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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
REPORTING TO SCHOOL AND ORIENTATION |
||||||||
| 2 | 1 |
Living Things and their Environment
|
The Cell - Components of a cell as seen under the light microscope
The Cell - Plant cell as observed under a light microscope |
By the end of the
lesson, the learner
should be able to:
- Identify the components of a cell as seen under the light microscope - State the functions of the different components of a cell - Appreciate the role of cells as the basic unit of living things |
In groups, learners are guided to:
- Review how to set up and use a light microscope correctly - Study and discuss the components visible under a light microscope - Identify the field of view and adjust lighting for observation |
What makes up plant and animal cells?
|
Active Integrated Science Grade 8 pg. 74
Light microscope Charts of cell structure Reference books Active Integrated Science Grade 8 pg. 75 Onion Iodine solution Slides and coverslips |
Observation
Oral questions
|
|
| 2 | 2 |
Living Things and their Environment
|
The Cell - Functions of components of a plant cell
The Cell - Animal cell as observed under a light microscope |
By the end of the
lesson, the learner
should be able to:
- Describe the functions of the cell wall, cell membrane, nucleus, cytoplasm, chloroplasts and vacuole - Distinguish the roles of components unique to plant cells - Appreciate that each component of a cell performs a specific function |
In groups, learners are guided to:
- Use print and non-print material to search for information on functions of plant cell components - Discuss functions of cell wall, nucleus, chloroplasts and vacuole using diagrams - Draw and label a well-annotated diagram of a plant cell |
What is the function of each component of a plant cell?
|
Active Integrated Science Grade 8 pg. 75
Charts of plant cell Internet access Reference books Light microscope Permanent slide of animal cells |
Oral questions
Written assignments
Drawings
|
|
| 2 | 3-4 |
Living Things and their Environment
|
The Cell - Functions of components of animal and plant cells
The Cell - Comparing plant and animal cells as observed under a light microscope The Cell - Comparing plant and animal cells: size, shape and vacuole |
By the end of the
lesson, the learner
should be able to:
- Describe the functions of the cell membrane, nucleus and cytoplasm in both plant and animal cells - Relate the structure of each component to its function - Appreciate that cells carry out all life processes - Compare the size, shape, position of nucleus and presence of vacuole in plant and animal cells - Classify given diagrams as plant or animal cells based on observed features - Appreciate the importance of differences between plant and animal cells |
In groups, learners are guided to:
- Study diagrams and charts showing components of plant and animal cells - Discuss the functions of the nucleus, cell membrane and cytoplasm - Use internet or reference books to find information on cell component functions - Compare the size and shape of plant and animal cells from microscope observations - Discuss the position of the nucleus and size of the vacuole in each cell type - Make short notes on similarities between plant and animal cells |
How do the components of a cell enable it to carry out its functions?
What features can be used to distinguish a plant cell from an animal cell? |
Active Integrated Science Grade 8 pg. 75
Charts showing cell components Internet access Reference books Charts of plant and animal cells Active Integrated Science Grade 8 pg. 75 Light microscope Slides Charts comparing cells |
Oral questions
Written tests
Observation Oral questions Written tests |
|
| 2 | 5 |
Living Things and their Environment
|
The Cell - Calculating the magnification of a cell as seen under the light microscope
The Cell - Calculating magnification: practice problems |
By the end of the
lesson, the learner
should be able to:
- Define magnification as the enlargement of an image by a microscope - Calculate the total magnification of a specimen using the formula: eyepiece lens × objective lens - Show interest in applying mathematical skills to scientific investigations |
In groups, learners are guided to:
- Study the formula: total magnification = eyepiece lens magnification × objective lens magnification - Work through the example of potassium atom diagram with eyepiece ×4 and objective ×20 - Calculate the magnification of given specimens and record below diagrams |
How is the magnification of a cell determined using a light microscope?
|
Active Integrated Science Grade 8 pg. 82
Light microscope Prepared slides Reference books Graph paper |
Oral questions
Written tests
Calculations
|
|
| 3 | 1 |
Living Things and their Environment
|
The Cell - Use of a light microscope in magnification
|
By the end of the
lesson, the learner
should be able to:
- Describe the uses of a light microscope in various fields - Explain the importance of the light microscope in research, medicine and industry - Appreciate that the light microscope has transformed our understanding of living things |
In groups, learners are guided to:
- Read and dramatise the dialogue involving Dr. William and the Integrated Science teacher - Discuss four uses of the light microscope in magnification from the dialogue - Search the internet for additional uses of the light microscope in medicine and crime detection |
How is the light microscope useful in day-to-day life and scientific research?
|
Active Integrated Science Grade 8 pg. 83
Internet access Reference books |
Oral questions
Written assignments
|
|
| 3 | 2 |
Living Things and their Environment
|
The Cell - Uses of the light microscope in research, medicine and forensic science
|
By the end of the
lesson, the learner
should be able to:
- Identify uses of the light microscope in research institutions, hospitals and forensic science - Explain how microscopes help diagnose diseases and solve crime - Show interest in the broad applications of the microscope in society |
In groups, learners are guided to:
- Discuss how the microscope is used to study disease-causing microorganisms in research institutions - Discuss its use in hospitals to study blood cells and diagnose diseases - Discuss how microscopes help in forensic investigations such as studying hair and fibres |
Why is the light microscope considered an important tool in science and society?
|
Active Integrated Science Grade 8 pg. 83
Internet access Reference books Charts |
Oral questions
Presentations
|
|
| 3 | 3-4 |
Living Things and their Environment
|
The Cell - Making charts and models of plant and animal cells
|
By the end of the
lesson, the learner
should be able to:
- Draw well-labelled diagrams of a plant and an animal cell on the same chart - Construct a model of a plant cell using locally available materials - Appreciate the importance of models and diagrams in communicating scientific ideas |
In groups, learners are guided to:
- Make a chart showing plant and animal cells with labels using manila paper - Construct a model of a plant cell using plasticine of different colours - Display models in the science corner of the classroom |
How can models and charts help us understand the structure of cells?
|
Active Integrated Science Grade 8 pg. 83
Manila paper Plasticine of different colours Markers |
Observation
Presentations
|
|
| 3 | 5 |
Living Things and their Environment
|
The Cell - Importance of cells in living things
|
By the end of the
lesson, the learner
should be able to:
- Explain the role of cells as the basic structural and functional unit of life - Describe how cells work together to form tissues, organs and organ systems - Appreciate the importance of cells in sustaining life |
In groups, learners are guided to:
- Discuss how cells are the basic unit of all living things - Use digital or print media to search for information on how cells form tissues and organs - Discuss examples of how specialised cells perform specific functions |
Why are cells considered the basic unit of life?
|
Active Integrated Science Grade 8 pg. 83
Internet access Reference books |
Oral questions
Written assignments
|
|
| 4 | 1 |
Living Things and their Environment
|
The Cell - Safe handling and disposal of materials from cell experiments
|
By the end of the
lesson, the learner
should be able to:
- Describe safe procedures for handling slides, coverslips and biological specimens - Explain the importance of disposing of waste from cell experiments appropriately - Show responsibility in maintaining a clean and safe working environment |
In groups, learners are guided to:
- Discuss safe handling of slides, coverslips and staining materials - Demonstrate correct disposal of biological waste and broken glass - Discuss why cleanliness after practical work protects health and the environment |
Why is it important to handle and dispose of materials from experiments safely?
|
Active Integrated Science Grade 8 pg. 75
Waste disposal containers Reference books |
Observation
Oral questions
|
|
| 4 | 2 |
Living Things and their Environment
|
The Cell - Making a model and chart of plant and animal cells (project)
|
By the end of the
lesson, the learner
should be able to:
- Create a poster or model that accurately represents the structure of plant and animal cells - Present the model or chart to classmates explaining the function of each component - Appreciate that scientific communication is an important skill |
In groups, learners are guided to:
- Collaboratively plan and create a labelled chart showing plant and animal cells - Construct models of plant and animal cells using available materials - Display and present models to classmates and discuss component functions |
How can we use models to communicate our understanding of cell structure?
|
Active Integrated Science Grade 8 pg. 75
Manila paper Plasticine Markers Internet access |
Observation
Presentations
|
|
| 4 | 3-4 |
Living Things and their Environment
|
The Cell - Consolidation and assessment preparation
The Cell - Summative assessment |
By the end of the
lesson, the learner
should be able to:
- Review all key concepts in sub-strand 2.1: cell structure, functions, comparison and magnification - Solve past questions on cell structure and microscopy - Show confidence in answering questions on cells and the light microscope - Demonstrate mastery of cell structure, component functions, comparison of plant and animal cells and magnification calculations - Solve application-based questions integrating sub-strand 2.1 concepts - Show confidence in applying knowledge of the cell to real-life situations |
In groups, learners are guided to:
- Complete a review of all sub-strand 2.1 topics through group discussion - Solve structured and application-based questions on cells and magnification - Correct and discuss assessment answers - Complete a written summative assessment on sub-strand 2.1 - Discuss answers after marking to consolidate understanding - Reflect on learning progress and identify areas for improvement |
How well do we understand the structure and functions of plant and animal cells?
How well have we mastered the concepts in sub-strand 2.1: The Cell? |
Active Integrated Science Grade 8 pg. 86
Assessment questions Reference books Active Integrated Science Grade 8 pg. 86 Assessment papers Reference books |
Written tests
Oral questions
Written tests Observation |
|
| 4 | 5 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Structure of the cell membrane
|
By the end of the
lesson, the learner
should be able to:
- Describe the structure of the cell membrane - Identify the parts that form the cell membrane including phospholipids and protein molecules - Show interest in understanding how cell membrane structure enables its functions |
In groups, learners are guided to:
- Study a chart showing the structure of the cell membrane - Identify the different parts of the cell membrane from Figure 2.15 - Draw and label the parts of the cell membrane |
What is the structure of the cell membrane and how does it enable its functions?
|
Active Integrated Science Grade 8 pg. 87
Charts showing cell membrane structure Internet access |
Observation
Oral questions
Drawings
|
|
| 5 | 1 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Properties of the cell membrane
|
By the end of the
lesson, the learner
should be able to:
- Describe the properties of the cell membrane: semi-permeability, electric charges and sensitivity to temperature and pH - Explain what semi-permeability means in relation to the cell membrane - Appreciate that the properties of the cell membrane are essential for cell function |
In groups, learners are guided to:
- Study a chart showing how particles move across the cell membrane - Discuss the role of protein molecules in the properties of the cell membrane - Discuss how the properties of the cell membrane help it perform its functions |
Why is it important for the cell membrane to control what gets in and out of the cell?
|
Active Integrated Science Grade 8 pg. 88
Charts showing cell membrane structure Reference books |
Oral questions
Written assignments
|
|
| 5 | 2 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Demonstrating semi-permeability of the cell membrane
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate that the cell membrane is semi-permeable - Explain which particles pass through the cell membrane and which do not - Show interest in using experiments to verify properties of the cell membrane |
In groups, learners are guided to:
- Carry out an activity to demonstrate semi-permeability of the cell membrane using a chart - Study Figure 2.16 showing demonstration of semi-permeability - Explain the meaning of semi-permeability from the activity |
How does semi-permeability of the cell membrane control movement of materials?
|
Active Integrated Science Grade 8 pg. 89
Charts showing semi-permeability Reference books |
Observation
Oral questions
|
|
| 5 | 3-4 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Demonstrating semi-permeability of the cell membrane
Movement of Materials In and Out of the Cell - Effects of heat and pH on the cell membrane |
By the end of the
lesson, the learner
should be able to:
- Demonstrate that the cell membrane is semi-permeable - Explain which particles pass through the cell membrane and which do not - Show interest in using experiments to verify properties of the cell membrane - Describe the effect of heat on the functioning of the cell membrane - Describe the effect of pH change on the functioning of the cell membrane - Show interest in investigating how environmental factors affect cell membrane function |
In groups, learners are guided to:
- Carry out an activity to demonstrate semi-permeability of the cell membrane using a chart - Study Figure 2.16 showing demonstration of semi-permeability - Explain the meaning of semi-permeability from the activity - Carry out an experiment to demonstrate the effect of heat on the cell membrane using beetroot cylinders - Carry out an experiment to demonstrate the effect of dilute acid and alkali on the cell membrane - Discuss and record observations on how heat and pH affect membrane functioning |
How does semi-permeability of the cell membrane control movement of materials?
How do heat and pH affect the functioning of the cell membrane? |
Active Integrated Science Grade 8 pg. 89
Charts showing semi-permeability Reference books Active Integrated Science Grade 8 pg. 90 Beetroot cylinders Test tubes Dilute acid and alkali Water bath |
Observation
Oral questions
Observation Written tests |
|
| 5 | 5 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Demonstrating diffusion
|
By the end of the
lesson, the learner
should be able to:
- Define diffusion as the movement of particles from a region of high concentration to low concentration - Demonstrate diffusion using a simple experiment - Show interest in observing diffusion as evidence of particle movement |
In groups, learners are guided to:
- Carry out an activity to demonstrate diffusion using potassium manganate (VII) in water - Observe and record how particles spread out over time - Discuss the definition of diffusion from the experimental observation |
What is diffusion and how can it be demonstrated?
|
Active Integrated Science Grade 8 pg. 97
Potassium manganate (VII) Water Beakers |
Observation
Oral questions
|
|
| 6 | 1 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Role of diffusion in plants and animals
|
By the end of the
lesson, the learner
should be able to:
- Describe the role of diffusion in living things including gas exchange, absorption and excretion - Explain how diffusion supports photosynthesis, respiration and digestion - Appreciate that diffusion is fundamental to life processes |
In groups, learners are guided to:
- Read information on the role of diffusion in living things and discuss in groups - Discuss roles such as uptake of oxygen in lungs, absorption of glucose in the gut and gas exchange in leaves - Write short notes on roles of diffusion and present to classmates |
How does diffusion support important life processes in plants and animals?
|
Active Integrated Science Grade 8 pg. 97
Reference books Internet access |
Oral questions
Written assignments
|
|
| 6 | 2 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Factors affecting the rate of diffusion: temperature and surface area
|
By the end of the
lesson, the learner
should be able to:
- Describe how temperature affects the rate of diffusion - Explain how the ratio of surface area to volume affects the rate of diffusion - Show interest in investigating factors that affect diffusion |
In groups, learners are guided to:
- Carry out an experiment to observe diffusion of ink at different temperatures - Carry out an activity to find out how surface area to volume ratio affects diffusion - Discuss and record how increasing temperature increases the rate of diffusion |
How do temperature and surface area affect the rate of diffusion?
|
Active Integrated Science Grade 8 pg. 97
Ink Hot and cold water Beakers Agar cubes |
Observation
Written tests
|
|
| 6 | 3-4 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Factors affecting diffusion: membrane thickness, particle size and concentration gradient
Movement of Materials In and Out of the Cell - Effect of physical state on rate of diffusion |
By the end of the
lesson, the learner
should be able to:
- Describe how membrane thickness affects the rate of diffusion - Explain how particle size and concentration gradient affect the rate of diffusion - Appreciate that multiple factors interact to determine the rate of diffusion - Explain how the physical state of particles affects the rate of diffusion - Describe that gases diffuse faster than liquids, which diffuse faster than solids - Show interest in relating particle arrangement to the rate of diffusion |
In groups, learners are guided to:
- Study diagrams comparing diffusion through thin and thick membranes - Study Figure 2.25 showing set-ups with different concentration gradients - Discuss how increasing concentration gradient increases the rate of diffusion - Study Figure 2.26 showing diffusion in different physical states - Discuss why gaseous particles diffuse fastest based on particle spacing - Summarise all factors affecting diffusion in a table |
How do membrane thickness, particle size and concentration gradient affect diffusion?
Why do substances in different physical states diffuse at different rates? |
Active Integrated Science Grade 8 pg. 99
Charts showing concentration gradient Reference books Active Integrated Science Grade 8 pg. 100 Charts and diagrams Reference books |
Oral questions
Written assignments
Oral questions Written tests |
|
| 6 | 5 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Demonstrating osmosis using potato cylinders
|
By the end of the
lesson, the learner
should be able to:
- Define osmosis as the movement of water molecules across a semi-permeable membrane from a dilute to a concentrated solution - Demonstrate osmosis using potato cylinders in distilled water and sugar solution - Show interest in carrying out experiments to investigate osmosis |
In groups, learners are guided to:
- Set up the experiment: place potato cylinders in distilled water (beaker A) and sugar solution (beaker B) - Measure and record the length of potato cylinders before and after as in Table 2.3 - Discuss and explain changes in length based on osmosis |
How does osmosis cause changes in the length of potato cylinders in different solutions?
|
Active Integrated Science Grade 8 pg. 101
Potato Distilled water Sugar solution Beakers Ruler |
Observation
Oral questions
Written tests
|
|
| 7 | 1 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Hypertonic, hypotonic and isotonic solutions
|
By the end of the
lesson, the learner
should be able to:
- Define hypertonic, hypotonic and isotonic solutions - Predict the direction of water movement when a cell is placed in each type of solution - Appreciate that solution concentration determines the direction of osmosis |
In groups, learners are guided to:
- Study the definitions of hypertonic, hypotonic and isotonic solutions - Discuss the effect of placing a cell in each type of solution - Complete questions predicting osmosis outcomes in given scenarios |
How does the concentration of the surrounding solution affect osmosis in cells?
|
Active Integrated Science Grade 8 pg. 102
Reference books Charts showing solution types |
Oral questions
Written assignments
|
|
| 7 | 2 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Hypertonic, hypotonic and isotonic solutions
|
By the end of the
lesson, the learner
should be able to:
- Define hypertonic, hypotonic and isotonic solutions - Predict the direction of water movement when a cell is placed in each type of solution - Appreciate that solution concentration determines the direction of osmosis |
In groups, learners are guided to:
- Study the definitions of hypertonic, hypotonic and isotonic solutions - Discuss the effect of placing a cell in each type of solution - Complete questions predicting osmosis outcomes in given scenarios |
How does the concentration of the surrounding solution affect osmosis in cells?
|
Active Integrated Science Grade 8 pg. 102
Reference books Charts showing solution types |
Oral questions
Written assignments
|
|
| 7 | 3-4 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Demonstrating osmosis using visking tubing
Movement of Materials In and Out of the Cell - Factors affecting the rate of osmosis |
By the end of the
lesson, the learner
should be able to:
- Demonstrate osmosis using visking tubing as a model of a semi-permeable membrane - Explain observations in the visking tubing experiment in terms of osmosis - Show interest in using models to investigate biological processes - Describe the factors that affect the rate of osmosis: temperature, concentration gradient, surface area to volume ratio, pressure and membrane thickness - Explain how each factor influences the rate of osmosis - Show interest in applying knowledge of osmosis to living systems |
In groups, learners are guided to:
- Set up visking tubing experiment: fill with sugar solution, place in distilled water - Observe results after 30 minutes and compare with Figure 2.27 - Discuss and explain changes in the visking tubing experiment - Use reading material provided to find out how each factor affects osmosis - Discuss how increasing temperature, concentration gradient and surface area increase the rate of osmosis - Summarise factors affecting osmosis in a table |
How does the visking tubing experiment demonstrate the process of osmosis?
What factors determine how fast osmosis occurs across a cell membrane? |
Active Integrated Science Grade 8 pg. 103
Visking tubing Sugar solution Distilled water Beaker Active Integrated Science Grade 8 pg. 103 Reference books Internet access |
Observation
Oral questions
Oral questions Written tests |
|
| 7 | 5 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Role of osmosis in plants
|
By the end of the
lesson, the learner
should be able to:
- Describe the role of osmosis in opening and closing of stomata in plants - Explain how osmosis enables feeding in insectivorous plants and supports herbaceous plants - Appreciate that osmosis is essential for plant survival |
In groups, learners are guided to:
- Read about and discuss the role of osmosis in opening and closing of stomata - Discuss how insectivorous plants trap insects using osmosis-driven leaf movements - Discuss how osmosis creates turgidity that supports herbaceous plants |
How does osmosis support the life processes of plants?
|
Active Integrated Science Grade 8 pg. 105
Reference books Internet access Charts |
Oral questions
Written assignments
|
|
| 8 | 1 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Role of osmosis in animals
|
By the end of the
lesson, the learner
should be able to:
- Describe the role of osmosis in absorption of water in the digestive system - Explain how osmosis enables reabsorption of water in the kidney - Appreciate the essential role of osmosis in maintaining water balance in animals |
In groups, learners are guided to:
- Discuss how water is absorbed from the digestive system into the bloodstream through osmosis - Discuss how the kidney reabsorbs water into the bloodstream by osmosis - Research additional roles of osmosis in animals using digital or print media |
How does osmosis maintain water balance in animals?
|
Active Integrated Science Grade 8 pg. 106
Reference books Internet access |
Oral questions
Written tests
|
|
| 8 | 2 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Poster on importance of diffusion and osmosis
|
By the end of the
lesson, the learner
should be able to:
- Summarise the roles of diffusion and osmosis in living things on a poster - Present findings on the importance of diffusion and osmosis to classmates - Appreciate that scientific communication through posters develops presentation skills |
In groups, learners are guided to:
- Write roles of diffusion on one manila paper and roles of osmosis on another - Display posters in the science corner of the classroom - Discuss the content of posters and compare with classmates |
How can a poster help communicate the importance of diffusion and osmosis in living things?
|
Active Integrated Science Grade 8 pg. 107
Manila paper Markers Reference books |
Observation
Presentations
|
|
| 8 | 3-4 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Turgidity, plasmolysis and crenation
|
By the end of the
lesson, the learner
should be able to:
- Describe what happens to plant cells placed in hypotonic and hypertonic solutions - Define turgidity and plasmolysis in plant cells and crenation and haemolysis in animal cells - Show interest in explaining the effects of osmosis on cells |
In groups, learners are guided to:
- Discuss observations of plant leaves drooping on a sunny day due to loss of water through osmosis - Study Figures 2.34 and 2.35 showing plasmolysis and turgidity in plant cells - Study Figures 2.36 and 2.37 showing crenation and haemolysis in red blood cells |
What happens to plant and animal cells when placed in solutions of different concentrations?
|
Active Integrated Science Grade 8 pg. 108
Charts showing turgidity and plasmolysis Reference books |
Oral questions
Written assignments
|
|
| 8 | 5 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Effects of osmosis on plant and animal cells
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between turgid, plasmolysed, crenated and haemolysed cells - Explain conditions under which each state occurs - Appreciate the practical importance of osmosis in food storage and agriculture |
In groups, learners are guided to:
- Study Figure 2.35 showing turgidity when a plasmolysed cell is placed in hypotonic solution - Discuss how turgidity helps plants maintain shape and how crenation affects red blood cells - Educate family members about how to keep vegetables fresh using knowledge of osmosis |
How does osmosis affect the shape and functioning of plant and animal cells?
|
Active Integrated Science Grade 8 pg. 109
Charts showing cell osmosis effects Reference books |
Oral questions
Written tests
|
|
| 9 |
MIDTERM ASSESSMENT AND BREAK |
||||||||
| 10 | 1 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Comparing diffusion and osmosis
|
By the end of the
lesson, the learner
should be able to:
- Identify similarities between diffusion and osmosis - Identify differences between diffusion and osmosis - Show interest in using comparison as a scientific thinking skill |
In groups, learners are guided to:
- Discuss similarities: both involve particle movement from high to low concentration - Discuss differences: osmosis involves water only through a semi-permeable membrane - Complete Table 2.4 showing incidences that involve diffusion and osmosis |
How are diffusion and osmosis similar and how do they differ?
|
Active Integrated Science Grade 8 pg. 112
Reference books Charts comparing diffusion and osmosis |
Written assignments
Oral questions
|
|
| 10 | 2 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Summative assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of cell membrane structure and properties, diffusion, osmosis and their roles in living things - Solve application-based questions integrating all sub-strand 2.2 concepts - Show confidence in applying knowledge of cell transport to real-life situations |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 2.2 - Discuss assessment answers after marking to consolidate understanding - Reflect on learning progress across sub-strand 2.2 |
How well have we mastered the concepts in sub-strand 2.2: Movement of Materials?
|
Active Integrated Science Grade 8 pg. 112
Assessment papers Reference books |
Written tests
Observation
|
|
| 10 | 3-4 |
Force and Energy
|
Transformation of Energy - Forms of energy in nature
Transformation of Energy - Renewable and non-renewable energy sources Transformation of Energy - Energy transformation is the process of changing one form of energy to another Transformation of Energy - Demonstrating energy transformations in a falling object |
By the end of the
lesson, the learner
should be able to:
- Identify forms of energy in nature: light, heat, potential, kinetic, gravitational, electrical, sound, chemical and nuclear energy - Define energy as the ability to do work - Show interest in relating different forms of energy to everyday experiences - Define energy transformation as the process of changing one form of energy to another - Give examples of energy transformations in nature - Show interest in identifying energy transformations in everyday situations |
In groups, learners are guided to:
- Study pictures in Figure 3.1 showing different sources and forms of energy - Discuss the meaning of energy and the different forms it takes - Use a digital device or print media to search for information on forms of energy in nature - Discuss examples of energy transformations such as food keeping the body warm and sound from a falling fruit - Discuss energy transformations: potential to kinetic in a waterfall, chemical to heat in burning - State the law of conservation of energy |
What are the different forms of energy found in nature?
How does energy change from one form to another in nature? |
Active Integrated Science Grade 8 pg. 115
Charts showing forms of energy Internet access Reference books Active Integrated Science Grade 8 pg. 116 Table 3.1 energy sources chart Active Integrated Science Grade 8 pg. 117 Reference books Internet access Active Integrated Science Grade 8 pg. 118 Pendulum or swinging equipment |
Observation
Oral questions
Oral questions Oral questions |
|
| 10 | 5 |
Force and Energy
|
Transformation of Energy - Energy transformations in a turbine and falling water
Transformation of Energy - Making a turbine model |
By the end of the
lesson, the learner
should be able to:
- Describe energy transformations that occur in a turbine - Trace the energy transformation chain from falling water to electrical energy - Appreciate the use of energy transformation in generating electricity |
In groups, learners are guided to:
- Study Figures 3.7 and 3.8 showing a turbine cut-out and turbine at a waterfall - Discuss the sequence of energy transformations from gravitational potential to electrical energy - Make a model turbine using cardboard and wire |
How is electrical energy generated from falling water through energy transformation?
|
Active Integrated Science Grade 8 pg. 119
Cardboard Wire Charts showing turbine Active Integrated Science Grade 8 pg. 120 Cardboard strips Plastic strip Water |
Observation
Oral questions
Written tests
|
|
| 11 | 1 |
Force and Energy
|
Transformation of Energy - Appliances that rely on energy transformation
Transformation of Energy - Energy transformations in specific appliances |
By the end of the
lesson, the learner
should be able to:
- Identify common appliances whose working relies on energy transformation - Describe the energy transformation involved in the working of each appliance - Show interest in relating energy transformation to technology |
In groups, learners are guided to:
- Study photographs of common appliances and identify the energy transformations involved - Discuss energy transformations in appliances such as electric iron, radio, generator and solar panel - Complete Table 3.2 showing energy transformations in common appliances |
What energy transformations occur in the appliances we use every day?
|
Active Integrated Science Grade 8 pg. 123
Charts showing appliances Actual appliances Reference books Active Integrated Science Grade 8 pg. 124 Internet access Table 3.2 |
Oral questions
Written assignments
|
|
| 11 | 2 |
Force and Energy
|
Transformation of Energy - Safety measures against accidents caused by energy transformation
|
By the end of the
lesson, the learner
should be able to:
- Describe safety measures to observe against car accidents caused by energy transformation - Describe safety measures to reduce dangers associated with accidental fire - Show interest in applying science knowledge to promote personal and community safety |
In groups, learners are guided to:
- Discuss how kinetic energy in moving vehicles causes accidents and safety measures to prevent them - Discuss how chemical energy in fuels transforms to heat energy causing fires - Discuss safety measures: wearing seatbelts, obeying speed limits, using fire extinguishers |
What safety measures should we observe to prevent accidents related to energy transformation?
|
Active Integrated Science Grade 8 pg. 124
Internet access Reference books Charts |
Oral questions
Written assignments
|
|
| 11 | 3-4 |
Force and Energy
|
Transformation of Energy - Safety measures against electrical and sound energy hazards
Transformation of Energy - Safety measures: research and presentation |
By the end of the
lesson, the learner
should be able to:
- Describe safety measures to observe against electrical energy hazards - Describe safety measures to protect hearing from sound energy damage - Appreciate the importance of safety measures in protecting life and property - Research safety measures associated with energy transformation for assigned topics - Present findings on safety measures related to car accidents, fire, electrical and sound hazards - Show responsibility in promoting safety awareness among peers |
In groups, learners are guided to:
- Discuss safety measures against electrical hazards: switching off appliances, avoiding wet hands near electricity - Discuss safety measures against sound hazards: reducing volume, staying away from loud sounds, using ear protection - Search for information on electrical and sound safety measures using digital devices - Use a digital device or print media to research safety measures for assigned energy hazards - Prepare and present findings to classmates on car accidents, fire, electrical and sound hazards - Discuss and evaluate the safety measures presented by different groups |
How can we protect ourselves from hazards caused by electrical and sound energy?
How can we use knowledge of energy transformation to promote safety in our community? |
Active Integrated Science Grade 8 pg. 125
Internet access Reference books Charts Active Integrated Science Grade 8 pg. 126 Internet access Reference books |
Oral questions
Written tests
Presentations Oral questions |
|
| 11 | 5 |
Force and Energy
|
Transformation of Energy - Applications of energy transformation in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Describe applications of energy transformation in day-to-day life - Give examples of how energy transformation is used in cooking, transport, communication and entertainment - Appreciate the role of energy transformation in modern life |
In groups, learners are guided to:
- Study Figure 3.13 showing applications of energy transformation in daily life - Discuss applications such as cooking with a gas cooker, charging a phone and driving a car - Use digital or print media to search for additional applications of energy transformation |
How is energy transformation applied to improve our daily lives?
|
Active Integrated Science Grade 8 pg. 127
Charts on energy applications Internet access Reference books |
Oral questions
Written assignments
|
|
| 12 | 1 |
Force and Energy
|
Transformation of Energy - Table of energy transformation processes in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Match energy transformation processes to their applications in day-to-day life - Identify the input and output energy forms in each application - Show interest in connecting energy transformation to practical technology |
In groups, learners are guided to:
- Copy and complete Table 3.3 matching energy transformation processes to applications - Discuss how the sun is the ultimate source of energy for most processes on Earth - Solve application-based questions on energy transformations in daily life |
How can we trace energy transformation chains in the processes and appliances we use every day?
|
Active Integrated Science Grade 8 pg. 128
Table 3.3 Reference books Internet access |
Written assignments
Oral questions
|
|
| 12 | 2 |
Force and Energy
|
Transformation of Energy - Table of energy transformation processes in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Match energy transformation processes to their applications in day-to-day life - Identify the input and output energy forms in each application - Show interest in connecting energy transformation to practical technology |
In groups, learners are guided to:
- Copy and complete Table 3.3 matching energy transformation processes to applications - Discuss how the sun is the ultimate source of energy for most processes on Earth - Solve application-based questions on energy transformations in daily life |
How can we trace energy transformation chains in the processes and appliances we use every day?
|
Active Integrated Science Grade 8 pg. 128
Table 3.3 Reference books Internet access |
Written assignments
Oral questions
|
|
| 12 | 3-4 |
Force and Energy
|
Transformation of Energy - Applications: solving problems and extension
Transformation of Energy - Project: making a model that demonstrates energy transformation |
By the end of the
lesson, the learner
should be able to:
- Solve problems identifying energy transformations in given appliances and processes - Describe the energy transformation chain for specific appliances such as a fan, microphone and generator - Show confidence in applying knowledge of energy transformation to new situations - Design and construct a model that demonstrates at least one energy transformation - Present the model explaining the energy transformations involved - Appreciate the creativity and practical skills involved in science projects |
In groups, learners are guided to:
- Study the photographs of appliances used in Mahiga Junior School - Identify energy transformations for each appliance shown - Discuss why fire extinguishers and safety belts are required in vehicles - Plan and build a model demonstrating an energy transformation e.g. a wind turbine or a simple electric circuit - Present the model to classmates and explain the energy transformation chain - Evaluate models made by other groups and provide feedback |
How can we apply our knowledge of energy transformation to explain the working of various devices?
How can we use locally available materials to create a model that demonstrates energy transformation? |
Active Integrated Science Grade 8 pg. 129
Reference books Internet access Active Integrated Science Grade 8 pg. 127 Locally available materials Internet access |
Written tests
Oral questions
Observation Presentations |
|
| 12 | 5 |
Force and Energy
|
Transformation of Energy - Consolidation and assessment preparation
|
By the end of the
lesson, the learner
should be able to:
- Review all key concepts in sub-strand 3.1: forms, sources, transformations, safety and applications - Solve past questions integrating sub-strand 3.1 concepts - Show confidence in applying energy transformation knowledge |
In groups, learners are guided to:
- Complete a comprehensive review of sub-strand 3.1 through group discussion - Solve structured and application-based questions on energy transformation - Discuss and correct assessment answers |
How well do we understand the concepts of energy transformation?
|
Active Integrated Science Grade 8 pg. 128
Assessment questions Reference books |
Written tests
Oral questions
|
|
| 13 |
END TERM ASSESSMENT |
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| 14 |
MARKING AND BREAK FOR AUGUST HOLIDAY |
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