Scientific Investigation

Components of Integrated Science

By the end of the lesson, the learner should be able to:

Explain the meaning of Integrated science.
Search for the components of Integrated Science from learning resources like the Internet.
Discuss the components of Integrated Science.
Appreciate the components of Integrated Science.

In pairs, learners are guided to explain the meaning of Integrated science
In groups, learners to search for the components of Integrated Science from learning resources like the Internet
In groups, learners are guided to discuss the components of Integrated Science

What is Integrated Science?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Pathways Related to Integrated Science
Career Opportunities Related to Knowledge and Skills in Integrated Science

By the end of the lesson, the learner should be able to:
Define th term pathway.
Identify the pathways Related to Integrated Science.
Discuss the pathways at senior school and describe how integrated science is related to them.
Appreciate the importance of integrated science in relation to the three pathways.
Identify career opportunities related to knowledge and skills in Integrated Science.
Name the career opportunities one can gain after learning integrated science.
Discuss how different careers improve the quality of our lives.
Appreciate the career Opportunities Related to Knowledge and Skills in Integrated Science.

Learners to define th term pathway
In groups, learners are guided to identify the pathways Related to Integrated Science.
In groups, learners to discuss pathways at senior school and describe how integrated science is related to them.
In groups, learners to identify career opportunities related to knowledge and skills in Integrated Science.
In groups, learners are guided to name the career opportunities one can gain after learning integrated science.
In groups, learners are guided to discuss how different careers improve the quality of our lives

What is a pathway?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Importance of Integrated Science
Laboratory Safety; Common Hazards in the Laboratory
Identifying Common Hazard Symbols in the Laboratory
Common Laboratory Accidents; Analysing Causes of Common Laboratory Accidents

By the end of the lesson, the learner should be able to:
Identify the important roles played by different professions in the society.
Discuss the importance of the professions in
Define the term laboratory.
Identify common hazards in the laboratory.
Draw the picture on learner
Define the term hazard.
Make a list of the laboratory hazard symbols and state what they communicate.
Draw some of the hazard symbols.
Appreciate the importance of hazards symbols.
Identify common causes of accidents in the laboratory.
Analyse causes of common laboratory accidents.
Follow the precautions that may be found placed on posters or charts in the laboratory.

In groups, learners to identify the important roles played by different professions in the society
In groups, learners are guided to discuss the importance of the professions in the learner
Learners to define the term laboratory
In groups, learners are guided to identify common hazards in the laboratory
In groups, learners are guided to draw the picture on learner
Learners are guided to define the term hazard.
In groups, learners are guided to Make a list of the laboratory hazard symbols and state what they communicate.
Individually, learners to draw some of the hazard symbols
In groups, learners are guided to identify common causes of accidents in the laboratory
In groups, learners are guided to analyse causes of common laboratory accidents.

What is the importance of integrated science in our daily lives?
What are the common hazard symbols in the laboratory?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

First Aid Safety Measures; Demonstrating the First Aid Safety Measures for Common Laboratory Accidents
Demonstrating First Aid for Burns and Scalds

By the end of the lesson, the learner should be able to:
Outline the first aid procedure for cuts.
Demonstrate the first aid for cuts.
Discuss the given procedure and role play.
Appreciate the importance of first aid procedure for cuts.
Outline the first aid procedure for burns and scalds.
Demonstrate the first aid for burns and scalds.
Appreciate the importance of first aid procedure for burns and scalds.

In pairs, learners are guided to outline the first aid procedure for cuts.
In pairs, learners are guided to demonstrate the first aid for cuts
In groups, learners are guided to discuss the given procedure and role play
In pairs, learners are guided to outline the first aid procedure for burns and scalds.
In pairs, learners are guided to demonstrate the first aid for burns and scalds.

What can you do if one of your friends get injured while you are playing?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Demonstrating First Aid for Ingesting Harmful Substances
Importance of Safety Measures in the Laboratory
Basic Science Skills; Identifying Basic Skills in Science

By the end of the lesson, the learner should be able to:
Outline the first aid procedure for ingesting harmful substances
Demonstrate the first aid for ingesting harmful substances
Discuss the given procedure and role play.
Appreciate the importance of first aid procedure for ingesting harmful substances.
Discuss the accidents that may occur in the laboratory.
Identify the safety measures to observe when working in the laboratory.
Discuss the importance of the identified measures.
Appreciate the importance of the safety Measures in the Laboratory.
Identify the basic skills one need in the laboratory.
Demonstrate the basic skills in Science.
Appreciate the basic science skills.

In pairs, learners are guided to outline the first aid procedure for ingesting harmful substances.
In pairs, learners are guided to demonstrate the first aid for ingesting harmful substances.
In groups, learners are guided to discuss the given procedure and role play
In groups, learners are guided to discuss the accidents that may occur in the laboratory
In groups, learners are guided to identify the safety measures to observe when working in the laboratory.
In groups, learners are guided to discuss the importance of the identified measures.
In groups, learners to identify the basic skills one need in the laboratory
In groups, learners are guided to demonstrate the basic skills in Science as shown in the learner

What is the procedure for ingesting harmful substances?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Application of Basic Science Skills in Solving Problems in Our Daily Lives
Application of Basic Skills in Science

By the end of the lesson, the learner should be able to:
Identify the skills involved in an experiment.
Conduct the experiment in learner
Identify the importance of the basic skills in Science.
Discuss the basic skills applied in each activity in

Learners are guided to use digital devices to identify effects of friction on objects
In groups, learners are guided to discuss the advantages and disadvantages of friction as a force
Learners are guided to identify the importance of the basic skills in Science
In groups, learners are guided to discuss the basic skills applied in each activity in the learner

Which kind of skills does one requires when conducting an experiment?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

International System of Units
Identifying and Using SI Units to Record Measurements
Identifying and Using Derived SI Units for Measuring Area
Identifying and Using Derived Units for Measuring Volume

By the end of the lesson, the learner should be able to:
Define the abbreviation SI
Search for the meaning of international Systems of Units (SI units) in books or from the internet.
Discuss the SI units for measuring temperature, length, mass, time, electric current, light density and amount of substance.
Appreciate the International System of Units for Basic Quantities in Science.
Identify the object used to measure mass and temperature.
Measure different objects in class and record in International standard unit of measurement.
Appreciate the use of SI units to record measurements.
Identify the requirements used to measure an area.
Measure the length and width of the table in metres and record.
Multiply the length and the width and record the answer.
Appreciate the using derived SI units for measuring area.
Identify the basic units to measure the length, width and height.
Measure the length, width and height of the box provided and record.
Multiply the length, width and height of the box and record.
Discuss cubic metres as a derived unit for measuring volume.
Appreciate the using derived units for measuring volume.

Learners to define the abbreviation SI
In groups, learners are guided to search for the meaning of international Systems of Units (SI units) in books or from the internet
In groups, learners to discuss the SI units for measuring temperature, length, mass, time, electric current, light density and amount of substance.
Learners to identify the object used to measure mass and temperature.
In groups, learners are guided to measure different objects in class and record in International standard unit of measurement
Learners are guided to identify the requirements used to measure an area.
In groups, learners are guided to measure the length and width of the table in metres and record
In groups, learners are guided to multiply the length and the width and record the answer.
In pairs, learners are guided to identify the basic units to measure the length, width and height.
In groups, learners are guided to measure the length, width and height of the box provided and record.
In groups, learners are guided to multiply the length, width and height of the box and record.
In groups, learners are guided to discuss cubic metres as a derived unit for measuring volume.

What are SI units?
Which basic units do you use to measure the length and width?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Identifying Derived Units for Measuring Density
Identifying Importance of Packaging Labels on Quantities of Products

By the end of the lesson, the learner should be able to:
Identifying derived units for measuring density.
Measure the length, width and height of th box in metres.
Determine the volume of the box in cubic metres.
Appreciate the using derived units for measuring density.
Identify Importance of Packaging Labels on Quantities of Products.
Collect the packaging labels of different products such as bread, juice, biscuits.
Study the quantities recorded on the packages and record.
Appreciate the importance of packaging labels on quantities of products.

Learners are guided to identifying derived units for measuring density.
In groups, learners are guided to measure the length, width and height of th box in metres
In groups, learners are guided to determine the volume of the box in cubic metres.
Learners are guided to identify importance of packaging labels on quantities of products
In groups, learners are guided to collect the packaging labels of different products such as bread, juice, biscuits
In groups, learners are guided to study the quantities recorded on the packages and record

What basic units did you use to measure the mass and the volume?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Laboratory Apparatus and Instruments
Grouping the Apparatus and Instruments
Parts and Functions of a Light Microscope

By the end of the lesson, the learner should be able to:
Identify laboratory apparatus and instruments.
Draw the laboratory apparatus and instruments.
Appreciate the use of laboratory apparatus and instruments.
Classify the instruments according to the functions.
Draw any one instrument used for measuring each of the following; volume, time, length, mass and temperature.
Define a microscope.
Identify the parts of a light microscope.
Draw and label the parts of a light microscope.
Appreciate the parts of a light microscope.

Learners are guided to identify laboratory apparatus and instruments.
In groups, learners are guided to draw the laboratory apparatus and instruments
Learners are guided to classify the instruments according to the functions
In groups, learners are guided to draw any one instrument used for measuring each of the following; volume, time, length, mass and temperature.
Learners are guided to define a microscope.
In groups, learners are guided to identify the parts of a light microscope.
In groups, learners are guided to draw and label the parts of a light microscope.

What are some of the laboratory apparatus and instruments?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Parts and Functions of a Light Microscope
Handling and use of a Light Microscope

By the end of the lesson, the learner should be able to:
Identify the functions of a light microscope.
Draw and label a light microscope and not how various parts are interrelated.
Appreciate the functions of a light microscope.
Explain how to take care of the mirror and lenses of a microscope.
Discuss how to clean different parts of a microscope.
Discuss how to handle a light microscope.
Handle a light microscope with care.

In groups, learners are guided to identify the functions of a light microscope
In groups, learners are guided to draw and label a light microscope and not how various parts are interrelated.
In groups, learners are guided to explain how to take care of the mirror and lenses of a microscope
In groups, learners are guided to discuss how to clean different parts of a microscope.
In groups, learners are guided to discuss how to handle a light microscope

What are the functions of a light microscope?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Using a Light Microscope
Using a Light Microscope
Identifying Heating Apparatus and Instruments Used in the Laboratory
Identifying Parts and Functions of a Bunsen Burner

By the end of the lesson, the learner should be able to:
Watch a video on how to use a light microscope.
Make a drawing of what they see.
Appreciate the uses of a light microscope.
Outline the procedure of using a light microscope.
Conduct an experiment using a light microscope.
Enjoy using a light microscope.
Identify heating apparatus and instruments used in the laboratory.
Discuss the safety measures when handling the heating instruments.
Discuss the safety measures to observe when using heating apparatus.
Appreciate the use of heating apparatus and instruments used in the laboratory.
Identify parts and functions of a Bunsen burner.
Discuss uses of parts of the Bunsen burner.
Draw and label the parts of a Bunsen burner.
Appreciate the uses of parts of a Bunsen burner.

As a class, learners are guided to watch a video on how to use a light microscope.
Learners are guided to make a drawing of what they see.
In groups, learners to outline the procedure of using a light microscope.
In groups, learners to conduct an experiment using a light microscope
Learners are guided to identify heating apparatus and instruments used in the laboratory
In groups, learners to discuss the safety measures when handling the heating instruments.
In groups, learners to discuss the safety measures to observe when using heating apparatus.
In groups, learners are guided to identify parts and functions of a Bunsen burner.
In groups, learners are guided to discuss uses of parts of the Bunsen burner
Individually or in pairs, learners are guided to draw and label the parts of a Bunsen burner

How should you place a microscope on the workbench?
What are the safety measures to observe when using heating apparatus and instruments in the laboratory?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Scientific Investigation

Handling and Care of Apparatus and Instruments in the Laboratory
Importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory

By the end of the lesson, the learner should be able to:
State the safety precautions when handling laboratory instruments and apparatus.
Discuss how to handle and care for different types of apparatus and instruments in the laboratory.
Appreciate the importance of the safety precautions when handling laboratory instruments and apparatus.
State the importance of the information on the packaging of the laboratory instruments and chemicals.
Discuss ways in which consumers are protected when handling apparatus and chemicals in the laboratory.
Appreciate the importance of Consumer Protection when Handling Apparatus and Chemicals in the Laboratory.

In groups, learners are guided to state the safety precautions when handling laboratory instruments and apparatus.
In groups, learners are guided to discuss how to handle and care for different types of apparatus and instruments in the laboratory.
In groups, learners are guided to state the importance of the information on the packaging of the laboratory instruments and chemicals.
In groups, learners to discuss ways in which consumers are protected when handling apparatus and chemicals in the laboratory.

How do you handle different types of apparatus and instruments in the laboratory? (Glassware, metallic apparatus)

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Mixtures, Elements and Compounds

Mixtures; Classifying Different Types of Mixtures
Classifying Mixtures as Homogenous or Heterogeneous
Pure and Impure Substances; Distinguishing Between Pure and Impure Water by Boiling

By the end of the lesson, the learner should be able to:
List the materials used to classify different types of mixtures.
Outline the procedure of classifying different types of mixtures.
Classify different types of mixtures.
Enjoy conducting the experiment.
Explain the meaning of homogenous and heterogeneous.
List the materials used to classify mixtures as homogenous or heterogeneous
Classify different types of mixtures as homogenous or heterogeneous.
Identify the materials used to distinguish between pure and impure water by boiling.
Outline the procedure to distinguish between pure and impure water by boiling.
Compare how pure distilled water and salt water behave when boiling.
Have fun and enjoy conducting the experiment.

In groups, learners are guided to list the materials used to classify different types of mixtures.
In groups, learners are guided to outline the procedure of classifying different types of mixtures.
In groups, learners are guided to classify different types of mixtures.
Learners to explain the meaning of homogenous and heterogeneous.
In groups, learners are guided to list the materials used to classify mixtures as homogenous or heterogeneous.
In groups, learners are guided to classify different types of mixtures as homogenous or heterogeneous.
In groups, learners are guided to identify the materials used to distinguish between pure and impure water by boiling.
In groups, learners are guided to outline the procedure to distinguish between pure and impure water by boiling.
In groups, learners are guided to compare how pure distilled water and salt water behave when boiling

How do you classify different types of mixtures?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Mixtures, Elements and Compounds

Distinguish Between Pure and Impure Substances By Melting
Distinguish Between Pure and Impure Substances By Melting

By the end of the lesson, the learner should be able to:
Search the internet to find out at what temperature ice and candle wax melt at sea level.
Watch videos or animations on determining melting and boiling points of substances.
Enjoy watching the videos.
Identify the materials used to distinguish between pure and impure substances by melting
Outline the procedure to distinguish between pure and impure substances by melting.
Compare and discuss the behaviour of the temperature when ice and candle wax are melting.
Have fun and enjoy conducting the experiment.

As a class, learners are guided to search the internet to find out at what temperature ice and candle wax melt at sea level.
As a class, learners are guided to watch videos or animations on determining melting and boiling points of substances
In groups, learners are guided to identify materials used to distinguish between pure and impure substances by melting.
In groups, learners are guided to outline the procedure to distinguish between pure and impure substances by melting
In groups, learners are guided to compare and discuss the behaviour of the temperature when ice and candle wax are melting.

How do you distinguish between pure and impure substances by melting?

KLB: Top Scholar; Integrated Science Learner

Oral questions Oral Report Observation

Force and energy

Force and Energy: Transformation of energy; Forms of energy
Renewable energy sources
Non-renewable energy sources
Classification of renewable and non-renewable energy sources

By the end of the lesson, the learner should be able to:
Identify the forms of energy in their environment.
Study the pictures in learner's book 8 involving various forms of energy.
Appreciate the forms of energy in their environment.
Explain the meaning of 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.

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.

What is energy? What are the forms of energy in the environment?
What are non-renewable energy sources?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132
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Charts
Realia
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Curriculum design; Integrated Science Grade 8
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

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?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 132
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 133

Oral questions Oral Report Observation

Force and energy

Energy transformations using materials in their locality
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 swinging objects.
Demonstrate the energy transformations in a swinging objects.
Have fun and enjoy doing the experiment.
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.

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.

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
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139

Oral questions Oral Report Observation

Force and energy

Digital Activity
Safety measures associated with energy transformation.

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.
Discuss the safety measures associated with energy transformation.
Study the pictures in learner's book 8
Appreciate the safety measures associated with energy transformation.

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.

What have you learnt about the dangers associated with energy transformation?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142

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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Computing devices
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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Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
Realia

Oral questions Oral Report Observation

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
Determining pressure in solids

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.
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 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.

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
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155

Oral questions Oral Report Observation

Force and energy

To determine pressure in a regular solid
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 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.

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

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
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158

Oral questions Oral Report Observation

Force and energy

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

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.
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.

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.

What is variation of pressure?
What is the surface area of the smallest face in m

Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163
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Realia
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164

Oral questions Oral Report Observation

Force and energy

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:
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.
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.

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.

What is the formula of working pressure in liquids?

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

Oral questions Oral Report Observation