MIXTURES, ELEMENTS AND COMPOUNDS

CLASSES OF FIRE

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio

MIXTURES, ELEMENTS AND COMPOUNDS
Living things and their environment

CONTROL MEASURES
CLASSES OF FIRE AND CONTROL MEASUE
Importance of controlling fires
Magnification of a cell as seen under the light microscope

By the end of the lesson, the learner should be able to:
Identify various ways of control ling fires
Search in the internet ways of controlling various classes of fires
Appreciate the role of fire in combustion

identify classes of fires and their control measures
Examine various importance controlling of fires
Role play games involving fire control measures
Define the term magnification.
State the formula of calculating magnification.
Calculate the magnification of a microscope.
Appreciate the importance of magnification.

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.
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen.
Classify fire according to the cause and suggest 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
Classify fire according to the cause and suggest 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.
In groups or in pairs, learners are guided to define the term magnification.
In groups or in pairs, learners are guided to state the formula of calculating magnification.
In groups or in pairs, learners are guided to calculate the magnification of a microscope.

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

Selected specimens
and
Equipment
Selectedspecimens
and
Mentor; Integrated Science Learner's Book Grade 8 pg. 60-61
Pictures
Charts
Realia
Computing devices

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Applications Teacher Observations Project Journals Portfolio

Living things and their environment

Assessment
Movement of materials un and out of the cells; The cell membrane
Properties of a cell membrane
Effects of heat on the cell membrane

By the end of the lesson, the learner should be able to:
Answer topical questions correctly.
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.
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.
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.

Learners are guided to answer topical questions correctly
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
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 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.

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
Mentor; Integrated Science Learner's Book Grade 8 pg. 64-66

Oral questions Oral Report Observation

Living things and their environment

Effects of alkali on the cell membrane
Effects of dilute acid on the cell membrane
Diffusion

By the end of the lesson, the learner should be able to:
State the requirements needed to investigate how alkali affects the functioning of the cell membrane.
Outline the procedure of investigating how alkali affects the functioning of the cell membrane.
Investigate how alkali affects the functioning of the cell membrane.
Appreciate effects of alkali on the cell membrane.
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.
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 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.
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.
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

How does alkali affect the functioning of the cell membrane?

Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70
Mentor; Integrated Science Learner's Book Grade 8 pg. 71

Oral questions Oral Report Observation

Living things and their environment

How to demonstrate diffusion
Factors that affect diffusion
Role of diffusion in living organism
Osmosis

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.
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.
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.
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 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.
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.
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 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.

How do you demonstrate diffusion?

Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 72-73
Mentor; Integrated Science Learner's Book Grade 8 pg. 73-75
Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77

Oral questions Oral Report Observation

Living things and their environment

How to demonstrate osmosis using plant materials
Factors that affect osmosis
Role of osmosis in living organisms
Changes that occur in the plant leaves at different times

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.
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.
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 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.
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.
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.

How do you demonstrate osmosis using plant materials?

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
Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82
Mentor; Integrated Science Learner's Book Grade 8 pg. 82

Oral questions Oral Report Observation

Living things and their environment
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.
Assessment
Menstrual cycle in human beings

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.
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.
Discuss human menstrual cycle using flashcards with information about human menstruation.
Describe the menstrual cycle in human beings.
Appreciate menstruation in human beings

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.
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
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.

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
Mentor; Integrated Science Learner's Book Grade 8 pg. 85
Assessment books
Curriculum design; Integrated Science Grade 8

Oral questions Oral Report Observation

Living things and their environment

Menstrual cycle in human beings
Menstrual cycle in human beings
Challenges related to menstrual process

By the end of the lesson, the learner should be able to:
Search the internet for information about menstrual cycle
Watch a video on the menstrual cycle and note down the findings
Enjoy presenting their findings in class.
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.
Identify the major challenges in relation to menstruation
Describe challenges related to the menstrual cycle

Learners are guided in pairs, in groups or individually to search the internet for information about menstrual cycle.
Learners are guided in pairs, in groups or individually to watch a video on the menstrual cycle and note down the findings
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.
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 information have you learnt about the menstrual cycle?

Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Living things and their environment

How to manage challenges related to menstrual cycle
Project: Improvising a sanitary towel
Fertilization and implantation
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.
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.
Name the two main processes in the reproductive process
Use digital devices to observe animations showing fertilization and implantation
Appreciate reproduction in human beings.
Discuss the events that take place during implantation process
Present on a table the stages, time after fertilization and the process taking place in the human body

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 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.
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.
Learners are guided in pairs, in groups or individually to read reference materials with information about implantation in human beings
Learners are guided in pairs, in groups or individually to discuss the events that take place during implantation process.
Learners are guided in pairs, in groups or individually to present on a table the stages, time after fertilization and the process taking place in the human body.

How best can we manage issues related to the menstrual cycle?

Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Living things and their environment
Human Reproductive Health
Human Reproductive Health
Human Reproductive Health
Human Reproductive Health
Human Reproductive Health

Sex related challenges
Pubertal growth and development
Personal hygiene needs during puberty
Myths and misconceptions on menstrual experience in the community.
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:
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.
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.
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.
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.
Identify myths and misconceptions about reproductive health in the community.
Compose songs and poems with information on positive reproductive health practices.

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.
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.
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.
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.
Learners to identify myths posters condemning practices such as female genital mutilation and early marriages.
In groups or in pairs, learners to compose songs and poems with information on positive reproductive health practices.

How best can we manage sex related challenges?

Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation