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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Living Things and their Environment
|
The Cell - Components of a cell as seen under the 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 |
Observation
Oral questions
|
|
| 2 | 2 |
Living Things and their Environment
|
The Cell - Plant cell as observed under a light microscope
The Cell - Functions of components of a plant cell |
By the end of the
lesson, the learner
should be able to:
- Identify and describe components of a plant cell as seen under a light microscope - Prepare and mount a temporary slide of plant cells - Show interest in handling laboratory equipment carefully and safely |
In groups, learners are guided to:
- Collaboratively prepare and mount a temporary slide of onion epidermal cells - Observe and draw the plant cell noting the cell wall, cell membrane, nucleus, cytoplasm and vacuole - Discuss why chloroplasts were not visible in onion epidermal cells |
What structures can be seen in a plant cell under a light microscope?
|
Active Integrated Science Grade 8 pg. 75
Light microscope Onion Iodine solution Slides and coverslips Charts of plant cell Internet access Reference books |
Observation
Oral questions
Drawings
|
|
| 2 | 3 |
Living Things and their Environment
|
The Cell - Animal cell as observed under a light microscope
The Cell - Functions of components of animal and plant cells The Cell - Comparing plant and animal cells as observed under a light microscope |
By the end of the
lesson, the learner
should be able to:
- Identify and describe components of an animal cell as seen under a light microscope - Observe and draw an animal cell from a permanent slide - Show interest in making accurate scientific drawings |
In groups, learners are guided to:
- Observe a permanent slide of animal cells under the light microscope - Draw and label one animal cell showing cell membrane, nucleus and cytoplasm - Discuss the shape of the animal cell as regular or irregular |
What structures can be seen in an animal cell under a light microscope?
|
Active Integrated Science Grade 8 pg. 75
Light microscope Permanent slide of animal cells Charts showing cell components Internet access Reference books Charts of plant and animal cells |
Observation
Oral questions
Drawings
|
|
| 2 | 4 |
Living Things and their Environment
|
The Cell - Comparing plant and animal cells: size, shape and vacuole
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:
- 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:
- 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 |
What features can be used to distinguish a plant cell from an animal cell?
|
Active Integrated Science Grade 8 pg. 75
Light microscope Slides Charts comparing cells Active Integrated Science Grade 8 pg. 82 Prepared slides Reference books Graph paper |
Observation
Oral questions
Written tests
|
|
| 2 | 5 |
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 | 1 |
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 | 2 |
Living Things and their Environment
|
The Cell - Making charts and models of plant and animal cells
The Cell - Importance of cells in living things |
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 Internet access Reference books |
Observation
Presentations
|
|
| 3 | 3 |
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
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
Living Things and their Environment
|
The Cell - Consolidation and assessment preparation
|
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 |
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 |
How well do we understand the structure and functions of plant and animal cells?
|
Active Integrated Science Grade 8 pg. 86
Assessment questions Reference books |
Written tests
Oral questions
|
|
| 4 | 1 |
Living Things and their Environment
|
The Cell - Summative assessment
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:
- 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 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 have we mastered the concepts in sub-strand 2.1: The Cell?
|
Active Integrated Science Grade 8 pg. 86
Assessment papers Reference books Active Integrated Science Grade 8 pg. 87 Charts showing cell membrane structure Internet access |
Written tests
Observation
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Effects of heat and pH on the cell membrane
Movement of Materials In and Out of the Cell - Demonstrating diffusion |
By the end of the
lesson, the learner
should be able to:
- 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 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 do heat and pH affect the functioning of the cell membrane?
|
Active Integrated Science Grade 8 pg. 90
Beetroot cylinders Test tubes Dilute acid and alkali Water bath Active Integrated Science Grade 8 pg. 97 Potassium manganate (VII) Water Beakers |
Observation
Written tests
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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 |
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 |
How do membrane thickness, particle size and concentration gradient affect diffusion?
|
Active Integrated Science Grade 8 pg. 99
Charts showing concentration gradient Reference books Active Integrated Science Grade 8 pg. 100 Charts and diagrams |
Oral questions
Written assignments
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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 |
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 |
How does the visking tubing experiment demonstrate the process of osmosis?
|
Active Integrated Science Grade 8 pg. 103
Visking tubing Sugar solution Distilled water Beaker Reference books Internet access |
Observation
Oral questions
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Poster on importance of diffusion and osmosis
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:
- 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 Active Integrated Science Grade 8 pg. 108 Charts showing turgidity and plasmolysis |
Observation
Presentations
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
Living Things and their Environment
|
Reproduction in Human Beings - The menstrual cycle in human beings
Reproduction in Human Beings - Challenges related to the menstrual cycle |
By the end of the
lesson, the learner
should be able to:
- Outline the phases of the menstrual cycle in human beings - Describe what happens during each phase of the menstrual cycle - Show interest in understanding reproductive health |
In groups, learners are guided to:
- Search for information from print or non-print media on the menstrual cycle - Discuss the phases of the menstrual cycle and what occurs in each phase - Draw a diagram representing the menstrual cycle and its phases |
What is the menstrual cycle and what changes occur during each phase?
|
Internet access
Charts showing menstrual cycle Digital devices Print media |
Oral questions
Written assignments
|
|
| 7 | 3 |
Living Things and their Environment
|
Reproduction in Human Beings - Managing challenges related to the menstrual cycle
|
By the end of the
lesson, the learner
should be able to:
- Develop a plan to manage challenges related to the menstrual cycle - Describe practical measures to manage irregular periods, bleeding and pain - Appreciate the importance of seeking medical advice for menstrual challenges |
In groups, learners are guided to:
- Discuss management strategies for challenges related to the menstrual cycle - Role-play supportive conversations about menstrual health - Develop a personal or group plan for managing menstrual challenges |
How can challenges related to the menstrual cycle be effectively managed?
|
Internet access
Digital devices Print media |
Oral questions
Presentations
|
|
| 7 | 4 |
Living Things and their Environment
|
Reproduction in Human Beings - Process of fertilisation in human beings
|
By the end of the
lesson, the learner
should be able to:
- Describe the process of fertilisation as the fusion of a sperm cell with an egg cell - Explain where fertilisation takes place in the female reproductive system - Show interest in understanding human reproduction |
In groups, learners are guided to:
- Study illustrations and charts on the process of fertilisation - Discuss the journey of the sperm from the vagina to the fallopian tube - Discuss the fusion of the sperm and ovum to form a zygote |
What is fertilisation and where does it occur in the human body?
|
Internet access
Charts showing fertilisation Illustrations |
Oral questions
Written tests
|
|
| 7 | 5 |
Living Things and their Environment
|
Reproduction in Human Beings - Process of implantation in human beings
Reproduction in Human Beings - Symptoms and prevention of HIV and AIDS |
By the end of the
lesson, the learner
should be able to:
- Describe the process of implantation of the blastocyst in the uterus - Explain the sequence of events from fertilisation to implantation - Appreciate the complexity of early human development |
In groups, learners are guided to:
- Study illustrations showing implantation of the blastocyst in the uterine wall - Discuss the journey of the fertilised egg from the fallopian tube to the uterus - Discuss what happens during implantation and its importance |
What happens during implantation and why is it important?
|
Internet access
Charts showing implantation Illustrations Charts on HIV and AIDS Digital devices |
Oral questions
Written assignments
|
|
| 8 | 1 |
Living Things and their Environment
|
Reproduction in Human Beings - Symptoms and prevention of gonorrhoea and syphilis
|
By the end of the
lesson, the learner
should be able to:
- Outline the symptoms of gonorrhoea and syphilis in human beings - Describe prevention measures for gonorrhoea and syphilis - Show respect and open-mindedness when discussing STIs |
In groups, learners are guided to:
- Search for information on symptoms of gonorrhoea and syphilis from print and non-print materials - Discuss the symptoms of each STI and how they differ - Discuss prevention measures for gonorrhoea and syphilis |
What are the symptoms of gonorrhoea and syphilis and how can they be prevented?
|
Internet access
Charts on gonorrhoea and syphilis Digital devices |
Oral questions
Written tests
|
|
| 8 | 2 |
Living Things and their Environment
|
Reproduction in Human Beings - Symptoms and prevention of herpes
|
By the end of the
lesson, the learner
should be able to:
- Outline the symptoms of herpes in human beings - Describe prevention measures for herpes - Appreciate the importance of responsible behaviour in preventing STIs |
In groups, learners are guided to:
- Search for information on symptoms of herpes from print and non-print materials - Discuss how herpes is transmitted and its symptoms - Discuss prevention measures for herpes |
What are the symptoms of herpes and how can infection be prevented?
|
Internet access
Digital devices Print media |
Oral questions
Written assignments
|
|
| 8 | 3 |
Living Things and their Environment
|
Reproduction in Human Beings - Prevention measures for common STIs
Reproduction in Human Beings - Importance of a healthy reproductive system |
By the end of the
lesson, the learner
should be able to:
- Compare prevention measures across common STIs: HIV and AIDS, gonorrhoea, syphilis and herpes - Develop a community awareness message on STI prevention - Show responsibility in promoting reproductive health |
In groups, learners are guided to:
- Discuss and compare prevention measures for all STIs studied - Role-play peer conversations about STI prevention - Prepare a short community awareness message on STI prevention |
How can knowledge of STI prevention help protect individuals and the community?
|
Internet access
Charts on STI prevention Digital devices Print media |
Oral questions
Presentations
|
|
| 8 | 4 |
Living Things and their Environment
Force and Energy |
Reproduction in Human Beings - Summative assessment
Transformation of Energy - Forms of energy in nature |
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of the menstrual cycle, fertilisation, implantation and STIs - Solve structured and application-based questions covering sub-strand 2.3 - Show confidence in applying knowledge of reproduction to real-life situations |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 2.3 - Discuss assessment answers after marking to consolidate understanding - Reflect on learning progress across sub-strand 2.3 |
How well have we mastered the concepts in sub-strand 2.3: Reproduction in Human Beings?
|
Assessment questions
Internet access Digital devices Active Integrated Science Grade 8 pg. 115 Charts showing forms of energy Reference books |
Written tests
Oral questions
|
|
| 8 | 5 |
Force and Energy
|
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 |
By the end of the
lesson, the learner
should be able to:
- Classify energy sources in nature into renewable and non-renewable sources - Give examples of renewable sources such as solar, wind, geothermal and hydroelectric - Appreciate the importance of using renewable energy sources |
In groups, learners are guided to:
- Discuss and classify energy sources from Table 3.1 into renewable and non-renewable - Use digital or print media to search for information on classification of energy sources - Discuss the advantages of renewable over non-renewable energy sources |
What is the difference between renewable and non-renewable energy sources?
|
Active Integrated Science Grade 8 pg. 116
Table 3.1 energy sources chart Internet access Reference books Active Integrated Science Grade 8 pg. 117 |
Oral questions
Written assignments
|
|
| 9 | 1 |
Force and Energy
|
Transformation of Energy - Demonstrating energy transformations in a falling object
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:
- Demonstrate energy transformation in a falling object from potential to kinetic energy - Explain the energy transformations that occur in a swinging pendulum - Appreciate that energy is conserved during transformation |
In groups, learners are guided to:
- Carry out an activity to demonstrate energy transformation in a falling object - Study Figure 3.4 showing children playing a swinging game - Discuss the energy transformations at different points of the swing |
How does energy transform in a falling object or swinging pendulum?
|
Active Integrated Science Grade 8 pg. 118
Pendulum or swinging equipment Reference books 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
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| 9 | 2 |
Force and Energy
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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?
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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
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| 9-10 |
Midterm |
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| 10 | 2 |
Force and Energy
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Transformation of Energy - Safety measures against accidents caused by energy transformation
Transformation of Energy - Safety measures against electrical and sound energy hazards |
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?
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Active Integrated Science Grade 8 pg. 124
Internet access Reference books Charts Active Integrated Science Grade 8 pg. 125 |
Oral questions
Written assignments
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| 10 | 3 |
Force and Energy
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Transformation of Energy - Safety measures: research and presentation
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By the end of the
lesson, the learner
should be able to:
- 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:
- 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 use knowledge of energy transformation to promote safety in our community?
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Active Integrated Science Grade 8 pg. 126
Internet access Reference books |
Presentations
Oral questions
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| 10 | 4 |
Force and Energy
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Transformation of Energy - Applications of energy transformation in day-to-day life
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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?
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Active Integrated Science Grade 8 pg. 127
Charts on energy applications Internet access Reference books |
Oral questions
Written assignments
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| 10 | 5 |
Force and Energy
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Transformation of Energy - Table of energy transformation processes in day-to-day life
Transformation of Energy - Applications: solving problems and extension |
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?
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Active Integrated Science Grade 8 pg. 128
Table 3.3 Reference books Internet access Active Integrated Science Grade 8 pg. 129 |
Written assignments
Oral questions
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| 11 | 1 |
Force and Energy
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Transformation of Energy - Project: making a model that demonstrates energy transformation
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By the end of the
lesson, the learner
should be able to:
- 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:
- 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 use locally available materials to create a model that demonstrates energy transformation?
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Active Integrated Science Grade 8 pg. 127
Locally available materials Internet access |
Observation
Presentations
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| 11 | 2 |
Force and Energy
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Transformation of Energy - Consolidation and assessment preparation
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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?
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Active Integrated Science Grade 8 pg. 128
Assessment questions Reference books |
Written tests
Oral questions
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| 11 | 3 |
Force and Energy
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Transformation of Energy - Summative assessment
Pressure - Meaning of pressure as used in science |
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of forms of energy, energy transformations in nature and appliances, safety measures and applications - Solve application-based questions integrating all sub-strand 3.1 concepts - Show confidence in applying energy transformation knowledge to real-life situations |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 3.1 - Discuss assessment answers after marking - Reflect on learning progress across sub-strand 3.1 |
How well have we mastered the concepts in sub-strand 3.1: Transformation of Energy?
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Active Integrated Science Grade 8 pg. 129
Assessment papers Reference books Active Integrated Science Grade 8 pg. 130 Pencil or nail Piece of carton |
Written tests
Observation
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| 11 | 4 |
Force and Energy
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Pressure - Pressure in solids
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By the end of the
lesson, the learner
should be able to:
- Describe pressure in solids as the force exerted per unit area on a surface - Explain how the area of contact affects the pressure exerted by a solid - Appreciate that the same force exerts more pressure on a smaller area |
In groups, learners are guided to:
- Discuss how a rectangular block exerts different pressures depending on which face rests on the surface - Study Figure 3.16 showing a block exerting more pressure in position A than position B - Describe pressure in solids based on observations in Activity 3 |
How does the area of contact affect the pressure exerted by a solid?
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Active Integrated Science Grade 8 pg. 131
Rectangular blocks Sand or soft clay Reference books |
Observation
Oral questions
Written tests
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| 11 | 5 |
Force and Energy
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Pressure - Pressure in liquids: variation with depth
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By the end of the
lesson, the learner
should be able to:
- Describe how pressure in liquids varies with depth - Explain why pressure in a liquid increases with depth - Show interest in investigating pressure in liquids experimentally |
In groups, learners are guided to:
- Carry out an activity using a bottle with holes at different heights to show how depth affects water pressure - Observe through which hole water jets land farthest and discuss the relationship between depth and pressure - Study Figure 3.18 showing water jets from holes at different depths |
How does depth affect the pressure in a liquid?
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Active Integrated Science Grade 8 pg. 133
Plastic bottle Holes at different heights Water Basin |
Observation
Oral questions
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| 12 | 1 |
Force and Energy
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Pressure - Pressure in liquids: effect of density and communicating tubes
Pressure - Pressure in liquids acts in all directions |
By the end of the
lesson, the learner
should be able to:
- Describe how the density of a liquid affects the pressure it exerts - Explain the principle of communicating tubes using the example of water at the same level - Appreciate the application of pressure in liquids in everyday tools and systems |
In groups, learners are guided to:
- Carry out an activity comparing pressure in water and kerosene at the same depth using Figure 3.21 - Study the communicating tubes in Figure 3.20 and discuss why water settles at the same level - Discuss the application of communicating tubes in plumbing and water level indicators |
How does the density of a liquid affect the pressure it exerts at a given depth?
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Active Integrated Science Grade 8 pg. 134
Communicating tubes Water Kerosene Funnel Active Integrated Science Grade 8 pg. 135 Rubber sheet Beaker |
Observation
Oral questions
Written assignments
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| 12 | 2 |
Force and Energy
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Pressure - Pressure in liquids: horizontal pressure at the same depth
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By the end of the
lesson, the learner
should be able to:
- Describe that liquid pressure at the same depth is equal regardless of horizontal position - Demonstrate that liquid pressure is equal at the same horizontal level - Appreciate that the properties of liquid pressure have important practical applications |
In groups, learners are guided to:
- Carry out Activity 8 to show that pressure is equal at the same depth in a horizontal direction - Observe water jets from holes at the same height in Figure 3.23 - Discuss why water from holes at the same depth travels the same horizontal distance |
Why is liquid pressure equal at the same depth regardless of horizontal position?
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Active Integrated Science Grade 8 pg. 137
Plastic bottle with holes at same height Water Basin |
Observation
Written tests
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| 12 | 3 |
Force and Energy
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Pressure - Calculating pressure in solids
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By the end of the
lesson, the learner
should be able to:
- Apply the formula Pressure = Force ÷ Area to calculate pressure exerted by solids - Solve worked examples calculating greatest and least pressure of a rectangular block - Show interest in applying mathematical skills to solve pressure problems |
In groups, learners are guided to:
- Study the worked example: rectangular block 15 cm × 6 cm calculating greatest and least pressure - Solve practice problems on pressure in solids - Discuss the units of pressure: pascals (Pa) or N/m² |
How do we calculate the pressure exerted by a solid on a surface?
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Active Integrated Science Grade 8 pg. 138
Worked examples Reference books Calculator |
Written tests
Calculations
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| 12 | 4 |
Force and Energy
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Pressure - Calculating pressure in solids: practice problems
Pressure - Calculating pressure in liquids |
By the end of the
lesson, the learner
should be able to:
- Solve problems calculating pressure exerted by rectangular and cylindrical solids - Convert units of area and force correctly when calculating pressure - Show confidence in solving pressure calculation problems |
In groups, learners are guided to:
- Solve problems in the Checkpoint: rectangular block of concrete 3.6 N and cylindrical block 77 g - Calculate pressure for a rectangular stone block 32 cm × 25 cm × 20 cm - Peer-check calculations and discuss common errors |
How do we apply the pressure formula to solve problems involving solids of different shapes?
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Active Integrated Science Grade 8 pg. 139
Calculator Past exercise books Reference books Active Integrated Science Grade 8 pg. 140 Worked examples |
Written tests
Calculations
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| 12 | 5 |
Force and Energy
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Pressure - Applications of pressure in solids
Pressure - Applications of pressure in liquids: Pascal's principle |
By the end of the
lesson, the learner
should be able to:
- Describe applications of pressure in solids in day-to-day life - Explain how knowledge of pressure is applied in the design of tyres, cutting tools and shoulder straps - Appreciate that understanding pressure helps in designing safer and more efficient tools |
In groups, learners are guided to:
- Discuss why trucks that carry heavy loads have many wheels - Discuss why cutting tools are more efficient when sharp - Discuss why a backpack has broad shoulder straps as shown in Figure 3.29 |
How is knowledge of pressure in solids applied in the design of everyday tools and equipment?
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Active Integrated Science Grade 8 pg. 142
Reference books Internet access Charts Active Integrated Science Grade 8 pg. 143 Charts on hydraulic systems |
Oral questions
Written assignments
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