MIXTURES, ELEMENTS AND COMPOUNDS

Elements and compound
Common elements and their symbols
Applications of common elements
Packaging labels
Package labels
Common elements and their symbols
Common elements and their symbols
STRUCTURE OF THE ATOM 7
Atomic number
Mass number
Metals and non- metals
Metals and non -metals
Metals and non- metals

By the end of the lesson, the learner should be able to:
Distinguish between an element and compound
Display written examples of element and compound
Appreciate the importance of packaging in labels
Use a digital device to search the symbols of certain elements
Appreciate the use of symbols in naming elements and compounds
Identify the common elements and their symbols
Display their work to the class
Use a digital device to search for the symbols of common elements
Appreciate the applications of common elements in our day to day lives
Outline the applications of common elements in day to day life
Play games involving elements and their symbols
Appreciate the information on packaging labels of commonly consumed substances
Define the term package labels
Search in the internet example of package labels
Appreciate the information on package labels
Search in the internet the common elements and their symbols
Appreciate the importance of common elements in day to day life
Differentiate between mixtures and elements
Search in the internet the symbols of compounds and elements
Appreciate the use of common elements and compounds

able to:
Describe the structures of an atom and electron arrangements of elements
Draw the structure of an atom and electron arrangements of elements
Appreciate the use of electron and elements
ableto:
Definethetermatomicnumber
Determinetheatomicnumberandmassnumberofelements
Roleplaygamesinvolvingatomicnumberandmassnumber
Appreciatetheimportanceofatomicnumbersinelements
ableto:
Classifyelementsintometalsandnon-metals
Watchavideoshowingstepsofgroupingelementsintometalsandnon-metals
Appreciatetheimportanceofclassifyingelementsintometalsandnon-metals
ableto:
Differentiatebetweenmetalsandnon-metals
Playgamesinvolvingmetalsandnon-metals
Appreciatetheimportanceofcommonme
ableto:
Drawthestructureofmetalsandnon-metals
Determinetheatomicmassandnumberofelements
Appreciatetheimportanceofmixtureandcompounds
ableto:
Describethestructureofanatomandelectronarrangementsofelements
Drawthestructureofmetalsandnon-metals
Appreciatetheimportanceofnon-metalsinourdailylives

The learner is guide to
Assign appropriate symbols to common salt, and water
discuss the names of common elements and the importance and market value of
common elements
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients
Discuss the names of common elements and
their symbols the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable)
Discuss the importance and market value of
common elements and compounds
Discuss difference between elements
and compounds,
Assign appropriate symbols to common elements
their symbols (first 13 elements of
Latin names only where applicable
discuss importance and market value of
common elements and compounds in
society
jewellery, iron, toiletries, food
nutrients, mineral elements, medals among
Discuss difference between elements
Assign appropriate symbols to common
Elements
and compounds cover
copper,
aluminium, iron, silver, table salt, and
water
their symbols (first 13 elements of
Latin names only where applicable),
Discuss importance and market value of
common elements and compounds in
ample labelled containers of different
The learner is guided to
Discuss difference between elements
Assign appropriate symbols to common elements and compounds
Discuss importance and market value of
nutrients, mineral elements, medals among
others
Discuss difference between elements
elements
Discuss importance and market value of
nutrients, mineral elements
The learner is guided to
Discuss difference between elements
Assign appropriate symbols to common
Discuss importance and market value of
The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons
Draw and discuss
the electron
arrangements of elements and classify
them into metals and
elements of the periodic table
Discuss and illustrate the atomic number
and mass number of elements
first 13
elements of the periodic table
use digital
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
?
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials
and electrons)
raw and discuss
them into metals and non
metals
and electron)
them into metals and
into media to search for
selected
illustrate its structure protons, neutrons,
use digital or print
selected
Discuss the meaning of the atom and illustrate its structure (protons, neutrons,and electrons raw and discuss
use digital or
internet media to search for
selected
Discuss the meaning of the atom and illustrate its structure (protons,neutrons,
and electrons), raw and discuss
the electron arrangements of elements and classify them into metals and non
metals
use digital
electron arrangement, atomic number and mass number of elements,

How are symbols assigned to elements? What is the value of elements in day

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 16-17
Spotlight Integrated Science Learner's Book Grade 8 pg. 18
Spotlight Integrated Science Learner's Book Grade 8 pg. 20
?
Spotlight Integrated Science Learner's Book Grade 8 pg. 22
Course book
Basic Laboratory
Apparatus
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 7 pg. 66-67
Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67

Reflections Game Playing Model Making Explorations Experiments Investigation Conventions, Conferences, and Debates Project

MIXTURES, ELEMENTS AND COMPOUNDS
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy
Force and energy

Importance of elements
OXYGEN
PREPARATION OF OXYGEN
PHYSICAL PROPERTIES OF OXYGEN
CHEMICAL PROPERTY OF OXYGEN
ROLE OF OXYGEN IN COMBUSTION
CLASSES OF FIRE
CONTROL MEASURES
CLASSES OF FIRE AND CONTROL MEASUE
Importance of controlling fires
Force and Energy: Transformation of energy; Forms of energy
Renewable energy sources
Non-renewable energy sources
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
Energy transformations using materials in their locality
Appliances whose working relies on energy transformations.
Digital Activity
Safety measures associated with energy transformation.
Safety measures associated with energy transformation.
Application of energy transformation.
Pressure
Describing pressure in solids
Describing pressure in liquids
To describe pressure in liquids using glass tubes and balloons
To describe pressure in liquids using a tin.
Determining pressure in solids and liquids
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.
To investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
Solving numerical problems involving pressure.
Solving numerical problems involving pressure using a formula
Pressure formula in liquids.
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:

able to:
Identify the importance of elements
Search in the internet the importance of elements
Appreciate the value of different elements in daily lives
lesson
Prepare oxygen in the laboratory
Investigate the physical properties of oxygen
Appreciate the role of oxygen in day to day life
Identify the uses of oxygen
Prepare the oxygen in the laboratory using hydrogen peroxide
Differentiate between physical and chemical properties of oxygen
Draw the experiment used in preparation of oxygen
Appreciate the role of oxygen in day to day 9life
Investigate the physical and chemical properties of oxygen
Search in the internet ways of preparing oxygen
Appreciate the role of oxygen in day to day life
Explain the role of oxygen in combustion
Identify classes of fires and their control measures
Identify classes of fires from their text books
Search in the intern various classes of fires
Appreciate the role of fire in combustion
Identify various ways of control ling fires
Search in the internet ways of controlling various classes of fires
Identify classes of fires and their control measures
Examine various importance controlling of fires
Role play games involving fire control measures
Identify the forms of energy in their environment.
Study the pictures in learner's book 8 involving various forms of energy.
Appreciate the forms of energy in their environment.
Explain the meaning of 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.
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.
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.
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.
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.
Discuss the safety measures associated with energy transformation.
Study the pictures in learner's book 8
Appreciate the safety measures associated with energy transformation.
Read the 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.
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.
State the materials and requirements needed to investigate pressure in liquids using a tin.
Investigate pressure in liquids using a tin.
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.
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.
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
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.
State the formula of working out 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.

The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons)
?
Draw and discuss
the electron
arrangements of elements and classify
them into metals and non
Discuss and illustrate the atomic number
and mass number of elements
first 13 elements of the periodic table
use digital or
internet media to search for
information on the
structure of an atom,
electron arrangement, atomic number and mass number of elements,
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials
learner is guided to:
carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
discuss the role
of oxygen in every life
where possible, u
use digital devices
to search, play and watch and
discuss videos and animations on the different classes of fire.
The learner is guided to
Discuss the role of oxygen in
Combustion and the spread of
Discuss rights to safety and access to
information on flammable
se digital devices
The learner is guided to:
Combustion and the spread of fire
breaking the fire triangle and use of fire extinguishers
Discuss rights to safety and access to information on fammable
of oxygen in
Combustion
mbustion and the spread o
and suggest control measures,
Practise fire control measures
breaking the fire triangle and use of
fire extinguishers
information on flammable
discuss videos and animations on the
different classes of fire.
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen,
Combustion and spread of fire
Discuss rights to safety and access to information on flammable
peroxide/potassium permanganate to prepare oxygen,
Combustion and the spread of
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
Classify fire according to the cause
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
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.
where possible.
In their groups, learners are guided to identify the forms of energy in their environment.
In their groups, learners are guided to study the pictures in learner's book 8 involving various forms of energy.
In their groups, learners are guided to do the tasks in learner's book 8 page 131
In groups, learners are guided to explain the meaning of 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.
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.
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.
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.
In groups, learners to discuss the safety measures associated with energy transformation.
In groups, learners to study the pictures in learner's book 8 page 141
In groups, learners to state the importance of observing safety measures associated with energy transformation.
In groups, learners are guided to read the 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.
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.
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.
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
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
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
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.

hat is the structure of an atom? How do atoms gain stability

Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8pg. 66-67
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
and
Textbooks
Recording
and
and
Software
Relevant reading materials
Digital Devices
?
and
and

Spotlight Basic Laboratory
Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
and
selected specimens
Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
and
SpotlightBasicLaboratory
EquipmentIntegratedScienceLearner'sBookGrade8pg.69-70Laboratory
and
Equipment
SpotlightBasicLaboratory
IntegratedScienceLearner'sBookGrade8pg.69-70Laboratory
and
Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132
Pictures
Charts
Realia
Computing devices
Curriculum design; Integrated Science Grade 8
Spotlight; Integrated Science Learner's Book Grade 8 pg. 132
Spotlight; Integrated Science Learner's Book Grade 8 pg. 133
Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139
Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147
Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152
Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153
Spotlight; Integrated Science Learner's Book Grade 8 pg. 153-154
Spotlight; Integrated Science Learner's Book Grade 8 pg. 154
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157
Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163
Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164
Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169
Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Testing Model Making Explorations Experiments Investigations Conventions, Conferences, and