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.
Outline the procedure of demonstrating diffusion.
State the safety precautions to be observed.
Demonstrate the process of diffusion.
Appreciate the importance of diffusion.

In groups or in pairs, learners are guided to 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
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.

What is diffusion?

Mentor; Integrated Science Learner's Book Grade 8 pg. 71
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Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72

Oral questions Oral Report Observation

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.
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.

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.

What are the factors that affect diffusion?

Mentor; Integrated Science Learner's Book Grade 8 pg. 72-73
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Mentor; Integrated Science Learner's Book Grade 8 pg. 73-75

Oral questions Oral Report Observation

Living things and their environment

Osmosis
How to demonstrate osmosis using plant materials
Factors that affect osmosis
Role of osmosis in living organisms

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.
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.

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.
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.

What is osmosis?
What factors affect osmosis?

Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77
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Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
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Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81
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Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82

Oral questions Oral Report Observation

Living things and their environment
Force and energy

Assessment
Force and Energy: Transformation of energy; Forms of energy

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

Learners are guided to answer topical questions correctly
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 have you learnt about the movement of materials in and out of the cells?

Mentor; Integrated Science Learner's Book Grade 8 pg. 85
Assessment books
Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132
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Oral questions Oral Report Observation

Force and energy

Renewable energy sources
Non-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.
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 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.
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 renewable energy sources?

Curriculum design; Integrated Science Grade 8
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Oral questions Oral Report Observation

Force and energy

Classification of renewable and non-renewable energy sources
Energy transformations in nature.
Energy transformations using materials in their locality
Energy transformations using materials in their locality

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.
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.
State the materials needed to demonstrate the energy transformations in a swinging objects.
Demonstrate the energy transformations in a swinging objects.

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.
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.
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 are the importance of energy sources in the environment?
Which other locally available can you use to demonstrate the energy transformations in a falling objects?

Curriculum design; Integrated Science Grade 8
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 132
Spotlight; Integrated Science Learner's Book Grade 8 pg. 133
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135

Oral questions Oral Report Observation

Force and energy

Energy transformations using materials in their locality
Appliances whose working relies on energy transformations.

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.
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 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.
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.

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
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139

Oral questions Oral Report Observation

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
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Oral questions Oral Report Observation

Force and energy

Safety measures associated with energy transformation.
Application of energy transformation.
Pressure
Describing pressure in solids

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.
Discuss the meaning of pressure.
Read the discussion in learner's book 8
Have a desire to learn more about pressure.
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 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.
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.
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.

What are some of the preventive measures against the dangers associated with energy transformation?
What is force? What is pressure.

Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147
Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
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Force and energy

Describing pressure in liquids
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.
Investigate pressure in liquids.
Appreciate the importance of pressure in liquids.
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.
In groups, learners are guided to investigate pressure in liquids.
In groups, learners are guided to describe pressure in liquids.
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. 151-152
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153

Oral questions Oral Report Observation

Force and energy

To describe pressure in liquids using a tin.
Determining pressure in solids and liquids

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.
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 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.
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.

How do you describe pressure in liquids?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 153-154
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 154

Oral questions Oral Report Observation

Force and energy

Determining pressure in solids
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.

By the end of the lesson, the learner should be able to:
State the materials and requirements needed to investigate pressure in solids.
Investigate pressure in solids.
Appreciate the importance of pressure in solids.
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 pressure in similar solids.
Investigate pressure in similar solids.
Appreciate the importance of pressure in similar solids.
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 pressure in solids.
In groups, learners are guided to investigate pressure in solids.
In groups, learners are guided to determine pressure in solids.
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 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
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 have you learnt about pressure in solids?
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. 155
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157
Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160

Oral questions Oral Report Observation

Force and energy

To investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
Solving numerical problems involving pressure.

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.
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 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.
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 relationship of pressure in liquids to its depth and density?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163

Oral questions Oral Report Observation

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?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166

Oral questions Oral Report Observation

Force and energy

Solve numerical problems involving pressure using formula
Applications of pressure in solids.
Applications of pressure in liquids.

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.
Identify the applications of pressure in solids.
Summarise the applications of pressure in solids.
Appreciate the applications of pressure in solids.

Identify the applications of pressure in liquids.
Summarise the applications of pressure in liquids.
Appreciate the applications of pressure in liquids.

Individually, learners are guided to state the formula of working out pressure using the formula, P = H
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.
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 is the formula of working out the pressure in solids?
What are other applications of pressure in liquids?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169
Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171
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Oral questions Oral Report Observation