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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 |
Living things and their environment
|
The cell
Components of a cell Types of cells Functions of a 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 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 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 |
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 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 |
|
| 1 | 3 |
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 |
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
|
|
| 1 | 4 |
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
|
|
| 1 | 5 |
Living things and their environment
|
Difference between the plant and animal cell
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 |
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 Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory and Equipment Textbooks Software Relevant reading materials |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 1-2 |
Living things and their environment
|
Functions of nucleus
Effects of heat on the cell membrane Effects of dilute acid on the cell membrane |
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 State the requirements needed to investigate how heat affects the functioning of the cell membrane. Outline the procedure of investigating how heat affects the functioning of the cell membrane. Investigate how heat affects the functioning of the cell membrane. Appreciate effects of heat on the cell membrane. |
In groups or in pairs, learners are
guided to draw a nucleus and name various parts of a nucleus 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. |
Why is light microscope important in our day to day life
How does heat affect the functioning of the cell membrane? |
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Spotlight Basic Laboratory and Textbooks ? Software Relevant reading materials 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. 68-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
Oral questions Oral Report Observation |
|
| 2 | 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
|
|
| 2 | 4 |
Living things and their environment
|
Factors that affect diffusion
Role of diffusion in living organism |
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 Mentor; Integrated Science Learner's Book Grade 8 pg. 73-75 |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Living things and their environment
|
Osmosis
How to demonstrate osmosis using plant materials |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of osmosis. State the process of osmosis. Demonstrate the process of osmosis. Have a desire to learn more about osmosis. |
In groups or in pairs, learners are guided to explain the meaning of osmosis.
In groups or in pairs, learners are guided to state the process of osmosis. In groups or in pairs, learners are guided to demonstrate the process of osmosis. |
What is osmosis?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77
Pictures Charts Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80 Realia |
Oral questions Oral Report Observation
|
|
| 3 | 1-2 |
Living things and their environment
|
Factors that affect osmosis
Role of osmosis in living organisms 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:
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. 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 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. 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 factors affect osmosis?
What do plants utilize to make food? |
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 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
|
|
| 3 | 3 |
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. |
In groups or in pairs, learners are guided to observe the changes that take place in the plant leaves at different times.
In groups or in pairs, learners are guided to state the importance of diffusion in one's body. |
How do you think the rate of loss of water by the leaves affects the shape of the leaves at different times?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 84
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 85 Assessment books |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
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 |
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. |
What is the meaning of menstruation?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Living things and their environment
|
Menstrual cycle in human beings
Challenges related to menstrual process |
By the end of the
lesson, the learner
should be able to:
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 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. |
How many phases are in the human menstrual cycle?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1-2 |
Living things and their environment
|
How to manage challenges related to menstrual cycle
Project: Improvising a sanitary towel Fertilization and implantation |
By the end of the
lesson, the learner
should be able to:
Make discussion cards with information on challenges related to menstrual cycle Write down short notes on how to manage challenges related to menstrual cycle Appreciate the ways to manage the challenges related to the human menstrual cycle. 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 make discussion cards with information on challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to search the internet for information on how to manage challenges related to menstrual cycle. Learners are guided in pairs, in groups or individually to write down short notes on how to manage challenges related to menstrual cycle. 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 best can we manage issues related to the menstrual cycle?
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
|
|
| 4 | 3 |
Living things and their environment
Human Reproductive Health |
Sex related challenges
Pubertal growth and development |
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 . |
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. |
How best can we manage sex related challenges?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Human Reproductive Health
|
Personal hygiene needs during puberty
Myths and misconceptions on menstrual experience in the community. |
By the end of the
lesson, the learner
should be able to:
Identify personal hygiene that needs to be associated with the onset of puberty. Mention the measures for management of menstrual hygiene for personal growth. Suggest how re-usable sanitary towels should be taken care of. Appreciate personal hygiene needed during puberty. |
Learners are guided to identify personal hygiene that needs to be associated with the onset of puberty.
Learners are guided to mention the measures for management of menstrual hygiene for personal growth. Learners are guided to suggest how re-usable sanitary towels should be taken care of. |
How do you ensure that your mouth is clean and you have a fresh breath?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
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
|
|
| 5 | 1-2 |
Force and energy
|
Force and Energy: Transformation of energy; Forms of 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:
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. Explain the meaning of non-renewable energy sources. Recognise the importance of non-renewable energy sources. Appreciate the use of non-renewable energy sources. |
In 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 In groups, learners are guided to explain the meaning of non-renewable energy sources. In groups, learners are guided to recognise the importance of non-renewable energy sources. In groups, learners are guided to give examples of non-renewable energy sources. |
What is energy?
What are the forms of energy in the environment?
What are non-renewable energy sources? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132
Pictures Charts Realia Computing devices Curriculum design; Integrated Science Grade 8 Curriculum design; Integrated Science Grade 8 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 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?
|
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
|
|
| 5 | 4 |
Force and energy
|
Energy transformations using materials in their locality
|
By the end of the
lesson, the learner
should be able to:
State the materials needed to demonstrate the energy transformations in a 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?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138 |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Force and energy
|
Appliances whose working relies on energy transformations.
Digital Activity |
By the end of the
lesson, the learner
should be able to:
Identify appliances whose working relies on energy transformations. Draw the appliances in learner's book 8. Appreciate the use of appliances whose working relies on energy transformations. |
In groups, learners are guided to identify appliances whose working relies on energy transformations.
In groups, learners are guided to draw the appliances in learner's book 8 page 138 In groups, learners are guided to discuss and write the energy transformations that take place when the appliances are in use. |
What is the use of an electric heater?
What is a diode?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 139 |
Oral questions Oral Report Observation
|
|
| 6 | 1-2 |
Force and energy
|
Safety measures associated with energy transformation.
Application of energy transformation. Pressure |
By the end of the
lesson, the learner
should be able to:
Discuss the safety measures associated with energy transformation. Study the pictures in learner's book 8 Appreciate the safety measures associated with energy transformation. 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 to discuss the safety measures associated with energy transformation.
In groups, learners to study the pictures in learner's book 8 page 141 In groups, learners to state the importance of observing safety measures associated with energy transformation. 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. |
Why is it important to observe safety measures associated with energy transformation?
What are some of the applications of energy transformation? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144 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
|
|
| 6 | 3 |
Force and energy
|
Describing pressure in solids
Describing pressure in liquids |
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?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152 |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Force and energy
|
To describe pressure in liquids using glass tubes and balloons
To describe pressure in liquids using a tin. |
By the end of the
lesson, the learner
should be able to:
State the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons. Investigate pressure in liquids using glass tubes and balloons. Have fun and enjoy conducting the experiment. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons.
In groups, learners are guided to investigate pressure in liquids using glass tubes and balloons. In groups, learners are guided to describe pressure in liquids using glass tubes and balloons. |
What have you observed from the experiment?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 153-154 |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Force and energy
|
Determining pressure in solids and liquids
Determining pressure in solids |
By the end of the
lesson, the learner
should be able to:
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 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. |
What is the formula of pressure?
|
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
|
|
| 7 | 1-2 |
Force and energy
|
To determine pressure in a regular solid
To determine pressure in similar solids. Determining pressure in liquids; Using a tin to investigate variation of pressure in liquids. To investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. |
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. State the materials and requirements needed to investigate variation of pressure in liquids. Investigate variation of pressure in liquids. Appreciate the importance of variation of pressure in liquids. |
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. In groups, learners are guided to state the materials and requirements needed to investigate variation of pressure in liquids. In groups, learners are guided to investigate variation of pressure in liquids. In groups, learners are guided to copy and complete the table in learner's book 8 page 160 |
Relate the area of the faces with pressure they have calculated. What do you notice?
What is variation of pressure? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158 Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160 Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161 |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Force and energy
|
Solving numerical problems involving pressure.
Solving numerical problems involving pressure using a formula |
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 |
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 |
What is the surface area of the smallest face in m
|
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 |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Force and energy
|
Pressure formula in liquids.
Solve numerical problems involving pressure using formula |
By the end of the
lesson, the learner
should be able to:
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 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 formula of working pressure in liquids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 167 |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Force and energy
|
Applications of pressure in solids.
Applications of pressure in liquids. |
By the end of the
lesson, the learner
should be able to:
Identify the applications of pressure in solids. Summarise the applications of pressure in solids. Appreciate the applications of pressure in solids. |
In groups, learners are guided to identify the applications of pressure in solids.
In groups, learners are guided to study the pictures in learner's book 8 page 168 In groups, learners are guided to summarise the applications of pressure in solids. |
What are other applications of pressure in solids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171 |
Oral questions Oral Report Observation
|
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