south poles correctly |
What are magnetic poles and how can they be identified?
|
- Master Integrated Science pg. 149
- Iron filings - Pole identification materials - Master Integrated Science pg. 150 - Spring balance - Various magnets |
- Practical work
- Written tests
- Pole identification assessment
|
|
6 | 5 |
Force and Energy
|
Magnetism - Basic law of magnetism
Magnetism - Magnetic and non-magnetic materials |
By the end of the
lesson, the learner
should be able to:
- Understand the basic law of magnetism - Predict magnetic interactions - Apply magnetic principles |
- Bring north pole to south pole of another magnet
- Bring north poles together - Bring south poles together - Record all observations and formulate law |
What is the basic law of magnetism?
|
- Master Integrated Science pg. 151
- Multiple bar magnets - Law formulation materials - Master Integrated Science pg. 152 - Collection of materials - Classification tables |
- Scientific reasoning
- Law application
- Prediction accuracy
|
|
7 | 1 |
Force and Energy
|
Magnetism - Testing household materials
Magnetism - Uses of magnets in separation |
By the end of the
lesson, the learner
should be able to:
- Apply magnetic testing to household items - Extend classification skills - Connect learning to home environment |
- Test household items with parent/guardian permission
- Use magnet to classify household materials - Record observations in table format - Share findings with classmates |
What household materials are magnetic or non-magnetic?
|
- Master Integrated Science pg. 153
- Household materials - Home testing permissions - Master Integrated Science pg. 154 - Application examples - Magnetic toys |
- Home-school connection
- Extended classification
- Family involvement
|
|
7 | 2 |
Force and Energy
|
Magnetism - Magnets in technology and navigation
Magnetism - Practical applications and problem solving |
By the end of the
lesson, the learner
should be able to:
- Understand magnets in speakers and compasses - Appreciate magnetic navigation - Connect magnetism to technology |
- Explain magnetic demonstrations and magic tricks
- Suggest magnetic solutions for practical problems - Study magnetic compass operations - Research technological applications |
How do magnets work in speakers, compasses, and other technologies?
|
- Master Integrated Science pg. 155
- Magnetic compass - Speaker demonstrations - Master Integrated Science pg. 156 - Problem-solving scenarios - Design materials |
- Assessment rubrics
- Technology connections
- Research skills
|
|
7 | 3 |
Force and Energy
|
Magnetism - Review and integration
Magnetism - Extension and research |
By the end of the
lesson, the learner
should be able to:
- Demonstrate comprehensive understanding of magnetism - Integrate magnetic concepts - Apply knowledge in new contexts |
- Complete comprehensive magnetism questions
- Classify magnetic and non-magnetic materials - Predict magnetic interactions - Solve magnetism problems |
What have I learned about magnetism and its applications?
|
- Master Integrated Science pg. 157
- Review materials - Assessment questions - Advanced magnetic resources - Research materials - Technology examples |
- Summative assessment
- Knowledge integration
- Problem solving
|
|
7 | 4 |
Force and Energy
|
Magnetism - Innovation and creativity
Force and Energy Integration - Connecting electrical energy and magnetism |
By the end of the
lesson, the learner
should be able to:
- Design innovative magnetic solutions - Think creatively about magnetic applications - Demonstrate entrepreneurial thinking |
- Design magnetic devices for community problems
- Create innovative magnetic toys or tools - Develop business plans for magnetic innovations - Present creative magnetic solutions |
How can I use magnetism to create innovative solutions?
|
- Innovation materials
- Design supplies - Presentation tools - Integration materials - Electromagnetic examples - Concept mapping tools |
- Innovation assessment
- Creativity evaluation
- Entrepreneurship skills
|
|
7 | 5 |
Force and Energy
|
Force and Energy Integration - Comprehensive review and assessment
Force and Energy Integration - Real-world applications and careers Force and Energy Integration - Future learning and reflection |
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of entire Force and Energy strand - Apply concepts to complex problems - Show readiness for advanced physics concepts |
- Complete comprehensive Force and Energy assessment
- Solve complex problems involving electricity and magnetism - Demonstrate practical skills in both areas - Reflect on strand learning |
What have I learned about Force and Energy and how will this help in future studies?
|
- Comprehensive assessment materials
- Complex problem scenarios - Reflection guides - Career information - Field trip resources - Community connections - Reflection portfolios - Goal-setting materials - STEM pathway information |
- Summative assessment
- Practical skills evaluation
- Future readiness assessment
|
|
8-9 |
Exams & closing |
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