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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Force and Energy.
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
; Identify the sources of electricity in the environment. Discuss the sources of electricity in the environment. Search the internet for information on the sources of electricity. Appreciate the different sources of electricity. |
In groups,learners are guided to;
study the pictures in the learner's book and identify the some of the sources of electricity. search the internet for information on how the sources of electricity in nature works (hydro-electric power,geothermal,solar and wind power) and note down their findings. discuss the information found on the sources of electricity used in the environment. |
What are the sources of electricity in the environment?
|
Active Integrated Science pg 136-137.
Pictures. Digital devices. Internet. Teacher's notes. |
Assessment rubrics.
Oral questions.
Written tests.
Checklists.
|
|
| 1 | 2 |
Force and Energy.
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
; Identify the sources of electricity in the environment. Discuss the sources of electricity in the environment. Search the internet for information on the sources of electricity. Appreciate the different sources of electricity. |
In groups,learners are guided to;
study the pictures in the learner's book and identify the some of the sources of electricity. search the internet for information on how the sources of electricity in nature works (hydro-electric power,geothermal,solar and wind power) and note down their findings. discuss the information found on the sources of electricity used in the environment. |
What are the sources of electricity in the environment?
|
Active Integrated Science pg 136-137.
Pictures. Digital devices. Internet. Teacher's notes. |
Assessment rubrics.
Oral questions.
Written tests.
Checklists.
|
|
| 1 | 3 |
Force and Energy.
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
Identify the sources of electricity in the environment. Discuss the sources of electricity in the environment. Search the internet for information on the sources of electricity in the environment. Appreciate the different sources of electricity in the environment. |
In groups,pairs,learners are guided to;
identify the sources of electricity in the environment from pictures/photos. use digital devices or print media to search for information on the nuclear,tidal wave, fossil fuels,biomass, natural gas, electrical cells as sources of electricity. note down their findings in exercise books. discuss the sources of electricity in the environment (electrical cells, biomass, natural gas,tidal wave, fossil fuels and nuclear) |
What are the sources of electricity in the environment?
|
Active Integrated Science pg 136-137.
Teacher's notes Digital devices. Internet. |
Assessment rubrics.
Oral questions.
Checklists.
Written tests.
|
|
| 1 | 4 |
Force and Energy.
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
Define the term electrical circuit. Discuss the components of the electrical circuit. Search the internet for video clips on how to make a simple electrical circuit in series and parallel. Desire to make electrical circuits in series and parallel. |
In groups,learners are guided to;
use digital devices to search the internet for clips on making a simple electrical circuit. state the meaning of an electrical circuit. list the components used in making a simple electrical circuit. discuss the functions of the components of the electrical circuit. |
What is an electrical circuit?
What are the components of an electrical circuit?
|
Active Integrated Science pg 138-139.
Digital devices. Video clips. Internet. |
Observation.
Oral questions.
Oral discussion.
Written tests.
Assessment rubrics.
|
|
| 1 | 5-6 |
Force and Energy.
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
Define the term electrical circuit. Discuss the components of the electrical circuit. Search the internet for video clips on how to make a simple electrical circuit in series and parallel. Desire to make electrical circuits in series and parallel. Outline the steps for setting up a simple electrical circuit in series. Demonstrate the flow of electric current using simple electric circuit in series. Enjoy setting up a simple electrical circuit in series. |
In groups,learners are guided to;
use digital devices to search the internet for clips on making a simple electrical circuit. state the meaning of an electrical circuit. list the components used in making a simple electrical circuit. discuss the functions of the components of the electrical circuit. In groups,pairs,learners are guided to; prepare the requirements for the activity. outline the steps for setting up a simple electrical circuit in which dry cells are in series. collaborate in setting up a simple electrical circuit in series using electrical apparatus. |
What is an electrical circuit?
What are the components of an electrical circuit?
How do you set up a simple electrical circuit in series? |
Active Integrated Science pg 138-139.
Digital devices. Video clips. Internet. Active Integrated Science pg 139. Digital devices. Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder and six connecting wires. |
Observation.
Oral questions.
Oral discussion.
Written tests.
Assessment rubrics.
Practical Activity. Checklists. Assessment rubrics. Observation schedule Oral questions. |
|
| 2 | 1 |
Force and Energy
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
lesson, Outline the steps for setting up a simple electrical circuit in parallel. Demonstrate the flow of electric current using simple circuit in parallel. Enjoy setting up a simple electrical circuit in parallel. |
In groups,learners are guided to;
prepare the requirements for the practical activity. outline the steps for setting up a simple electrical circuit in parallel. collaborate in setting up a simple electrical circuit in parallel. |
What is the difference between the series and parallel arrangement of cells?
|
Active Integrated Science pg 139-140.
Picture. Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder, eight connecting wires. Digital devices. |
Practical Activity.
Portfolio.
Checklists.
Observation.
Assessment rubrics.
|
|
| 2 | 2 |
Force and Energy
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
lesson, Outline the steps for setting up a simple electrical circuit in parallel. Demonstrate the flow of electric current using simple circuit in parallel. Enjoy setting up a simple electrical circuit in parallel. |
In groups,learners are guided to;
prepare the requirements for the practical activity. outline the steps for setting up a simple electrical circuit in parallel. collaborate in setting up a simple electrical circuit in parallel. |
What is the difference between the series and parallel arrangement of cells?
|
Active Integrated Science pg 139-140.
Picture. Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder, eight connecting wires. Digital devices. |
Practical Activity.
Portfolio.
Checklists.
Observation.
Assessment rubrics.
|
|
| 2 | 3 |
Force and Energy
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
lesson, Outline the steps for setting up a simple electrical circuit in parallel. Demonstrate the flow of electric current using simple circuit in parallel. Enjoy setting up a simple electrical circuit in parallel. |
In groups,learners are guided to;
prepare the requirements for the practical activity. outline the steps for setting up a simple electrical circuit in parallel. collaborate in setting up a simple electrical circuit in parallel. |
What is the difference between the series and parallel arrangement of cells?
|
Active Integrated Science pg 139-140.
Picture. Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder, eight connecting wires. Digital devices. |
Practical Activity.
Portfolio.
Checklists.
Observation.
Assessment rubrics.
|
|
| 2 | 4 |
Force and Energy.
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
Outline the steps for setting up a simple electrical circuit in which bulbs are in series. Demonstrate flow of electric current using simple electric circuit in which bulbs are in series. Enjoy setting up a simple electrical circuit in which bulbs are in series. |
In groups, learners are guided to:
prepare the requirements for the practical activity. collaborate in setting up a simple electrical circuit in which bulbs are in series. record and discuss their observations. |
How do you set up a simple electrical circuit in which bulbs are in series?
|
Active Integrated Science pg 140.
Digital devices. Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and seven connecting wires. |
Practical activity.
Assessment rubric.
Observation schedule.
Oral questions.
|
|
| 2 | 5-6 |
Force and Energy.
|
Electrical Energy
|
By the end of the lesson, the learner should be able to:
Outline the steps of setting up a simple electrical circuit in which bulbs are in parallel. Set up a simple electrical circuit in which bulbs are in parallel. Enjoy setting up a simple electrical circuit in which bulbs are parallel. |
In groups,learners are guided to;
prepare the requirements for the practical activity. use the requirements prepared to set up a simple electrical circuit in which bulbs are in parallel. record and discuss their observations. |
What is the difference between the arrangement of the bulbs in series and parallel?
|
Active Integrated Science pg 140-141.
Digital devices. Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and eight connecting wires. |
Practical activity.
Oral questions.
Assessment rubric.
Observation.
Checklists.
|
|
| 3 | 1 |
Force and Energy.
|
Electrical Energy
|
By the end of the lesson, the learner should be able to:
Differentiate between a conductor and non-conductor of electricity. Conduct experiments to classify materials as either conductors or non-conductors of electricity. Enjoy carrying out the experiments. |
In groups,learners are guided to;
perform experiments to classify materials as either conductors or non-conductors of electricity. state the difference between conductors and non-conductors of electricity. list the conductors and non-conductors of electricity. |
What is the difference between conductors and non-conductors of electricity?
|
Active Integrated Science pg 141-142.
Two dry cells, torch bulb,dry cell holder,bulb holder,three connecting wires. Objects made of different materials e.g plastic strip, silver coin, piece of wood, piece of paper,iron nail, piece of cloth, aluminium strip, copper wire, steel pin & piece of glass. |
Practical activity.
Assessment rubrics.
observation schedule.
Checklists.
Oral questions.
|
|
| 3 | 2 |
Force and Energy.
|
Electrical Energy
|
By the end of the lesson, the learner should be able to:
Differentiate between a conductor and non-conductor of electricity. Conduct experiments to classify materials as either conductors or non-conductors of electricity. Enjoy carrying out the experiments. |
In groups,learners are guided to;
perform experiments to classify materials as either conductors or non-conductors of electricity. state the difference between conductors and non-conductors of electricity. list the conductors and non-conductors of electricity. |
What is the difference between conductors and non-conductors of electricity?
|
Active Integrated Science pg 141-142.
Two dry cells, torch bulb,dry cell holder,bulb holder,three connecting wires. Objects made of different materials e.g plastic strip, silver coin, piece of wood, piece of paper,iron nail, piece of cloth, aluminium strip, copper wire, steel pin & piece of glass. |
Practical activity.
Assessment rubrics.
observation schedule.
Checklists.
Oral questions.
|
|
| 3 | 3 |
Force and Energy.
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
Define the term Electrical appliances. Identify common electrical appliances used in day to day life. Discuss the use of each of the identified electrical appliances used in our day to day life. Appreciate the use of electricity in our day to day life. |
In pairs or groups,learners are guided to;
study pictures in learner's book and identify the electrical appliances by name and share in class. state and discuss the uses of each of the identified electrical appliances. search the internet for uses of some of the electrical appliances. |
Which devices or instruments at your home or school use electricity?
What do you use each of the devices or instruments for?
|
Active Integrated Science pg 142-143.
Pictures. Digital devices. Lesson notes. |
Checklists.
Oral questions.
Written tests.
Observation.
|
|
| 3 | 4 |
Force and Energy.
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
Define the term Electrical appliances. Identify common electrical appliances used in day to day life. Discuss the use of each of the identified electrical appliances used in our day to day life. Appreciate the use of electricity in our day to day life. |
In pairs or groups,learners are guided to;
study pictures in learner's book and identify the electrical appliances by name and share in class. state and discuss the uses of each of the identified electrical appliances. search the internet for uses of some of the electrical appliances. |
Which devices or instruments at your home or school use electricity?
What do you use each of the devices or instruments for?
|
Active Integrated Science pg 142-143.
Pictures. Digital devices. Lesson notes. |
Checklists.
Oral questions.
Written tests.
Observation.
|
|
| 3 | 5-6 |
Force and Energy.
|
Electrical Energy.
|
By the end of the lesson, the learner should be able to:
; Identify the safety measures to observe when handling electrical appliances. Discuss the safety measures to observe when handling electrical appliances. Prepare posters showing the safety measures to observe when handling electrical appliances. Acknowledge and adhere to the safety measures when handling electrical appliances at home or school. Explore the uses of electricity in our environment. Appreciate the uses of electricity in day to day life. |
In groups, pairs, learners are guided to;
read through the user manuals of various electrical appliances and look for the safety measures to observe when handling them. search online or in print materials for the safety measures to observe when handling electrical appliances. discuss the safety measures to observe when handling electrical appliances at home or school. collaborate in preparing posters showing the safety measures to observe when handling electrical appliances and display in class or school. In groups,learners to: collaborate in discussing how people use electricity in their locality. write down their discussion points and share/present their points in class. |
Which safety measures should you observe when handling electrical appliances at home?
How is electricity used in day to day life? |
Active Integrated Science pg 144-145.
Posters. Digit devices. Electronic devices manuals. Active Integrated Science pg 145-146. |
Oral questions.
Written tests.
Checklists.
Written tests. Checklists. Assessment rubrics. Rating scale. |
|
| 4 | 1 |
Force and Energy.
|
Electrical Energy.
Self-Assessment.
|
By the end of the lesson, the learner should be able to:
Attempt questions on the sub-strand: Electrical Energy. |
Individually or in pairs,learners to:
write and answer questions on the sub-strand: Electrical Energy. |
|
Active Integrated Science pg 147.
|
Written tests.
Assessment rubric.
|
|
| 4 | 2 |
Force and Energy.
|
Electrical Energy.
Self-Assessment.
|
By the end of the lesson, the learner should be able to:
Attempt questions on the sub-strand: Electrical Energy. |
Individually or in pairs,learners to:
write and answer questions on the sub-strand: Electrical Energy. |
|
Active Integrated Science pg 147.
|
Written tests.
Assessment rubric.
|
|
| 4 | 3 |
Force and Energy.
|
Electrical Energy.
Self-Assessment.
|
By the end of the lesson, the learner should be able to:
Attempt questions on the sub-strand: Electrical Energy. |
Individually or in pairs,learners to:
write and answer questions on the sub-strand: Electrical Energy. |
|
Active Integrated Science pg 147.
|
Written tests.
Assessment rubric.
|
|
| 4 | 4 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
Identify the properties of a magnet. use digital devices to search for information on the properties of magnets. Appreciate the properties of magnets. |
In. groups or pairs ,learners are guided to:
brainstorm on the meaning of magnet and present in class. use digital devices to search for information on the properties of magnets and note them down. discuss the properties of the magnets. |
What is a Magnet?
What are the properties of magnets?
|
Digital devices.
Lesson notes. |
Written tests.
Oral questions.
Checklists.
|
|
| 4 | 5-6 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
Identify the properties of a magnet. use digital devices to search for information on the properties of magnets. Appreciate the properties of magnets. ; Conduct activities to demonstrate directional,attractive and repulsive as properties of magnets. Enjoy carrying out the activities. |
In. groups or pairs ,learners are guided to:
brainstorm on the meaning of magnet and present in class. use digital devices to search for information on the properties of magnets and note them down. discuss the properties of the magnets. In groups,learners are guided to: prepare the necessary materials for the activities. collaborate in carrying out the activities to demonstrate properties of a magnet (attractive and repulsive and directional) observe and record their observations. explain their observations and give a conclusion. |
What is a Magnet?
What are the properties of magnets?
How can you demonstrate the properties of magnets? |
Digital devices.
Lesson notes. Bar magnets. Strings and Stands. Digital devices. |
Written tests.
Oral questions.
Checklists.
Practical Activity. Observation schedule. Checklist. |
|
| 5 | 1 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
Conduct a practical activity on the poles and magnetic strength properties of magnets. Explain their observation made from the activities. Enjoy conducting the practical activities. |
In groups,learners are guided to:
collaboratively carry out activities to demonstrate properties of a magnet (poles and magnetic strength properties) observe and record their observations. explain their observations and give a conclusion. |
How can you investigate the poles of magnet and magnetic strength?
|
Active Integrated Science pg 149.
Digital devices. Bar magnets. Paper and Iron filings. |
Practical work.
Checklists.
Observation.
Written test.
Oral questions.
|
|
| 5 | 2 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
Conduct a practical activity on the poles and magnetic strength properties of magnets. Explain their observation made from the activities. Enjoy conducting the practical activities. |
In groups,learners are guided to:
collaboratively carry out activities to demonstrate properties of a magnet (poles and magnetic strength properties) observe and record their observations. explain their observations and give a conclusion. |
How can you investigate the poles of magnet and magnetic strength?
|
Active Integrated Science pg 149.
Digital devices. Bar magnets. Paper and Iron filings. |
Practical work.
Checklists.
Observation.
Written test.
Oral questions.
|
|
| 5 | 3 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
conduct an activity to investigate the nature of force between different poles of magnets. Enjoy conducting the practical activity on the basic law of magnetism. |
In groups, learners are guided to;
collaborate in conducting a practical activity to investigate the force between like and unlike poles of magnets. observe and record their observations. explain their observation and give a conclusion. |
What happens when like poles and unlike poles come close to each other?
How can you investigate the force between like and unlike poles of magnets?
|
Active Integrated Science pg 150-151.
Bar magnets. Rollers. |
Practical work.
Checklists.
Observation.
Written test.
Oral questions.
|
|
| 5 | 4 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
conduct an activity to investigate the nature of force between different poles of magnets. Enjoy conducting the practical activity on the basic law of magnetism. |
In groups, learners are guided to;
collaborate in conducting a practical activity to investigate the force between like and unlike poles of magnets. observe and record their observations. explain their observation and give a conclusion. |
What happens when like poles and unlike poles come close to each other?
How can you investigate the force between like and unlike poles of magnets?
|
Active Integrated Science pg 150-151.
Bar magnets. Rollers. |
Practical work.
Checklists.
Observation.
Written test.
Oral questions.
|
|
| 5 | 5-6 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
Conduct a practical activity to identify the magnetic and non-magnetic materials in the environment. Classify materials as magnetic or non-magnetic . Enjoy conducting the practical activity. ; Identify the uses of magnets in day to day life. Use digital devices to search for information on the uses of magnets in our daily lifes. Appreciate the applications of magnets in day to day life. |
In groups,learners are guided to:
collaborate in carrying out practical activities to determine the magnetic and non-magnetic materials in the environment. observe and record their observations. classify the materials that are magnetic and non-magnetic and share their work with peers. In groups,learners to are guided to: brainstorm on the uses of magnets in their day to day life. search the internet or offline for information on the uses of magnets in their daily life. discuss the uses of magnets in our daily life and present in class. |
Which materials are magnetic and non-magnetic in the environment?
How are magnets used in day to day life? |
Active Integrated Science pg 148.
Bar magnets. Pieces of cotton thread, copper wire,iron nail,a piece of glass. Plastic,Steel pin, Piece of aluminium, piece of wood. Active Integrated Science PG 151-155. Lesson notes. Digital resources. |
Practical work.
Observation.
Checklists.
Oral questions.
Oral questions. Assessment rubrics. Written tests Checklists. |
|
| 6 | 1 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
Conduct simple activities to determine the uses of magnets Appreciate the use of magnets in our daily life. |
In groups,learners are guided to:
carry out a simple activity on separation of mixtures using magnet,determing direction. observe and record their observations. share their views on the practical activity. |
How are magnets used in day to day life?
|
Active Integrated Science pg 151-152.
Mixture of iron fillings and sand or flour. Bar magnets, piece of thread, magnetic compass and wooden support. |
Practical work.
Oral questions.
Observation schedule.
Checklists.
|
|
| 6 | 2 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
Conduct simple activities to determine the uses of magnets Appreciate the use of magnets in our daily life. |
In groups,learners are guided to:
carry out a simple activity on separation of mixtures using magnet,determing direction. observe and record their observations. share their views on the practical activity. |
How are magnets used in day to day life?
|
Active Integrated Science pg 151-152.
Mixture of iron fillings and sand or flour. Bar magnets, piece of thread, magnetic compass and wooden support. |
Practical work.
Oral questions.
Observation schedule.
Checklists.
|
|
| 6 | 3 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
Conduct simple activities to determine the uses of magnets Appreciate the use of magnets in our daily life. |
In groups,learners are guided to:
carry out a simple activity on separation of mixtures using magnet,determing direction. observe and record their observations. share their views on the practical activity. |
How are magnets used in day to day life?
|
Active Integrated Science pg 151-152.
Mixture of iron fillings and sand or flour. Bar magnets, piece of thread, magnetic compass and wooden support. |
Practical work.
Oral questions.
Observation schedule.
Checklists.
|
|
| 6 | 4 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
; Conduct simple activities to determine the uses of magnets in our daily life. Enjoy conducting the practical activities. |
In groups,learners are guided to;
collaborate in conducting simple practical activities on uses of magnets (use of magnets in speakers, magnetic screwdriver & in displaying objects) observe and record their observations. share their findings with peers. |
How are magnets used in our daily life?
|
Speakers, Magnetic screwdriver.
Bar magnet. Sheet of paper, piece of iron sheet and electrical device with screws. Active Integrated Science pg 153-154. |
Practical work.
Checklists.
Oral questions.
|
|
| 6 | 5-6 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
; Conduct simple activities to determine the uses of magnets in our daily life. Enjoy conducting the practical activities. lesson, Use digital devices to search and watch clips on the applications of magnets in our daily life. Enjoy exploring the application of magnets on the internet. |
In groups,learners are guided to;
collaborate in conducting simple practical activities on uses of magnets (use of magnets in speakers, magnetic screwdriver & in displaying objects) observe and record their observations. share their findings with peers. In groups,learners are guided to: collaborate in using digital devices to find video clips and information on the applications of magnets (generators, electric motors,speakers, separation of mixtures and in magnetic screwdriver). discuss their observations and share with peers. |
How are magnets used in our daily life?
Which devices have magnets in them? How do magnets operate in the devices named? |
Speakers, Magnetic screwdriver.
Bar magnet. Sheet of paper, piece of iron sheet and electrical device with screws. Active Integrated Science pg 153-154. Active Integrated Science pg 151-155. Internet. Digital resources. |
Practical work.
Checklists.
Oral questions.
Observation schedule. Oral questions. |
|
| 7 | 1 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
Attempt assessment questions on the sub-strand: Magnetism. |
Individually or in pairs,learners are guided to:
answer assessment questions on the sub-strand: Magnetism. |
|
Active Integrated Science pg 156.
Teacher's Assessment Questions. |
Written tests.
Checklists.
Rating scale.
Assessment rubric.
|
|
| 7 | 2 |
Force and Energy.
|
Magnetism.
|
By the end of the lesson, the learner should be able to:
Attempt assessment questions on the sub-strand: Magnetism. |
Individually or in pairs,learners are guided to:
answer assessment questions on the sub-strand: Magnetism. |
|
Active Integrated Science pg 156.
Teacher's Assessment Questions. |
Written tests.
Checklists.
Rating scale.
Assessment rubric.
|
|
| 7 | 3 |
Force and energy
|
Force and Energy: Transformation of energy; Forms of energy
|
By the end of the lesson, the learner should be able to:
Identify the forms of energy in their environment. Study the pictures in learner's book 8 involving various forms of energy. Appreciate the forms of energy in their environment. |
In their groups, learners are guided to identify the forms of energy in their environment.
In their groups, learners are guided to study the pictures in learner's book 8 involving various forms of energy. In their groups, learners are guided to do the tasks in learner's book 8 page 131 |
What is energy?
What are the forms of energy in the environment?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Force and energy
|
Force and Energy: Transformation of energy; Forms of energy
|
By the end of the lesson, the learner should be able to:
Identify the forms of energy in their environment. Study the pictures in learner's book 8 involving various forms of energy. Appreciate the forms of energy in their environment. |
In their groups, learners are guided to identify the forms of energy in their environment.
In their groups, learners are guided to study the pictures in learner's book 8 involving various forms of energy. In their groups, learners are guided to do the tasks in learner's book 8 page 131 |
What is energy?
What are the forms of energy in the environment?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 5-6 |
Force and energy
|
Renewable energy sources
|
By the end of the lesson, the learner should be able to:
Explain the meaning of renewable energy sources. Recognise the importance of renewable energy sources. Appreciate the use of renewable energy sources. |
In groups, learners are guided to explain the meaning of renewable energy sources.
In groups, learners are guided to recognise the importance of renewable energy sources. In groups, learners are guided to give examples of renewable energy sources. |
What are renewable energy sources?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Force and energy
|
Non-renewable energy sources
|
By the end of the lesson, the learner should be able to:
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 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 are non-renewable energy sources?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Force and energy
|
Classification of renewable and non-renewable energy sources
|
By the end of the lesson, the learner should be able to:
State the difference between renewable and non-renewable energy sources. Classify energy sources in nature into renewable and non-renewable energy sources. Appreciate the importance of energy sources in nature. |
In groups, learners are guided to state the difference between renewable and non-renewable energy sources.
In groups, learners are guided to outline the importance of renewable and non-renewable energy sources. In groups, learners are guided to classify energy sources in nature into renewable and non-renewable energy sources. |
What are the importance of energy sources in the environment?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Force and energy
|
Classification of renewable and non-renewable energy sources
|
By the end of the lesson, the learner should be able to:
State the difference between renewable and non-renewable energy sources. Classify energy sources in nature into renewable and non-renewable energy sources. Appreciate the importance of energy sources in nature. |
In groups, learners are guided to state the difference between renewable and non-renewable energy sources.
In groups, learners are guided to outline the importance of renewable and non-renewable energy sources. In groups, learners are guided to classify energy sources in nature into renewable and non-renewable energy sources. |
What are the importance of energy sources in the environment?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Force and energy
|
Energy transformations in nature.
|
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 |
Oral questions Oral Report Observation
|
|
| 8 | 5-6 |
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. State the materials needed to demonstrate the energy transformations in a falling object. Demonstrate the energy transformations in a falling object. Have fun and enjoy doing the experiment. |
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. In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a falling object. In groups, learners are guided to outline the procedure of investigating energy transformations in a falling object. In groups, learners are guided to demonstrate the energy transformations in a falling object. |
What is energy transformation?
Which other locally available can you use to demonstrate the energy transformations in a falling objects? |
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 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
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 |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
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 |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
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 simple steam-driven turbine. Demonstrate the energy transformations in a simple steam-driven turbine. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine. In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine. |
Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 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 simple steam-driven turbine. Demonstrate the energy transformations in a simple steam-driven turbine. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine. In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine. |
Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 5-6 |
Force and energy
|
Appliances whose working relies on energy transformations.
|
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 |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Force and energy
|
Digital Activity
|
By the end of the lesson, the learner should be able to:
Use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them. Write down their findings. Appreciate the use of digital devices. |
As a class, learners are guided to use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them.
As a class, learners are guided to write down their findings. In groups, learners to share their findings with their classmates. |
What have you learnt about the dangers associated with energy transformation?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Force and energy
|
Safety measures associated with energy transformation.
|
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. |
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. |
Why is it important to observe safety measures associated with energy transformation?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Force and energy
|
Safety measures associated with energy transformation.
|
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. |
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. |
Why is it important to observe safety measures associated with energy transformation?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Force and energy
|
Safety measures associated with energy transformation.
|
By the end of the lesson, the learner should be able to:
Read the report in learner's book 8 Demonstrate the steps to follow when lighting a gas cooker. Appreciate the importance of preventing dangers associated with energy transformation. |
In groups, learners are guided to read the report in learner's book 8 page 142
In groups, learners are guided to list the dangers associated with the energy transformations processes and state their preventive measures. In groups, learners are guided to demonstrate the steps to follow when lighting a gas cooker. |
What are some of the preventive measures against the dangers associated with energy transformation?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 5-6 |
Force and energy
|
Safety measures associated with energy transformation.
Application of energy transformation. |
By the end of the lesson, the learner should be able to:
Read the report in learner's book 8 Demonstrate the steps to follow when lighting a gas cooker. Appreciate the importance of preventing dangers associated with energy transformation. Read the paragraph in learner's book 8 Make a poster appreciating the application of energy transformation processes. Appreciate the application of energy transformation. |
In groups, learners are guided to read the report in learner's book 8 page 142
In groups, learners are guided to list the dangers associated with the energy transformations processes and state their preventive measures. In groups, learners are guided to demonstrate the steps to follow when lighting a gas cooker. In groups, learners are guided to read the paragraph in learner's book 8 page 144 In groups, learners are guided to give examples of applications of energy transformation. In groups, learners are guided to make a poster appreciating the application of energy transformation processes. |
What are some of the preventive measures against the dangers associated with energy transformation?
What are some of the applications of energy transformation? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Force and energy
|
Pressure
|
By the end of the lesson, the learner should be able to:
Discuss the meaning of pressure. Read the discussion in learner's book 8 Have a desire to learn more about pressure. |
In groups, learners are guided to discuss the meaning of pressure.
In groups, learners are guided to read the discussion in learner's book 8 page 148 In groups, learners are guided to answer the questions that follows. |
What is force?
What is pressure.
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
Pictures Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Force and energy
|
Pressure
|
By the end of the lesson, the learner should be able to:
Discuss the meaning of pressure. Read the discussion in learner's book 8 Have a desire to learn more about pressure. |
In groups, learners are guided to discuss the meaning of pressure.
In groups, learners are guided to read the discussion in learner's book 8 page 148 In groups, learners are guided to answer the questions that follows. |
What is force?
What is pressure.
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
Pictures Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Force and energy
|
Describing pressure in solids
|
By the end of the lesson, the learner should be able to:
State the materials needed to demonstrate and describe pressure in solids. Demonstrate pressure in solids. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate and describe pressure in solids.
In groups, learners are guided to outline the procedure of demonstrating pressure in solids. In groups, learners are guided to demonstrate pressure in solids. |
Between the blunt and sharp pencil, which one easily pierces the carton box?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Force and energy
|
Describing pressure in solids
|
By the end of the lesson, the learner should be able to:
State the materials needed to demonstrate and describe pressure in solids. Demonstrate pressure in solids. Have fun and enjoy doing the experiment. |
In groups, learners are guided to state the materials needed to demonstrate and describe pressure in solids.
In groups, learners are guided to outline the procedure of demonstrating pressure in solids. In groups, learners are guided to demonstrate pressure in solids. |
Between the blunt and sharp pencil, which one easily pierces the carton box?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 5-6 |
Force and energy
|
Describing pressure in liquids
|
By the end of the lesson, the learner should be able to:
State the materials and requirements needed to investigate pressure in liquids. Investigate pressure in liquids. Appreciate the importance of pressure in liquids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids.
In groups, learners are guided to investigate pressure in liquids. In groups, learners are guided to describe pressure in liquids. |
What have you observed from the experiment?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Force and energy
|
To describe pressure in liquids using glass tubes and balloons
|
By the end of the lesson, the learner should be able to:
State the materials and requirements needed to investigate pressure in liquids 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 |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Force and energy
|
To describe pressure in liquids using glass tubes and balloons
|
By the end of the lesson, the learner should be able to:
State the materials and requirements needed to investigate pressure in liquids 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 |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Force and energy
|
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 a tin. Investigate pressure in liquids using a tin. Appreciate the importance of pressure in liquids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using a tin.
In groups, learners are guided to investigate pressure in liquids using a tin. In groups, learners are guided to describe pressure in liquids using a tin. |
How do you describe pressure in liquids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 153-154
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Force and energy
|
Determining pressure in solids and liquids
|
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 |
Oral questions Oral Report Observation
|
|
| 12 | 5-6 |
Force and energy
|
Determining pressure in solids and liquids
|
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. State the materials and requirements needed to investigate pressure in solids. Investigate pressure in solids. Appreciate the importance of 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. In groups, learners are guided to state the materials and requirements needed to investigate pressure in solids. In groups, learners are guided to investigate pressure in solids. In groups, learners are guided to determine pressure in solids. |
What is the formula of pressure?
What have you learnt about pressure in solids? |
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 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 1 |
Force and energy
|
To determine pressure in a regular solid
|
By the end of the lesson, the learner should be able to:
State the materials and requirements needed to determine pressure in a regular solid. Investigate pressure in a regular solid. Have fun and enjoy the experiment. |
In groups, learners are guided to state the materials and requirements needed to determine pressure in a regular solid.
In groups, learners are guided to investigate pressure in a regular solid. In groups, learners are guided to calculate the pressure exerted by each surface area using the formula. |
Relate the area of the faces with pressure they have calculated. What do you notice?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 2 |
Force and energy
|
To determine pressure in a regular solid
|
By the end of the lesson, the learner should be able to:
State the materials and requirements needed to determine pressure in a regular solid. Investigate pressure in a regular solid. Have fun and enjoy the experiment. |
In groups, learners are guided to state the materials and requirements needed to determine pressure in a regular solid.
In groups, learners are guided to investigate pressure in a regular solid. In groups, learners are guided to calculate the pressure exerted by each surface area using the formula. |
Relate the area of the faces with pressure they have calculated. What do you notice?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 3 |
Force and energy
|
To determine pressure in similar solids.
|
By the end of the lesson, the learner should be able to:
State the materials and requirements needed to investigate pressure in similar solids. Investigate pressure in similar solids. Appreciate the importance of pressure in similar solids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in similar solids.
In groups, learners are guided to investigate pressure in similar solids. In groups, learners are guided to copy and complete the table in learner's book 8 page 158 |
Relate the weight of the blocks of wood with the calculated pressure. What do you notice?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 4 |
Force and energy
|
To determine pressure in similar solids.
|
By the end of the lesson, the learner should be able to:
State the materials and requirements needed to investigate pressure in similar solids. Investigate pressure in similar solids. Appreciate the importance of pressure in similar solids. |
In groups, learners are guided to state the materials and requirements needed to investigate pressure in similar solids.
In groups, learners are guided to investigate pressure in similar solids. In groups, learners are guided to copy and complete the table in learner's book 8 page 158 |
Relate the weight of the blocks of wood with the calculated pressure. What do you notice?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 5-6 |
Force and energy
|
Determining pressure in liquids; Using a tin to investigate variation of pressure in liquids.
|
By the end of the lesson, the learner should be able to:
State the materials and requirements needed to investigate 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 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 |
What is variation of pressure?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 14 | 1 |
Force and energy
|
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 investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. Investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. Appreciate the importance of pressure in liquids to its depth and density using a tall glass jar. |
In groups, learners are guided to state the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. In groups, learners are guided to discuss their observations with their classmates. |
What is the relationship of pressure in liquids to its depth and density?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 14 | 2 |
Force and energy
|
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 investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. Investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. Appreciate the importance of pressure in liquids to its depth and density using a tall glass jar. |
In groups, learners are guided to state the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar. In groups, learners are guided to discuss their observations with their classmates. |
What is the relationship of pressure in liquids to its depth and density?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 14 | 3 |
Force and energy
|
Solving numerical problems involving pressure.
|
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 |
Oral questions Oral Report Observation
|
|
| 14 | 4 |
Force and energy
|
Solving numerical problems involving pressure using a formula
|
By the end of the lesson, the learner should be able to:
State the formula of working out pressure Solve numerical problems involving pressure using the formula. Enjoy solving numerical problems involving pressure using the formula. |
Individually, learners are guided to state the formula of working out pressure
Individually, learners are guided to solve numerical problems involving pressure using the formula. Individually, learners are guided to show their work to their teacher. |
What is the formula of working out the surface area?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 14 | 5-6 |
Force and energy
|
Solving numerical problems involving pressure using a formula
Pressure formula in liquids. |
By the end of the lesson, the learner should be able to:
State the formula of working out pressure Solve numerical problems involving pressure using the formula. Enjoy solving numerical problems involving pressure using the formula. State the formula to solve numerical problems involving pressure in liquids. Work out pressure in liquids. Enjoy solving numerical problems involving pressure in liquids. |
Individually, learners are guided to state the formula of working out pressure
Individually, learners are guided to solve numerical problems involving pressure using the formula. Individually, learners are guided to show their work to their teacher. 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 out the surface area?
What is the formula of working pressure in liquids? |
Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 15 | 1 |
Force and energy
|
Solve numerical problems involving pressure using formula
|
By the end of the lesson, the learner should be able to:
State the formula of working out pressure using the formula. Solve numerical problems involving pressure using the formula. Appreciate the importance of numerical problems. |
Individually, learners are guided to state the formula of working out pressure using the formula, P = H
|
What is the formula of working out the pressure in solids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 15 | 2 |
Force and energy
|
Solve numerical problems involving pressure using formula
|
By the end of the lesson, the learner should be able to:
State the formula of working out pressure using the formula. Solve numerical problems involving pressure using the formula. Appreciate the importance of numerical problems. |
Individually, learners are guided to state the formula of working out pressure using the formula, P = H
|
What is the formula of working out the pressure in solids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 15 | 3 |
Force and energy
|
Solve numerical problems involving pressure using formula
|
By the end of the lesson, the learner should be able to:
State the formula of working out pressure using the formula. Solve numerical problems involving pressure using the formula. Appreciate the importance of numerical problems. |
Individually, learners are guided to state the formula of working out pressure using the formula, P = H
|
What is the formula of working out the pressure in solids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 15 | 4 |
Force and energy
|
Applications of pressure in solids.
|
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 |
Oral questions Oral Report Observation
|
|
| 15 | 5-6 |
Force and energy
|
Applications of pressure in liquids.
|
By the end of the lesson, the learner should be able to:
Identify the applications of pressure in liquids. Summarise the applications of pressure in liquids. Appreciate the applications of pressure in liquids. |
In groups, learners are guided to identify the applications of pressure in liquids.
In groups, learners are guided to study the pictures in learner's book 8 page 169. In groups, learners are guided to summarise the applications of pressure in liquids. |
What are other applications of pressure in liquids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
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