Living Things and Their Environment.

Reproduction in Human Beings. ( The Human Menstrual Cycle.

By the end of the lesson, the learner should be able to:
iscuss the meaning of menstruation and the menstruation cycle. describe the menstrual cycle. 

In groups,pairs,learners are guided to;
use dictionary or ict devices to search and discuss the meaning of menstruation and the menstruation cycle.
describe the menstrual cycle.
draw the menstruation cycle and identify the phases in menstrual cycle.

What is menstruation and menstrual cycle? How many days does it take for menstruation cycle to reoccur?

Digital devices.
Dictionary.
Top Scholar Integrated Science pg 77-79.
Chart.

Assessment rubric. Written test. Checklist.

Living Things and Their Environment.

Reproduction in Human Beings. ( Challenges Related to Menstrual Cycle.
Reproduction in human beings. ( The process of fertilisation and implantation.
Reproduction in human beings. ( Process of fertilization and implantation.
Human Excretory system-Skin (. Identifying parts of Human Skin.
Human Excretory System - Skin. (. Functions of parts of the skin.
The Human skin. (. Lifestyle to promote a healthy skin.

By the end of the lesson, the learner should be able to:
identify the challenges related to the menstrual cycle. discuss the challenges related to the menstrual cycle.
escribe the observable structures of the sex cells. draw and label the structures of male and female sex cells
define the terms: fusion, fertilization, zygote and implantation.
describe the process of fertilization and implantation.
identify where the process of fertilisation and implantation takes place from a diagram of uterus.
xplain the term excretion. name the organs responsible for removal of wastes. describe the human skin
discuss the functions of the the different parts of the skin
identify lifestyles that promote a healthy skin. discuss the health practices that promote and help maintain a healthy skin.

In groups,pairs,learners are guided to:
identify the challenges related to the menstrual cycle.
discuss the challenges related to the menstrual cycle.
search for more information on challenges related to menstrual cycle from textbooks and internet and record their findings.
discuss what one should do if she had the challenges related to menstrual cycle.
In groups, pairs, individually,learners are guided to:
discuss the intersex conditions.
identify the male and female sex cell.
describe the observable structures of the sex cells.
draw and label the structures of male and female sex cells.
search for more information from the textbooks and internet about the structure of the female and male sex cells and their functions.
In groups, pairs, learners are guided to;
use digital devices or dictionary to search the meaning of fusion, fertilisation, zygote and implantation.
watch a video on the movement of sperms, fusion and implantation of the zygote in the uterus.
draw the movement of the fertilised egg from the fallopian tube to the uterus for implantation.
In groups,pairs,learners are guided to:
explain the term excretion.
name the organs responsible for removal of wastes.
describe the human skin.
study the diagram of a skin and brainstorm on the parts of the skin.
use digital device to search for a well labelled diagram of the human skin.
draw and label the parts of the human skin on charts and display the drawings in class.
use digital devices to search the internet on the functions of the different parts of skin.
discuss the functions of the the different parts of the skin.
use a hand lens to observe the external parts of the skin.
In groups,pairs,learners are guided to;
identify lifestyles that promote a healthy skin.
discuss the health practices that promote and help maintain a healthy skin.
search for more information from the internet on practices that maintain a healthy skin.

What challenges are associated with the menstrual cycle? How best can we manage issues related to the menstrual cycle?
What is excretion? why is excretion important to the human body?

Top Scholar Integrated Science pg 80-82.
Digital devices.
Top Scholar Integrated Science pg 82-83.
Chart.
Top Scholar Integrated Science pg 83-85
Charts on fertilization.
Top Scholar Integrated Science pg 87-88.
Charts.
Digital devices.
Diagrams.
Top Scholar Integrated Science pg 89-91.
Digital devices
Top Scholar Integrated Science pg 92-94.
Pictures.

Written test. oral questions. Assessment rubric.
Assessment rubric. Checklist. Written test. oral questions.

Living Things and Their Environment.

Human Excretory System-Skin. (. Proper use of cosmetics.
Human Excretory System -Skin. (. Identifying effects of cosmetics on the human body.

By the end of the lesson, the learner should be able to:
give examples of cosmetics. search from the internet and other relevant materials the importance of proper use of cosmetics. discuss the importance of proper use of cosmetics.
identify the effects of cosmetics on the human body.
discuss the effects of cosmetics on the human body.
use locally available materials to make a cosmetic.

In groups,pairs, learners are guided to:
give examples of cosmetics.
search from the internet and other relevant materials the importance of proper use of cosmetics.
discuss the importance of proper use of cosmetics.
In groups,pairs,learners are guided to:
use digital devices with internet to search on the effects of skin lightners.
discuss the findings and present in class.
identify the various forms of cosmetics and discuss how they are applied.
make a cosmetic from the locally available materials.

Why is proper use of cosmetics important? What is the importance of using cosmetics to our skin?

Top Scholar Integrated Science pg 94-95.
Digital devices.
Top Scholar Integrated Science pg 96-97.
Realia.

Assessment rubric. oral questions.

Living Things and Their Environment.

Human Excretory System -Skin. (. Importance and proper use of comsetics for consumer protection.
Human Excretory System - Urinary system. (. Parts of the Urinary system.
Human Excretory System - Urinary system. (. Functions of the parts of the urinary system.

By the end of the lesson, the learner should be able to:
give  the uses of cosmetics. identify the harmful effects of cosmetics.
identify the waste product excreted by the urinary system.
identify the parts of the urinary system.
discuss the parts of the urinary system(external appearance of the kidney)
draw and label the parts of the urinary system.
 use digital devices and reference materials to search for information on the functions of the parts of the urinary system.

In groups,pairs,learners are guided to:
search the internet on how cosmetics can be used for skin protection, skin repair and skin treatment.
discuss their findings , write th em down and present in class.
brainstorm on the possible harmful effects of the use of cosmetics on human health.
In groups,pairs,learners are guided to;
study the diagram of the urinary system and brainstorm on the its external parts.
search for information from other reference materials and internet on the parts of the urinary system.
discuss the parts of the urinary system.
draw and label the vessels and external parts of the urinary system.
In groups, pairs,learners are guided to;
brainstorm on the functions of the different parts of the urinary system.
use digital devices and reference materials to search for information on the functions of the parts of the urinary system.
discuss the functions of the parts of the urinary system.

What are the harmful effects of the use of cosmetics on human health?

Digital devices.
Top Scholar Integrated Science pg 98.
Top Scholar Integrated Science pg 98-99.
Charts.
Pictures.
Top Scholar Integrated Science pg 99-100.

Oral report. Assessment rubric. Checklists. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Kidney Disorders.
Human Excretory System - Urinary system. (. Identifying lifestyles that promote a healthy kidney and prevent kidney disorders.
Human Excretory System - Urinary System. (.Project.

By the end of the lesson, the learner should be able to:
explain the meaning of kidney disorders. use digital devices to search some of the examples of kidney disorders. identify and discuss the practices that may cause kidney disorders.
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders. use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.
 identify the appropriate locally available materials to model the urinary system

In groups,pairs, learners are guided to:
explain the meaning of kidney disorders.
use digital devices to search some of the examples of kidney disorders.
identify and discuss the practices that may cause kidney disorders.
In groups,pairs,learners are guided to;
search the internet and other relevant materials for lifestyles that promote a healthy kidney and prevent kidney disorders.
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders.
use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.
In groups,pairs,learners are guided to:
identify the appropriate locally available materials to model the urinary system.
model the urinary system using the locally available materials and display in class.

What are some of the practices that may cause kidney disorders?

Top Scholar Integrated Science pg 101-102.
Digital devices.
Posters.
Top Scholar Integrated Science pg 102-103
Charts.
Realia.
Top Scholar Integrated Science pg 103 & 100.

Assessment rubric. Portfolios. Checklists. Written tests. oral questions.

Force and Energy.

Static Electricity. (. Demonstrating the Existence of Static Charges.
Static Electricity. (. Methods of Charging Objects.(Rubbing or Friction)
Static Electricity. (. Methods of charging objects. (induction)
Static Electricity. (. Methods of charging objects.(Induction)
Static Electricity. (. Types of Charges.
Static Electricity. (. Effects of Force between Charged Objects.

By the end of the lesson, the learner should be able to:
 identify the two forms of electricity. carry out an experiment to demonstrate the existence of static charges. rub different objects to show the presence of static charges in objects.
 identify the methods of charging objects. conduct a practical on charging objects by rubbing.
 explain what is induction. conduct an experiment on charging objects by induction using two balloon
carry out a practical activity on charging a single polythene ball or balloon by induction. observe,record and discuss the observations from the experiment.
 use digital devices to search and watch videos on types of charges and write their findings. differentiate between like charges and unlike charges. conduct an experiment to demonstrate the types of charges using a balloon and a ruler
conduct an experiment to demonstrate the effects of force between charged objects. observe and record the observations from the experiment. discuss the effects of force between charged objects.

In groups,pairs,learners are guided to:
search the meaning of static electricity from the internet.
identify the two forms of electricity.
carry out an experiment to demonstrate the existence of static charges.
rub different objects to show the presence of static charges in objects.
record and discuss the observations made.
identify the methods of charging objects.
conduct a practical on charging objects by rubbing.
observe, record and discuss the observations.
In groups,pairs,learners are guided to;
explain what is induction.
conduct an experiment on charging objects by induction using two balloons.
observe, record and discuss the observations made.
In groups,learners are guided to:
carry out a practical activity on charging a single polythene ball or balloon by induction.
observe,record and discuss the observations from the experiment.
search and watch videos from the internet on charging materials by induction and rubbing.
In groups, pairs,learners are guided to;
use digital devices to search and watch videos on types of charges and write their findings.
differentiate between like charges and unlike charges.
conduct an experiment to demonstrate the types of charges using a balloon and a ruler.
observe and discuss the observations made.
In groups,pairs,learners are guided to;
conduct an experiment to demonstrate the effects of force between charged objects.
observe and record the observations from the experiment.
discuss the effects of force between charged objects.

What is static electricity? How do materials acquire static charges?
What is earthing process? What observations are expected from the experiment?

Top Scholar Integrated Science pg 105-106.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 107-108.
Top Scholar Integrated Science pg 108-110.
Top Scholar Integrated Science pg 111-113.
Digital devices.
Requirements for the experiment.
Top Scholar Integrated Science pg 113-115.
Requirements for the practical.
Top Scholar Integrated Science pg 115-118.

Assessment rubric. Checklists. observation schedule. oral questions.
Practical work. Assessment rubric. observation schedule. Oral questions.

Force and Energy.

Static Electricity. (. Uses of Static Charges.
Static Electricity. (.Dangers and Safety measures when dealing with static charges.
Electrical Energy-Sources of Electricity.

By the end of the lesson, the learner should be able to:
mention the equipment that uses electrostatics to function. use digital devices to find out how each of the equipment mentioned use electrostatic charges to function. describe how the equipment uses electrostatic to function.
discuss the dangers when dealing with static charges. discuss the safety measures when dealing with static charges.
Identify the sources of electricity in pictures.
Study the pictures and Discuss where the sourceof electricity is coming from.
Search the internet for other sources of electricity.
Appreciate the different sources of electricity.

In groups, pairs, learners are guided to:
mention the equipment that uses electrostatics to function.
use digital devices to find out how each of the equipment mentioned use electrostatic charges to function.
describe how the equipment uses electrostatic to function.
In groups,pairs,learners are guided to;
search the internet the dangers that may occur when dealing with static charges.
discuss the dangers when dealing with static charges.
discuss the safety measures when dealing with static charges.(include lightnin
In groups,pairs,learners are guided to:
identify the sources of electricity.
discuss the various sources of electricity.
search the internet for other sources of electricity.

What are the uses of static charges? Which equipment uses electrostatic charges to function?

Top Scholar Integrated Science pg 118-119.
Digital devices.
Pictures.
Top Scholar Integrated Science pg 119-120.
Top Scholar Integrated Science pg 122-123.

Assessment rubric. oral questions. Written test. Checklist.

Force and Energy.

Electrical Energy-Solar power.
Electrical Energy-Hydroelectric Power.

By the end of the lesson, the learner should be able to:
;
Identify solar power as source of electricity
Discuss how solar energy is used in the locality.
Search the internet for more information on how the solar panel converts energy from the sun to electrical energy.
Appreciate the solar power as source of electricity.
Identify hydroelectric power as a source of electricity.
Discuss how electrical energy is produced.
Search and watch a video showing how a hydroelectric generator produces electricity.
Appreciate the hydroelectric power as a source of electricity.

In groups,pairs,learners are guided to:
describe how solar power is stored.
discuss ways in which solar energy is used in the locality.
search the internet for more information on how the solar panel converts energy from the sun to electrical energy.
discuss how electrical energy is produced.
find out and list where the hydroelectric power plants are found in Kenya.
Search and watch a video showing how a hydroelectric generator produces electricity.

How is electric energy from the solar panel stored?

Top Scholar Integrated Science pg 123-124.
Pictures.
Digital devices.
Videos.
Top Scholar Integrated Science pg 125-126.

Assessment rubric. Written test. Oral questions.

Force and Energy.

Electrical Energy-Geothermal Generators.
Electrical Energy-Wind power.
Electrical Energy- Simple Electrical Circuits.

By the end of the lesson, the learner should be able to:
;
Identify geothermal generator as a source of electricity.
Discuss how geothermal generators operate as a source of electricity.
Search and watch a video showing geothermal power generators producing electricity.
Appreciate geothermal generators aa sources of electricity.
Identify wind power generators as a source of electricity.
Discuss how wind power generators operate as a source of electricity.
Search and watch a video showing how wind turbine generators produce electricity.
Appreciate wind power generators as source of electricity.
Identify the electrical components and their symbols while connecting a simple circuit.
Discuss what is simple electrical circuit in series.
Search and watch videos showing how to set up a simple electric circuit with components in series.
Set up simple electrical circuits in series using dry cells, bulbs, switch and connecting copper wires.
Enjoy setting up simple electrical circuit in series.

In groups,pairs, learner are guided to;
search and watch a video showing geothermal power generators producing electricity.
discuss how geothermal generators operate as source of electricity.
find out and list where geothermal power stations are found in Kenya.
In groups,learners are guided to:
study the picture in learner's book and identify the source of electricity.
search and watch a video showing how wind turbine generators produce electricity.
discuss how wind power generators operate as a source of electricity.
list areas where wind power generators are found in Kenya.
identify the electrical components and their symbols used while connecting a simple circuit.
describe what is a simple electrical circuit in series.
search and watch videos showing how to set up simple electric circuit with components in series.
set up simple electrical circuit in series.

How do geothermal generators operate as source of electricity?

Top Scholar Integrated Science pg 126-127.
Pictures.
Digital devices.
Top Scholar Pre-Technical Studies pg 127-128.
Top Scholar Pre-Technical Studies pg 129-130.
Dry cells, torch bulbs, connecting copper wires and switch.

Assessment rubric. Written test. Checklist. Oral questions.

Force and Energy.

Electrical Energy-Setting up Simple Electrical Circuit in Parallel.
Electrical Energy.
Electrical Energy-Conductors and Non-Conductors of Electricity.
Electrical Energy -Electrical Appliances.
Electrical Energy -Safety Measures when Dealing with Electrical Appliances.
Electrical Energy - Self-Assessment Questions.

By the end of the lesson, the learner should be able to:
List the requirements for setting up simple electrical circuit in parallel.
Describe setting up a simple electrical circuit in parallel.
Set up simple electrical circuit in parallel using the necessary requirements.
Enjoy setting up simple electrical circuit in parallel.
;
Search and watch a video on connecting an ammeter and voltmeter in series and parallel simple circuits.
Connect an ammeter and a voltmeter in series and parallel simple circuit.
Enjoy connecting an ammeter and voltmeter in series and parallel simple circuit.
State the meaning of good conductors and non-conductors of electricity.
List examples of good conductors and non-conductors of electricity.
Classify materials as conductors and non-conductors of electricity.
Carry out experiments to classify materials as conductors and non-conductors of electricity.
Enjoy classifying the different materials as either conductor or non-conductor.
Identify electrical appliances in the locality.
Discuss the uses of the electrical appliances in the locality.
Make flashcards showing the electrical appliances used in the locality.
Appreciate the uses of the different electrical appliances in our daily lifes.
Identify safety measures when handling Electrical appliances.
Discuss the safety measures when handling electrical appliances.
Design charts with safety measures to adhere to when dealing with electrical appliances.
Desire to observe safety measures when dealing with electrical appliances.
Attempt all the questions on the sub-strand.

In groups,learners are guided to:
Observe pictures and list the requirements for setting up a simple electrical circuit in parallel.
search the internet what is a parallel arrangements in a circuit.
discuss how to setup a simple electrical circuit in parallel.
setup a simple electrical circuit in parallel.
In groups, learners are guided to:
Search for and observe videos and animations showing how to connect an ammeter and voltmeter in series and parallel simple circuits.
Connect an ammeter and voltmeter in series and parallel simple circuits and record themselves.
find the meaning of good conductors and non-conductors of electricity from the internet.
list examples of materials that are good conductors and non-conductors of electricity.
Classify the materials as either conductors or non-conductors of electricity.
carry out experiments to classify materials as conductors and non-conductors of electricity.
In groups,pairs,learners are guided to:
study pictures in learner's book, identify and name the electrical appliances.
discuss the uses of the identified electrical appliances in the locality.
make flashcards showing the different electrical appliances used in the locality.
In groups,learners are guided to:
study the pictures in learner's book and discuss the dangers which may occur in the pictures.
identify and discuss the safety measures to observe when dealing with electrical appliances.
design charts showing the safety measures to observe when dealing with electrical appliances.
Individually,in pairs,learners to:
answer the questions on the sub-strand.

What is a parallel arrangement in a circuit?
What is an electrical appliance? What are the uses of the different electrical appliances?

Top Scholar Pre-Technical pg 131-132.
Digital devices.
Pictures.
Dry cells, bulbs, connecting copper wires and switch.
Top Scholar Pre-Technical Studies pg 133-135.
Dry cells, pieces of copper wire, two switches, bulbs.
Top Scholar Pre-Technical Studies pg 135-137.
Requirements for experiments:dry cells,bulb, copper wire, metallic spoon, aluminum foil, rubber band,steel wool,nail, pencil rib,paper,10 shilling coin etc.
Pictures.
Top Scholar Pre-Technical Studies pg 137-138.
Digital devices.
Flashcards.
Top Scholar Pre-Technical Studies pg 139-140.
Charts.
Top Scholar Pre-Technical Studies pg 140.
Assessment books.

Practical work. Observation. Oral questions. Assessment rubric.
Written tests. Checklists. Assessment rubric. Oral questions.

Force and Energy.

Magnetism-Magnetic and Non-Magnetic Materials.
Magnetism.
Magnetism.

By the end of the lesson, the learner should be able to:
Identify the magnetic and non-magnetic materials.
Carry out experiments to find out materials that are magnetic or non-magnetic .
Enjoy carrying out experiment on finding out materials that are magnetic or non-magnetic.
;
Carry out experiments using magnets and different materials from the environment.
Classify the materials in the environment as magnetic or non-magnetic.
Enjoy classifying the materials as either magnetic or non-magnetic.
Identify poles of a magnet
Describe the poles of a magnet.
Carry out an experiment to identify the poles of a magnet.

In groups,learners are guided to:
identify and collect materials from the environment.
carry out practical activity to find out materials that are magnetic or non-magnetic .
draw a table indicating the materials that were attracted by magnet and those not attracted by magnet.
carry out practical activity with materials collected from environment and magnets.
record their observation and classify the materials as either magnetic or non-magnetic.
carry out a practical activity to identify the poles of a magnet.
identify and describe the poles of a magnet.

How do we identify magnetic and non-magnetic materials in our environment?

Top Scholar Pre-Technical Studies pg 141.
Magnets.
Materials from the environment.
Magnets
Materials collected from environment.
Top Scholar Pre-Technical Studies pg 142-143.
Digital devices.
Top Scholar Pre-Technical Studies pg 143-144.
Bar magnet,iron fillings and flour.

Practical work. Oral questions. Observation. Assessment rubric.

Force and Energy.
Living Things and Their Environment.

Magnetism.
Magnetism-Uses of magnets in day to day life.
Human Excretory System.

By the end of the lesson, the learner should be able to:
Differentiate between like ad unlike poles of a magnet.
Investigate the force between like and unlike poles of magnets.
Search for videos and animations on effect between poles of a magnet.
List the equipment that use magnets in our day to day life.
Identify the uses of magnets in day to day life.
Discuss the uses of magnets in day to day life.
Make flashcards and charts showing the equipment that use magnets and their uses.
Appreciate the uses of magnets in day to day life activities.
lesson, be able to;
Define the term Excretion.
List the components of the excretory system.
Identify the parts of the human skin.
Draw and label the identified parts of the human skin.
Appreciate the parts of the human skin.

In groups,learners are guided to:
differentiate between unlike and like poles of a magnet.
carry out a practical activities showing attraction between two unlike poles and repulsion between two like poles of magnet.
record and explain the observations made from the activity.
In groups,learners are guided to;
study the pictures in learner's book and name the equipment that use magnets.
identify and discuss the uses of magnets in day to day life.
make charts and flashcards showing the equipment that uses magnets and their uses.
In groups,pairs,learners are guided to:
search the internet or relevant textbook for the meaning of excretion and the components of excretory system and present.
study the charts , picture or photo of the human skin and identify the parts of the human skin.
draw and label the parts of the human skin in their exercise books.

What is the difference between force of attraction and force of repulsion?

Top Scholar Pre-Technical Studies pg 145-146.
Bar magnets, strings and retort stand.
Digital devices
Top Scholar Integrated Science pg 147-148.
Pictures.
Digital devices.
Charts.
Flashcards.
Active Integrated Science pg 110.
Dictionary.

Practical work. Observation. Assessment rubric. Oral questions.

Living Things and Their Environment.

Human Excretory System.
Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Use the hand lens to observe the back of the hand.
Identify the hairs and the sweat pores.
Search the internet for videos on the structure of the human skin.
Enjoy observing the external parts of the skin using the hand lens
State the functions of the parts of the human skin.
Describe the functions of the parts of the human skin.
Appreciate the functions of the parts of the human skin.

Individually,or in groups,learners are guided to:
use a hand lens to observe the external parts of the human skin (,hair and sweat pores)
identify and describe the hairs and sweat pores as observed through the hand lens and present.
Use digital devices to search for a video on the structure of the human skin and discuss their observation.
In groups,pairs,learners are guided to;
brainstorm on the functions of the parts of the human skin; (Epidermis,Sweat pores,Hair,Sweat glands,dermis)
search the internet or textbook for information on the functions of the parts of the human skin.
discuss and present their findings on the functions of the parts of the human skin.

Where are the sweat pores and hair located in the skin? Which layers make up the skin?

Active Integrated Science pg 111.
Hand lens.
Digital devices.
Internet.
Video clips.
Active Integrated Science pg 111-112.
Chart.
Model of human skin.
Teacher's Notes.

Practical work. Observation. Written tests. Oral questions.

Living Things and Their Environment.

Human Excretory System.
Human Excretory System.
Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Outline the functions of the human skin.
Identify the waste products excreted through the human skin.
Carry out an activity to determine the waste products excreted by human skin.
Acknowledge the waste products excreted by the skin.
Identify the parts of the Urinary system.
Draw and label the different parts of the urinary system.
Acknowledge the parts of the urinary system.
Identify the external structure of the kidney.
Describe the external structure of the kidney.
Search the internet for a video on the external structure of the kidney.
Acknowledge the functions of the external parts of the kidney.
lesson, be able to;
Identify the components of the urine.
Discuss the waste products excreted through the kidneys.
Search the internet for information on the contents of human urine.
Acknowledge the waste product excreted through the kidney.
Identify the common kidney disorders.
Discuss the causes of the kidney disorders.
Search the internet for information on the kidney disorders and their causes.
Acknowledge the kidney disorders and their causes.
State the ways of preventing kidney disorders.
Discuss the ways of preventing kidney disorders.
Prepare posters on ways of preventing kidney disorders.
Appreciate the ways of preventing kidney disorders.

In groups,pairs,learners are guided to:
outline the other functions of the human skin.
mention the waste products excreted by the human skin.
carry out an activity (running around the field or jogging)outside the class to determine the waste products excreted by the human skin.
discuss the main components of the human sweat.
In groups,pairs,learners are guided to;
Study the chart or picture showing the urinary system.
identify the parts of the urinary system from the chart or pictures presented.
discuss the position of each of the parts of the urinary system.
draw and label the parts of the urinary system in their books and charts.
study the chart/model and animation showing the external structure of the kidney.
discuss the functions of the external parts of the kidney.
draw and label the external parts of the kidney.
search the internet for a video on the external structure of the kidney.
In groups,pairs,learners are guided to;
mention the waste product excreted through the kidney.
search the contents of human urine from the internet.
discuss their findings from the internet and present in class.
use digital devices to search the internet for common kidney disorders and their causes.
describe the kidney disorders.
discuss the kidney disorders and their causes.
prepare online posters on the kidney disorders and their causes and share online.
study the pictures in learner's book and state the ways of preventing kidney disorders.
search the internet for additional information on the ways of preventing kidney disorders.
discuss the ways of preventing kidney disorders.
prepare educative posters both online and physical on ways of preventing kidney disorders.

Which waste products are excreted through the human skin? What are the other functions of the human skin?
Which waste product is excreted by the kidney? What are the main components of urine?

Active Integrated Science pg 112-113.
School Field.
Teacher's Notes.
Active Integrated Science pg 113.
Pictures.
Chart showing the urinary system.
Digital devices.
Active Integrated Science pg 114-115.
Chart/Model of kidney.
Video clips.
Active Integrated Science pg 115.
Digital devices.
Internet.
Teacher's Notes.
Active Integrated Science pg 115-116.
Posters.
Picture of the kidney stones.
Active Integrated Science pg 117-118.
Pictures.

Practical Activity. Observation. Oral questions. Written tests.
Oral questions. Oral presentation. Written tests. Assessment rubric.

Living Things and Their Environment.

Human Excretory System.
Human Excretory System.
Human Excretory System.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify some of the healthy lifestyles that promote skin health.
Discuss the healthy lifestyles that promote skin health.
Prepare posters showing healthy lifestyles that promote skin health.
Desire to practice healthy lifestyles to promote skin health.
State the healthy lifestyles that promote healthy kidneys.
Discuss the healthy lifestyles that promote healthy kidneys.
Prepare posters on the healthy lifestyles that promote kidney health.
Desire to practice the healthy lifestyles to promote healthy kidneys.
Outline the format of daily log on activities that promote skin and kidney health.
Develop and maintain a daily log on activities that promote skin and kidney health.
Develop discipline in maintaining a daily log on activities that promote skin and kidney health.

In groups,learners are guided to;
brainstorm and present on the healthy lifestyles that promote skin health.
search for information from the internet or textbook on the healthy lifestyles that promote skin health.
discuss the healthy lifestyle habits that promote skin health.
prepare educative posters on healthy lifestyle habits that promote skin health using digital devices.
brainstorm and present on the healthy lifestyle that promote healthy kidneys.
search for information from the internet or textbook on the healthy lifestyles that promote healthy kidneys.
discuss the healthy lifestyles that promote healthy kidneys.
prepare posters showing the healthy lifestyles that promote healthy kidneys.
In groups, individually or in pairs,learners are guided to;
discuss on how to prepare a daily log on activities that promote skin and kidney health.
develop a daily log on the activities that promote skin and kidney health.

What lifestyle should we adopt to keep the skin healthy?

Active Integrated Science pg 118.
Internet.
Digital devices.
Teacher's Notes.
Posters.
Active Integrated Science pg 119.
Exercise books.
Active Integrated Science pg 117-119.

Assessment rubrics. Written tests. Oral questions. Checklists. Rating scale.

Living Things and Their Environment.
Force and Energy.
Force and Energy.

Human Excretory System: Assessment.
Electrical Energy.
Electrical Energy.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Attempt assessment questions on the sub-strand: Human Excretory System.
;
Identify the sources of electricity in the environment.
Discuss the sources of electricity in the environment.
Search the internet for information on the sources of electricity.
Appreciate the different sources of electricity.
Identify the sources of electricity in the environment.
Search the internet for information on the sources of electricity in the environment.
Appreciate the different sources of electricity in the environment.

In pairs or individually,learners are guided to;
answer the questions on the sub-strand: Human Excretory System.
In groups,learners are guided to;
study the pictures in the learner's book and identify the some of the sources of electricity.
search the internet for information on how the sources of electricity in nature works (hydro-electric power,geothermal,solar and wind power) and note down their findings.
discuss the information found on the sources of electricity used in the environment.
In groups,pairs,learners are guided to;
identify the sources of electricity in the environment from pictures/photos.
use digital devices or print media to search for information on the nuclear,tidal wave, fossil fuels,biomass, natural gas, electrical cells as sources of electricity.
note down their findings in exercise books.
discuss the sources of electricity in the environment (electrical cells, biomass, natural gas,tidal wave, fossil fuels and nuclear)

Assessment books.
Active Integrated Science pg 122-123.
Teacher's Assessment Questions.
Active Integrated Science pg 136-137.
Pictures.
Digital devices.
Internet.
Teacher's notes.
Teacher's notes

Written tests. Assessment rubric.

Force and Energy.

Electrical Energy.
Electrical Energy.

By the end of the lesson, the learner should be able to:
Define the term electrical circuit.
Discuss the components of the electrical circuit.
Search the internet for video clips on how to make a simple electrical circuit in series and parallel.
Desire to make electrical circuits in series and parallel.
Outline the steps for setting up a simple electrical circuit in series.
Demonstrate the flow of electric current using simple electric circuit in series.
Enjoy setting up a simple electrical circuit in series.

In groups,learners are guided to;
use digital devices to search the internet for clips on making a simple electrical circuit.
state the meaning of an electrical circuit.
list the components used in making a simple electrical circuit.
discuss the functions of the components of the electrical circuit.
In groups,pairs,learners are guided to;
prepare the requirements for the activity.
outline the steps for setting up a simple electrical circuit in which dry cells are in series.
collaborate in setting up a simple electrical circuit in series using electrical apparatus.

What is an electrical circuit? What are the components of an electrical circuit?

Active Integrated Science pg 138-139.
Digital devices.
Video clips.
Internet.
Active Integrated Science pg 139.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder and six connecting wires.

Observation. Oral questions. Oral discussion. Written tests. Assessment rubrics.

Force and Energy
Force and Energy.
Force and Energy.

Electrical Energy.
Electrical Energy.
Electrical Energy
Electrical Energy
Electrical Energy.
Electrical Energy.

By the end of the lesson, the learner should be able to:
lesson,
Outline the steps for setting up a simple electrical circuit in parallel.
Demonstrate the flow of electric current using simple circuit in parallel.
Enjoy setting up a simple electrical circuit in parallel.
Outline the steps for setting up a simple electrical circuit in which bulbs are in series.
Demonstrate flow of electric current using simple electric circuit in which bulbs are in series.
Enjoy setting up a simple electrical circuit in which bulbs are in series.
Outline the steps of setting up a simple electrical circuit in which bulbs are in parallel.
Set up a simple electrical circuit in which bulbs are in parallel.
Enjoy setting up a simple electrical circuit in which bulbs are parallel.
Differentiate between a conductor and non-conductor of electricity.
Conduct experiments to classify materials as either conductors or non-conductors of electricity.
Enjoy carrying out the experiments.
Define the term Electrical appliances.
Identify common electrical appliances used in day to day life.
Discuss the use of each of the identified electrical appliances used in our day to day life.
Appreciate the use of electricity in our day to day life.
;
Identify the safety measures to observe when handling electrical appliances.
Discuss the safety measures to observe when handling electrical appliances.
Prepare posters showing the safety measures to observe when handling electrical appliances.
Acknowledge and adhere to the safety measures when handling electrical appliances at home or school.

In groups,learners are guided to;
prepare the requirements for the practical activity.
outline the steps for setting up a simple electrical circuit in parallel.
collaborate in setting up a simple electrical circuit in parallel.
In groups, learners are guided to:
collaborate in setting up a simple electrical circuit in which bulbs are in series.
record and discuss their observations.
use the requirements prepared to set up a simple electrical circuit in which bulbs are in parallel.
In groups,learners are guided to;
perform experiments to classify materials as either conductors or non-conductors of electricity.
state the difference between conductors and non-conductors of electricity.
list the conductors and non-conductors of electricity.
In pairs or groups,learners are guided to;
study pictures in learner's book and identify the electrical appliances by name and share in class.
state and discuss the uses of each of the identified electrical appliances.
search the internet for uses of some of the electrical appliances.
In groups, pairs, learners are guided to;
read through the user manuals of various electrical appliances and look for the safety measures to observe when handling them.
search online or in print materials for the safety measures to observe when handling electrical appliances.
discuss the safety measures to observe when handling electrical appliances at home or school.
collaborate in preparing posters showing the safety measures to observe when handling electrical appliances and display in class or school.

What is the difference between the series and parallel arrangement of cells?
What is the difference between conductors and non-conductors of electricity?

Active Integrated Science pg 139-140.
Picture.
Two dry cells,torch bulb, ammeter, switch,cell holder,bulb holder, eight connecting wires.
Digital devices.
Active Integrated Science pg 140.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and seven connecting wires.
Active Integrated Science pg 140-141.
Two dry cells,two torch bulbs, ammeter, voltmeter, switch,cell holder,two bulb holders and eight connecting wires.
Active Integrated Science pg 141-142.
Two dry cells, torch bulb,dry cell holder,bulb holder,three connecting wires.
Objects made of different materials e.g plastic strip, silver coin, piece of wood, piece of paper,iron nail, piece of cloth, aluminium strip, copper wire, steel pin & piece of glass.
Active Integrated Science pg 142-143.
Pictures.
Digital devices.
Lesson notes.
Active Integrated Science pg 144-145.
Posters.
Digit devices.
Electronic devices manuals.

Practical Activity. Portfolio. Checklists. Observation. Assessment rubrics.
Practical activity. Assessment rubrics. observation schedule. Checklists. Oral questions.

Force and Energy.

Electrical Energy.
Electrical Energy. Self-Assessment.
Magnetism.

By the end of the lesson, the learner should be able to:
Explore the uses of electricity in our environment.
Appreciate the uses of electricity in day to day life.
Attempt questions on the sub-strand: Electrical Energy.
Identify the properties of a magnet.
use digital devices to search for information on the properties of magnets.
Appreciate the properties of magnets.

In groups,learners to:
collaborate in discussing how people use electricity in their locality.
write down their discussion points and share/present their points in class.
Individually or in pairs,learners to:
write and answer questions on the sub-strand: Electrical Energy.
In. groups or pairs ,learners are guided to:
brainstorm on the meaning of magnet and present in class.
use digital devices to search for information on the properties of magnets and note them down.
discuss the properties of the magnets.

How is electricity used in day to day life?

Active Integrated Science pg 145-146.
Active Integrated Science pg 147.
Digital devices.
Lesson notes.

Written tests. Checklists. Assessment rubrics. Rating scale.

Force and Energy.

Magnetism.
Magnetism.
Magnetism.

By the end of the lesson, the learner should be able to:
;
Conduct activities to demonstrate directional,attractive and repulsive as properties of magnets.
Enjoy carrying out the activities.
Conduct a practical activity on the poles and magnetic strength properties of magnets.
Explain their observation made from the activities.
Enjoy conducting the practical activities.
conduct an activity to investigate the nature of force between different poles of magnets.
Enjoy conducting the practical activity on the basic law of magnetism.

In groups,learners are guided to:
prepare the necessary materials for the activities.
collaborate in carrying out the activities to demonstrate properties of a magnet (attractive and repulsive and directional)
observe and record their observations.
explain their observations and give a conclusion.
collaboratively carry out activities to demonstrate properties of a magnet (poles and magnetic strength properties)
In groups, learners are guided to;
collaborate in conducting a practical activity to investigate the force between like and unlike poles of magnets.
explain their observation and give a conclusion.

How can you demonstrate the properties of magnets?

Bar magnets.
Strings and Stands.
Digital devices.
Active Integrated Science pg 149.
Paper and Iron filings.
Active Integrated Science pg 150-151.
Rollers.

Practical Activity. Observation schedule. Checklist.

Force and Energy.

Magnetism.
Magnetism.
Magnetism.

By the end of the lesson, the learner should be able to:
Conduct a practical activity to identify the magnetic and non-magnetic materials in the environment.
Classify materials as magnetic or non-magnetic .
Enjoy conducting the practical activity.
;
Identify the uses of magnets in day to day life.
Use digital devices to search for information on the uses of magnets in our daily lifes.
Appreciate the applications of magnets in day to day life.
Conduct simple activities to determine the uses of magnets
Appreciate the use of magnets in our daily life.

In groups,learners are guided to:
collaborate in carrying out practical activities to determine the magnetic and non-magnetic materials in the environment.
observe and record their observations.
classify the materials that are magnetic and non-magnetic and share their work with peers.
In groups,learners to are guided to:
brainstorm on the uses of magnets in their day to day life.
search the internet or offline for information on the uses of magnets in their daily life.
discuss the uses of magnets in our daily life and present in class.
carry out a simple activity on separation of mixtures using magnet,determing direction.
share their views on the practical activity.

Which materials are magnetic and non-magnetic in the environment?

Active Integrated Science pg 148.
Bar magnets.
Pieces of cotton thread, copper wire,iron nail,a piece of glass.
Plastic,Steel pin, Piece of aluminium, piece of wood.
Active Integrated Science PG 151-155.
Lesson notes.
Digital resources.
Active Integrated Science pg 151-152.
Mixture of iron fillings and sand or flour.
Bar magnets, piece of thread, magnetic compass and wooden support.

Practical work. Observation. Checklists. Oral questions.

Force and Energy.
Force and Energy.
Entrepreneurship.
Entrepreneurship.

Magnetism.
Magnetism.
Magnetism.
Introduction to Entrepreneurship.
Introduction to Entrepreneurship.

By the end of the lesson, the learner should be able to:
;
Conduct simple activities to determine the uses of magnets in our daily life.
Enjoy conducting the practical activities.
lesson,
Use digital devices to search and watch clips on the applications of magnets in our daily life.
Enjoy exploring the application of magnets on the internet.
Attempt assessment questions on the sub-strand: Magnetism.
State the meaning of entrepreneur and entrepreneurship.
Identify the importance of entrepreneurship to an individual.
Search the internet for information on the importance of entrepreneurship to individuals.
Appreciate the role of entrepreneurship to individuals.
Identify the importance of entrepreneurship to the community.
Search online or offline for information on the importance of entrepreneurship to the community.
Appreciate the role of entrepreneurship to the community.

In groups,learners are guided to;
collaborate in conducting simple practical activities on uses of magnets (use of magnets in speakers, magnetic screwdriver & in displaying objects)
observe and record their observations.
share their findings with peers.
In groups,learners are guided to:
collaborate in using digital devices to find video clips and information on the applications of magnets (generators, electric motors,speakers, separation of mixtures and in magnetic screwdriver).
discuss their observations and share with peers.
Individually or in pairs,learners are guided to:
answer assessment questions on the sub-strand: Magnetism.
In groups or pairs, learners are guided to:
brainstorm and present the meaning of the terms entrepreneur and entrepreneurship.
use digital devices to search the internet for information on the importance of entrepreneurship to individuals.
identify and discuss the importance of entrepreneurship to individuals.
In groups or pairs,learners are guided to:
brainstorm and present the importance of entrepreneurship to the community.
use digital devices or print materials to search for information on the importance of entrepreneurship to the community.
discuss and present the importance of entrepreneurship to the community.

How are magnets used in our daily life?

Speakers, Magnetic screwdriver.
Bar magnet.
Sheet of paper, piece of iron sheet and electrical device with screws.
Active Integrated Science pg 153-154.
Active Integrated Science pg 151-155.
Internet.
Digital resources.
Active Integrated Science pg 156.
Teacher's Assessment Questions.
MTP Business Studies Grade 8 pg 45-47.
Lesson notes.
Digital devices.
Internet.
Dictionary.
MTP Business Studies pg 46-47.
Digital devices & internet.

Practical work. Checklists. Oral questions.
Written tests. Checklists. Rating scale. Assessment rubric.

Entrepreneurship.

Introduction to Entrepreneurship.
Introduction to Entrepreneurship.
Introduction to Entrepreneurship.

By the end of the lesson, the learner should be able to:
Identify the qualities of an entrepreneur in business.
Describe the qualities of an entrepreneur in business.
Prepare flashcards or posters showing the qualities of an entrepreneur in business.
Acknowledge the qualities of an entrepreneur in business.
Define the term Business idea.
Identify the sources of business ideas for a business venture.
Use digital devices to search for information on the sources of Business ideas.
Recognize the sources of business ideas for a business venture.
Identify ways of generating business ideas in a community.
Discuss the ways of generating business ideas in a community.
Acknowledge the ways of generating business ideas in a community.

In groups or pairs,learners are guided to:
brainstorm and present the qualities of an entrepreneur in any business.
read the story in learner's book and identify the qualities of an entrepreneur.
search the internet for additional information on the qualities of a good entrepreneur in business and discuss their findings.
prepare flashcards or posters showing the qualities of a good entrepreneur in business.
brainstorm and present the meaning of business idea.
use digital and print resources to search for information on the sources of business ideas.
identify and discuss the sources of business ideas for a business venture.
In groups or pairs, learners are guided to:
brainstorm and present the ways in which an individual can generate business ideas in the community.
search the internet or print materials for ways in which individuals can generate business ideas in the community.
discuss the different ways of generating business ideas in the community and present in class.

What qualities should an entrepreneur possess in a business?

MTP Business Studies Grade 8 pg 47-48.
Digital devices.
Flashcards or posters.
Lesson notes.
Internet.
MTP Business Studies Grade 8 pg 49-50.
MTP Business Studies Grade 8 pg 50.

Oral questions. Observation. Written tests. Checklists.

Entrepreneurship.

Introduction to Entrepreneurship.
Introduction to Entrepreneurship.
Introduction to Entrepreneurship.

By the end of the lesson, the learner should be able to:
State the meaning of business opportunity, evaluating and viability as used in entrepreneurship.
Identify the factors that an entrepreneur should consider when determining a business viability.
Search the internet or books for information on factors considered when evaluating the viability of a business opportunity.
Acknowledge the factors considered by entrepreneurs when determining a business viability.
Compile a list of business ideas in the community.
Determine the viability of the listed business ideas as business opportunity.
Practice entrepreneurship for self and community development.
Identify the factors that enhance business success in the community.
Discuss the factors that lead to the success of a business.
Search for information on internet for factors that may lead to the success of a business.
Acknowledge the factors that enhance business success in the community.

In groups or pairs,learners are guided to;
explain the meaning of the terms: viability, business opportunity and evaluating.
search the internet or books for the factors to consider in determining business viability.
identify and discuss the factors entrepreneurs considers in determining business viability in the community.
In groups,learners are guided to;
compile a list of business ideas in the locality.
collaborate in determining the suitability of the business ideas as business opportunities.
present the most viable business ideas in class.
In groups or pairs, learners are guided to:
read and analyse a case study about the factors that enhance business success in the community.
identify and discuss the factors that may lead to the success of a business.
use digital devices to search for additional information on the factors that enhance business success in the community.

What factors should an entrepreneur consider in determining business viability in the community?

MTP Business Studies Grade 8 pg 51-52
lesson notes.
Digital devices.
MTP Business Studies Grade 8 pg 51-53.
MTP Business Studies Grade 8 pg 53-54.
Digital resources.

Written tests. Checklists. Oral questions. Assessment rubrics.

Entrepreneurship.

Money.
Money.
Money.

By the end of the lesson, the learner should be able to:
State the meaning of money.
Identify the characteristics of money as a medium of exchange.
Use digital devices to search for information on the characteristics of money as a medium of exchange.
Acknowledge the characteristics of money as a medium of exchange.
Identify the uses of money in day to day life.
Discuss the uses of money in day to day life.
Search the internet for information on the uses of money.
Appreciate the uses of money in day to day life.
Identify the security features of the Kenyan currency.
Describe the security features of the Kenyan currency.
Use digital devices to search for clips on the security features of Kenyan money.
Acknowledge the security features of Kenyan currency.

In groups or pairs,learners are guided to;
brainstorm and present the meaning of money.
identify the features of money as a medium of exchange.
search the internet for information on the characteristics of money as a medium of exchange.
discuss the characteristics of money as a medium of exchange and present in class.
In groups or pairs,learners are guided to:
share experiences on uses of money for buying goods and services.
use digital devices or relevant textbooks to search for uses of money.
identify and discuss the uses of money.
brainstorm on the meaning of key security features of money.
use digital devices to search and watch video clips on the key security features of the Kenyan currency.
identify the security features of the Kenyan currency.
discuss the key security features of Kenyan money.

What is money? What are the characteristics of money as a medium of exchange?

Lesson notes.
Digital devices.
MTP Business Studies Grade 7 pg 8-10.
Pictures.
MTP Business Studies Grade 7 pg 11-13.
Video clips.

Oral questions. Observation. written test. Checklists.

Entrepreneurship.

Money.
Money.
Money.
Money.
Financial Goals.

By the end of the lesson, the learner should be able to:
Use the Kenyan currency to observe and identify the key security features.
Enjoy observing and identifying the key security features of Kenyan money.
Identify the symbols and themes on the Kenyan currency.
Use digital devices to search and watch clips on the themes and symbols on the Kenyan currency.
Use the Kenyan currency to observe the symbols and themes on them.
Enjoy observing and identifying the symbols and themes on the Kenyan currency.
Describe the themes and symbols on the Kenyan currency.
Prepare posters on the themes and symbols on Kenyan currency.
Appreciate the themes on the Kenyan currency.
Attempt assessment questions on the sub-strand: Money.
Define the terms; Financial Management and Goal setting.
Identify the importance of setting goals in financial management.
Search the internet for information on the importance of setting goals in financial management.
Acknowledge the need of setting goals in financial management.

In groups or Individually,learners are:
given one of the five denomination of Kenyan notes by the teacher.
collaborate in observing and identifying the key security features of the Kenyan currency by feeling, looking and tilting.
fill a table on the observation made.
create a posters on the security features visible on the Kenyan notes.
In groups,learners are guided to:
use digital devices to search and watch clips or information on the the themes and symbols on Kenyan currency.
use the Kenyan currency to observe and identify the symbols and themes on the Kenyan currency.
In groups,pairs,learners are guided to:
state the themes on the Kenyan currency.
discuss briefly the themes on the Kenyan currency.
create posters on themes on the Kenyan currency and display in class and school environment.
In pairs or individually,learners are guided to:
answer assessment questions on the sub-strand ;money.
In groups or pairs,learners are guided to;
brainstorm on the meaning of goals,financial management and goal setting.
outline the importance of setting goals in financial management.
use digital or print resources to search for information on importance of setting goals in financial management.
discuss the importance of setting goals in financial management.

How do you identify the key security features of Kenyan currency?

Kenyan currency (50,100,200,500 & 1000)
MTP Business Studies Grade 7 pg 14.
Video clips.
Digital devices.
MTP Business Studies Grade 7 pg 15-16.
Posters & charts.
Marker pens
Teacher's Assessment Questions.
Lesson notes.
MTP Business Studies Grade 8 pg 1-4.
internet and digital devices.

Checklists. Rating scale. Observation schedule.
Oral assessment. Written tests. Assessment rubrics.

Entrepreneurship.

Financial Goals.
Financial Goals.
Financial Goals.

By the end of the lesson, the learner should be able to:
Differentiate between short term and long term financial goals.
Classify different financial goals as either short term or long term.
Acknowledge the need to set both short and long term financial goals.
Define the term Financial discipline.
Identify the importance of financial discipline in setting of financial goals.
Search the internet for additional information on the importance of financial discipline.
Acknowledge the need for financial discipline to individuals.
Create educative messages on the importance of financial discipline on digital devices or posters.
Enjoy creating and sharing educative messages on the importance of financial discipline.

In groups, learners are guided to:
brainstorm and present the meaning of short term and long term financial goals.
study the financial goals in learner's book or those presented to them.
collaborate in identifying and classifying them as either short term or long term financial goals.
In groups or pairs,learners are guided to; brainstorm and present the meaning of financial discipline
search from digital or print resources for information on the importance of financial discipline.
identify and discuss the importance of financial discipline.
collaborate in creating educative messages on the importance of financial discipline on digital devices and posters.
share the created educative messages on the importance of financial discipline online or display posters in school.

What is the difference between short and long term financial goals?

MTP Business Studies Grade 8 pg 1-4.
MTP Business Studies Grade 8 pg 4.
Digital devices.
Lesson notes.

Assessment rubric. oral assessment. Written test. Oral questions.

Entrepreneurship.

Financial Goals.
Financial Goals.
Financial Goals.
Financial Goals.
Financial Goals.

By the end of the lesson, the learner should be able to:
Identify the factors to consider when setting up financial goals.
Discuss the factors to consider when setting up financial goals.
Use digital devices to search for information on factors considered when setting financial goals.
Acknowledge the factors considered when setting financial goals.
lesson,
Identify the learning resources that one can use to search for information on setting financial goals.
Discuss how one can use the learning resources to search for information on setting financial goals.
Appreciate the different learning resources used to search for information on setting financial goals.
Select a learning resource to search for information on setting up financial goals.
Use the selected learning resource to search for information on setting up financial goals.
Enjoy using the learning resources to search for information on setting up financial goals.
Outline the steps for formulating financial goals for individual development.
Use digital devices to search for information on steps to follow in formulating financial goals.
Acknowledge the steps to follow when formulating financial goals.
Formulate financial goals for individual development.
Enjoy formulating financial goals for individual development.

In groups,pairs,learners are guided to:
brainstorm and present on the factors to consider when setting financial goals .
search the internet or print materials for information on factors considered when setting financial goals.
discuss the factors to consider when setting financial goals.
prepare flashcards showing the factors to consider when setting financial goals.
In groups or pairs,learners are guided to:
study the pictures in learner's book and identify the resources that one can use to search for information on setting up financial goals.
list other resources that can be used to search for information on setting financial goals.
discuss how the learning resources can be used to search for information on setting financial goals.
In groups or individually,learners are guided to:
select a learning resource to search for information on setting up financial goals.
use the learning resource to search for relevant information on setting up of financial goals.
In groups,pairs,learners are guided to;
brainstorm and present on some of the steps to follow in formulating financial goals.
search the internet for information on steps to follow when formulating financial goals for individual development.
discuss the steps to follow in formulating financial goals for individual development.
In pairs or individually,learners are guided to;
observe keenly as the teacher demonstrates how to set a SMART financial goal.
creatively set or formulate financial goals for self development on digital devices or books.
share their financial goals with peers.

What factors should one consider when setting financial goals?

Digital devices.
Lesson notes.
MTP Business Studies Grade 8 pg 4-5.
Flashcards.
MTP Business Studies Grade 8 pg 6.
Digital resources.
Pictures.
Learning resources (magazines, newspaper, laptops, tablets)
Video clips.
Internet.
MTP Business Studies Grade 8 pg 6-7.
Sample financial goals.

Assessment rubric. Oral questions. Written tests. Checklists.