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SCHEME OF WORK
INTEGRATED SCIENCE
Grade 8 2025
TERM I
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1

Opening and reporting

2 1
Force and energy.
Curved mirrors.
By the end of the lesson, the learner should be able to:
-
-Define the curved mirrors.
-Collaboratively discuss about curved mirrors
-Outline examples of curved mirrors in their locality.
-Search the internet for more information on curved mirrors.
-Draw curved mirrors in their exercise books and charts.
In groups or pairs, learners are guided to: -
-Define the curved mirrors.
-Collaboratively discuss about curved mirrors
-Outline examples of curved mirrors in their locality.
-Search the internet for more information on curved mirrors.
-Draw curved mirrors in their exercise books and charts.
-What is a curved mirror?
Sportlight
integrated science learner
-Observation. -Assessment rubrics. -Written exercise. -Oral tests. -Checklists.
2 2-3
Force and energy.
Curved mirrors.
By the end of the lesson, the learner should be able to:
-Outline types of curved mirrors (concave and convex).
-Collaboratively discuss the types of curved mirrors.
-Use print and non-print media for more information on types curved mirrors.
-Acknowledge the application of curved mirrors in our daily life.
-Define concave mirrors.
-Collaboratively Discuss the concave mirror as an example of curved mirrors
-Assemble different types of concave mirrors in the locality.
-Search the internet for information on concave mirrors.
-Appreciate the application of concave mirrors.
-Outline types of curved mirrors e.g. concave and convex and give examples.
-Collaboratively Discuss the types of curved mirrors.
-Use print and non-print media for more information on types curved mirrors.
-Acknowledge the application of curved mirrors in our daily life.
-Define concave mirrors.
-Collaboratively Discuss the concave mirror as an example of curved mirrors
-Assemble different types of concave mirrors in the locality.
-Search the internet for more information on concave mirrors.
-Appreciate the application of concave mirrors.
How many types of curved mirrors do we have?
What is a concave mirror?
Sportlight
integrated science studies learner
-Assessment rubrics. -Observation. -Written exercise. -Oral tests. -Checklists.
-Assessment rubrics. -Observation. -Checklists. -Oral tests. -Written exercise.
2 4
Force and energy.
Curved mirrors.
By the end of the lesson, the learner should be able to:
-Outline the terms used in curved mirrors (aperture, pole, centre of curvature, principal focus, focal length, radius of curvature and focal plane)
-Collaboratively Discuss the terms used in curved mirrors and Present in class for peer assessment.
-Search the internet for information on the term used in curved mirrors.
-Acknowledge the terms used in curved mirrors.
-Outline the terms used in curved mirrors (aperture, pole, centre of curvature, principal focus, focal length, radius of curvature and focal plane)
-Collaboratively Discuss the terms used in curved mirrors and Present in class for peer assessment.
-Search the internet for information on the term used in curved mirrors.
-Acknowledge the terms used in curved mirrors.
Why are different terms used in curved mirrors?
Sportlight
integrated science studies learner
-Observation. -Assessment rubrics. -Written questions. -Oral questions. -Checklists.
2 5
Force and energy.
Curved mirrors.
By the end of the lesson, the learner should be able to:
-Carry out an activity to locate the position of images formed by concave mirrors.
-Draw ray diagrams to locate images formed by concave mirrors.
-Use print and non-print media to Search for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.
-Carry out an activity to locate the position of images formed by concave mirrors.
-Draw ray diagrams to locate images formed by concave mirrors.
-Use print and non-print media to Search for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.
How are images formed in concave mirrors?
Sportlight
integrated science studies learner
-Assessment rubrics. -Written exercises. -Checklists. -Oral questions. -Observation.
3 1
Force and energy.
Curved mirrors.
By the end of the lesson, the learner should be able to:
-Carry out an activity to locate the position of images formed by convex mirrors.
-Draw ray diagrams to locate images formed by convex mirrors.
-Use print and non-print media to Search for information on the images formed by convex mirrors.
-Collaboratively Discuss the images formed by convex mirrors.
-Acknowledge the image formed by convex mirrors.
-Carry out an activity to locate the position of images formed by convex mirrors.
-Draw ray diagrams to locate images formed by convex mirrors.
-Use print and non-print media to Search for information on the images formed by convex mirrors.
-Collaboratively Discuss the images formed by convex mirrors.
-Acknowledge the image formed by convex mirrors.
How are images formed in convex mirrors?
Sportlight
integrated science studies learner
-Observation. -Oral questions. -Written questions. -Assessment rubrics. -Checklists.
3 2-3
Force and energy.
Curved mirrors.
By the end of the lesson, the learner should be able to:
-Describe the characteristics of images formed by concave mirrors.
-Collaboratively Discuss the characteristics of the images formed by concave mirrors.
-Use internet for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.
-Describe the images formed by convex mirrors.
-Collaboratively Discuss the characteristics of the images formed by convex mirrors.
-Use internet for information on the objects formed by convex mirrors.
-Acknowledge the images formed by convex mirrors.
-Describe the images formed by concave mirrors.
-Collaboratively Discuss the characteristics of the images formed by concave mirrors.
-Use internet for information on the images formed by concave mirrors.
-Appreciate the images formed by concave mirrors.
-Describe characteristics of the images formed by convex mirrors.
-Collaboratively Discuss the characteristics of the images formed by convex mirrors.
-Use internet for information on the objects formed by convex mirrors.
-Acknowledge the images formed by convex mirrors.
What are the characteristics of images formed by concave mirrors?
What are the characteristics of images formed by convex mirrors?
Sportlight
integrated science studies learner
-Assessment rubrics. -Written exercises. -Checklists. -Oral questions. -Observation.
-Oral questions. -Written exercises. -Observation. -Checklists. -Assessment rubrics.
3 4
Force and energy.
Curved mirrors.
By the end of the lesson, the learner should be able to:
-Outline the difference between the images formed by concave mirrors and convex mirrors.
-Collaboratively Discuss the differences in images formed by concave mirrors and convex mirrors.
-Search the internet for information on the differences between images formed by concave mirrors and convex mirrors.
-Appreciate the differences between the images formed by concave mirrors and convex mirrors.
-Outline the difference between the images formed by concave mirrors and convex mirrors.
-Collaboratively Discuss the differences in images formed by concave mirrors and convex mirrors.
-Search the internet for information on the differences between images formed by concave mirrors and convex mirrors.
-Appreciate the differences between the images formed by concave mirrors and convex mirrors.
How are images formed by the two types of mirrors different?
Sportlight
integrated science studies learner
-Oral questions. -Checklists. -Assessment rubrics. -Observation. -Written questions.
3 5
Force and energy.
Curved mirrors.
By the end of the lesson, the learner should be able to:
-Explain the uses of concave mirrors in our daily life.
-Collaborate Discuss the uses of concave mirrors in our daily life and Present in class.
-Search the internet for information on the uses of concave mirrors in our daily life.
-Appreciate the uses of concave mirrors in our daily life.
-Explain the uses of concave mirrors in our daily life.
-Collaborate Discuss the uses of concave mirrors in our daily life and Present in class.
-Search the internet for information on the uses of concave mirrors in our daily life.
-Appreciate the uses of concave mirrors in our daily life.
How do we use concave mirrors?
Sportlight
integrated science studies learner
-Assessment rubrics. -Observation. -Written exercise. -Oral questions. -Checklists.
4 1
Force and energy.
Curved mirrors.
By the end of the lesson, the learner should be able to:
-Outline the characteristics of images formed by curved mirrors.
-Collaboratively discuss the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C between C and F, at F and between F and P)
-Search the internet for information on the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C, between C and F and between F and P)
-Appreciate the characteristics of images formed by curved mirrors.
-Outline the characteristics of images formed by curved mirrors.
-Collaboratively discuss the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C between C and F, at F and between F and P)
-Search the internet for information on the characteristics of images formed by curved mirrors (objects at infinity, beyond C, at C, between C and F and between F and P)
-Appreciate the characteristics of images formed by curved mirrors.
What are the characteristics of images formed by curved mirrors?
Sportlight
integrated science studies learner
-Assessment rubrics. -Observation. -Oral questions. -Checklists. -Written questions.
4 2-3
Force and energy.
Curved mirrors.
Waves.
By the end of the lesson, the learner should be able to:
-Outline the application of concave and convex mirrors in day-to-day life (solar concentration, car headlamps, shaving mirrors, dentists
-Define waves.
-Collaboratively Discuss waves and Present their findings in class.
-Search the internet for more information on waves.
-Acknowledge waves and their roles in our day-to-day life.
-Outline the application of concave and convex mirrors in day-to-day life (solar concentration, car headlamps, shaving mirrors, dentists
-Define waves.
-Collaboratively Discuss waves and Present their findings in class.
-Search the internet for more information on waves.
-Acknowledge waves and their roles in our day-to-day life.
How do we apply concave and convex mirrors in our day-to-day life?
What is a wave?
Sportlight
integrated science studies learner
-Checklists. -Assessment rubrics. -Observation. -Discussions. -Written questions. -Oral questions.
-Checklists. -Assessment rubrics. -Written questions. -Oral questions.
4 4
Force and energy.
Waves.
By the end of the lesson, the learner should be able to:
-Explain generation of waves in nature.
-Identify generations of waves in nature.
-Use the internet to Search for information on the generation of waves.
-Collaboratively Discuss the generation of waves in nature.
-Acknowledge the generation of waves in nature.
-Explain generation of waves in nature.
-Identify generations of waves in nature.
-Use the internet to Search for information on the generation of waves.
-Collaboratively Discuss the generation of waves in nature.
-Acknowledge the generation of waves in nature.
How are waves generated in nature?
Sportlight
integrated science studies learner
-Checklists. -Assessment rubrics. -Written questions. -Oral questions. -peer assessment.
4 5
Force and energy.
Waves.
By the end of the lesson, the learner should be able to:
-classify longitudinal waves in nature.
-Collaboratively Discuss the longitudinal waves in nature and Present their findings in class.
-Search the internet for more information on longitudinal waves.
-Acknowledge longitudinal waves in day-to-day life.
-classify longitudinal waves in nature.
-Collaboratively Discuss the longitudinal waves in nature and Present their findings in class.
-Search the internet for more information on longitudinal waves.
-Acknowledge longitudinal waves in nature.
What is longitudinal wave in nature?
Sportlight
integrated science studies learner
-Assessment rubrics. -Checklists. -Observation. -Written questions. -peer assessment.
5 1
Force and energy.
Waves.
By the end of the lesson, the learner should be able to:
-classify transverse waves in nature.
-Collaboratively Discuss the transverse waves in nature and Present their findings.
-Search the internet for more information on transverse waves.
-Acknowledge transverse waves and their application in day-to-day life.
-classify transverse waves in nature.
-Collaboratively Discuss the transverse waves in nature and Present their findings.
-Search the internet for more information on transverse waves.
-Acknowledge transverse waves and their application in day-to-day life.
What is transverse wave in nature?
Sportlight
integrated science studies learner
-Assessment rubrics. -Checklists. -Observation. -Written questions. -Oral questions.
5 2-3
Force and energy.
Waves.
By the end of the lesson, the learner should be able to:
-Carry out activities to demonstrate the parts of a wave (amplitude, wavelength, frequency, period, wave speed, phase; include wave equations velocity wavelength x frequency)
-Collaboratively discuss parts of a wave in nature and present in class.
-Search the internet on information on parts of a wave in nature.
-Acknowledge parts of waves in nature.
-Outline characteristics of waves (straight line motion, reflection, bending of waves, movement around objects)
-Carry out activities in groups to demonstrate characteristics of waves.
-Collaboratively Discuss the different characteristics of waves and Present in class.
-Acknowledge the characteristics of waves in nature.
-Carry out activities to demonstrate the parts of a wave (amplitude, wavelength, frequency, period, wave speed, phase; include wave equations velocity wavelength x frequency)
-Collaboratively discuss parts of a wave in nature and present in class.
-Search the internet on information on parts of a wave in nature.
-Acknowledge parts of waves in nature.
-Outline characteristics of waves (straight line motion, reflection, bending of waves, movement around objects)
-Carry out activities in groups to demonstrate characteristics of waves.
-Collaboratively Discuss the different characteristics of waves and Present in class.
-Acknowledge the characteristics of waves in nature.
How are parts waves applied in our day-to-day life?
How do we classify waves?
Sportlight
integrated science studies learner
-Assessment rubrics. -Checklists. -Oral questions. -Written exercise. -Observation. -peer assessment.
-Assessment rubrics. -Checklists -Observation. -Written questions. -Oral questions. -Observation. -peer assessment.
5 4
Force and energy.
Waves.
By the end of the lesson, the learner should be able to:
-Describe remote sensing in relation to waves.
-Collaboratively Discuss remote sensing in relation to waves and Present in class.
-Search the internet for more information on remote sensing in relation to waves in nature.
-Appreciate remote sensing in relation to waves in nature.
-Describe remote sensing in relation to waves.
-Collaboratively Discuss remote sensing in relation to waves and Present in class.
-Search the internet for more information on remote sensing in relation to waves in nature.
-Appreciate remote sensing in relation to waves in nature.
How is remote sensing related to nature?
Sportlight
integrated science studies learner
-Assessment rubrics. -Checklists. -Written questions. -Oral questions. -Observation.
5 5
Force and energy.
Waves.
By the end of the lesson, the learner should be able to:
-Outline the application of waves in day-to-day life. (Medical ultrasound, X-rays, CT scans, MRI scans, cancer therapy and laser surgery & communication radar, radio, cellphone, television, WIFI and operation of drone, cooking microwaves)
-Collaboratively discuss the application of waves in day-to-day life and present in class.
-Search the internet information on application of waves in day-to-day life.
-Appreciate the application of waves in our day-to-day life.
-Outline the application of waves in day-to-day life. (Medical ultrasound, X-rays, CT scans, MRI scans, cancer therapy and laser surgery & communication radar, radio, cellphone, television, WIFI and operation of drone, cooking microwaves)
-Collaboratively discuss the application of waves in day-to-day life and present in class.
-Search the internet information on application of waves in day-to-day life.
-Appreciate the application of waves in our day-to-day life.
How are waves important in our day-to-day life?
Sportlight
integrated science studies learner
-Assessment rubrics. -Observation. -Written questions. -Oral questions. -Checklists.
6 1
ELEMENTS, MIXTURES AND COMPOUNDS
Introduction to Matter
By the end of the lesson, the learner should be able to:
Define matter
Identify some matter within our class
Watch a video clip on states of matter and how they change
Appreciate the importance of changes of state
The learner is guided to;  Define matter.   Identify some matter within their environment.    Watch a video on state of matter and how they change.   Appreciate the importance of changes of matter.
How does the movement of particles in matter affect its physical properties
Laboratory
Apparatus and
Equipment
Textbook
Software
Relevant reading material
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 1-2
Reflections Game Playing Model Making Explorations Experiments Invesigation Conventions, Conferences, and Debates
6 2-3
ELEMENTS, MIXTURES AND COMPOUNDS
Classification of matter
Properties of solids
Properties of liquids
By the end of the lesson, the learner should be able to:
Describe properties of different states of matter
Carry out an experiment on how matter changes from one form to another
Appreciate the importance of various changes of states

Identify properties of solids as a state of matter
Perform a simple experiment on heating on solids
Appreciate applications of changes of state in our day to day life
The learner is guided to;  Describe properties of different states of matter.   Carry out experiments on how matter changes from one state to another.
The learner is guided to; Identify properties of solids as a state of matter.  Preform a simple experiment on heading of solids.  Appreciate application of changes of state of matter in our daily lives.
How does the movement of particles in matter affect its physical properties
Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 3-4

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 7
Equipment
Textbook
Spotlight Integrated Science Learner's Book Grade 8 pg. 8
Reflections Game Playing Pre- Post Testing Model Making Explorations Experiments Applications Teacher Observations Project Journal Oral or Aural Questions Learner's Project
Post testin Model Making Explorations Experiments Debates Applications Teacher Observations Questions Learner's Project
6 4
ELEMENTS, MIXTURES AND COMPOUNDS
Properties of gases
By the end of the lesson, the learner should be able to:
Identify properties of gases
Perform simple experiments on cooling on gases
demonstrate diffusion in
liquids,
Appreciate the applications of cooling of gases
The learner is guided to; Identify properties of gases.   Perform experiments on cooling of gases.  Demonstrate diffusion in liquids.   Appreciate the applications of cooling of gases.  
How does the movement of particles in matter affect its physical properties
Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 9
Reflections Game Play Model Making Explorations Experiment Journals Portfolio Oral or Aural Questions Learner's Project
6 5
ELEMENTS, MIXTURES AND COMPOUNDS
Temporary and permanent changes
By the end of the lesson, the learner should be able to:
Distinguish between temporary and permanent changes
Watch a video on how temporary and permanent changes occur
Appreciate the applications of state in our daily live
The learner is guide to;  Distinguish between temporary and permanent changes.   Watch a video on how temporary and permanent changes occur.   Appreciate the applications of state in our daily lives.
How does the movement of particles in matter affect its physical properties
Laboratory
Apparatus and
Equipment
?
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 15
Reflections Game Playing Pre Post testing Model Making Explorations Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Learner's Project
7 1
MIXTURES, ELEMENTS AND COMPOUNDS
Elements and compound
By the end of the lesson, the learner should be able to:
Distinguish between an element and compound
Display written examples of element and compound
Appreciate the importance of packaging in labels
The learner is guide to
Assign appropriate symbols to common salt, and water
discuss the names of common elements and the importance and market value of
common elements
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients
How are symbols assigned to elements? What is the value of elements in our day to day life.
Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 16-17
Reflections Game Playing Model Making Explorations Experiments Investigation Conventions, Conferences, and Debates Project
7 2-3
MIXTURES, ELEMENTS AND COMPOUNDS
Common elements and their symbols
Applications of common elements
By the end of the lesson, the learner should be able to:

Distinguish between an element and compound
Use a digital device to search the symbols of certain elements
Appreciate the use of symbols in naming elements and compounds


Identify the common elements and their symbols
Display their work to the class
Use a digital device to search for the symbols of common elements
Appreciate the applications of common elements in our day to day lives

Discuss the names of common elements and
their symbols the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable)
Discuss the importance and market value of
common elements and compounds
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients


Discuss the difference between elements
and compounds,
Assign appropriate symbols to common elements
Discuss the names of common elements and
their symbols (the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable
discuss the importance and market value of
common elements and compounds in
society
jewellery, iron, toiletries, food
nutrients, mineral elements, medals among
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients
How are symbols assigned to elements? What is the value of elements in day
Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 18

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 20
Reflections Game Playing testing Investigation Conventions, Conferences, and Debates Applications Teacher Oral or Aural Questions Learner's Project
Reflections Model Making Explorations Experiments Investigation Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio
7 4
MIXTURES, ELEMENTS AND COMPOUNDS
Packaging labels
Package labels
By the end of the lesson, the learner should be able to:

Outline the applications of common elements in day to day life
Play games involving elements and their symbols
Appreciate the information on packaging labels of commonly consumed substances

Discuss the difference between elements
and compounds,
Assign appropriate symbols to common
Elements
and compounds cover
copper,
aluminium, iron, silver, table salt, and
water
Discuss the names of common elements and
their symbols (the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable),
Discuss the importance and market value of
common elements and compounds in
ample labelled containers of different
substances
indicating the common elements
as part of the ingredients
How are symbols assigned to elements? What is the value of elements in day
Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
?
Reflections Game Model Making Explorations Experiments Conventions, Conferences, and Debates Applications Teacher Observations Journals Portfolio Questions Learner's Project
7 5
MIXTURES, ELEMENTS AND COMPOUNDS
Common elements and their symbols
By the end of the lesson, the learner should be able to:

Identify the common elements and their symbols
Search in the internet the common elements and their symbols
Appreciate the importance of common elements in day to day life
The learner is guide to
Discuss the difference between elements
and compounds,
Assign appropriate symbols to common
elements
and compounds cover
copper,
aluminium, iron, silver, table salt, and
water
discuss the names of common elements and
their symbols the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable
Discuss the importance and market value of
common elements and compounds in
society
jewellery, iron, toiletries, food
nutrients, mineral elements
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients
How are symbols assigned to elements? What is the value of elements in day
Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 22
Reflections Game Playing Making Explorations Investigation Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project
8

Midterm break

9 1
MIXTURES, ELEMENTS AND COMPOUNDS
Common elements and their symbols
By the end of the lesson, the learner should be able to:

Differentiate between mixtures and elements
Search in the internet the symbols of compounds and elements
Appreciate the use of common elements and compounds
The learner is guided to
Discuss the difference between elements
and compounds,
Assign appropriate symbols to common
aluminium, iron, silver, table salt, and
water
discuss the names of common elements and
their symbols the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable
Discuss the importance and market value of
common elements and compounds in
society
jewellery, iron, toiletries, food
nutrients, mineral elements, medals among
others
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients
How are symbols assigned to elements? What is the value of elements in day
Laboratory
Apparatus and
Equipment
Textbooks
Software
?
Relevant reading materials
Digital Devices
Recording
Reflections Game Playing Post testing Model Making Experiments Investigation Journals Portfolio Oral or Aural Questions Learner's Project
9 2-3
MIXTURES, ELEMENTS AND COMPOUNDS
STRUCTURE OF THE ATOM 7
Atomic number
By the end of the lesson, the learner should be able to:

Describe the structures of an atom and electron arrangements of elements
Draw the structure of an atom and electron arrangements of elements
Appreciate the use of electron and elements

Define the term atomic number
Determine the atomic number and mass number of elements
Role play games involving atomic number and mass number
Appreciate the importance of atomic numbers in elements
The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons
Draw and discuss
the electron
arrangements of elements and classify
them into metals and
elements of the periodic table
Discuss and illustrate the atomic number
and mass number of elements
first 13
elements of the periodic table
use digital
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
?
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons)
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
metals
Discuss and illustrate the atomic number
and mass number of elements
use digital
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials
hat is the structure of an atom? How do atoms gain stability
Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 7 pg. 66-67

Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections game Playing Model Making Explorations Experiments Investigation Conventions, Conferences, and Debates Applications Teacher Observations Oral or Aural Questions Learner's Project
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Model Making Explorations Experiments Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project
9 4
MIXTURES, ELEMENTS AND COMPOUNDS
Mass number
By the end of the lesson, the learner should be able to:
Classify elements into metals and non -metals
Watch a video showing steps of grouping elements into metals and non -metals
Appreciate the importance of classifying elements into metals and non-metals
The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electron)
arrangements of elements and classify
them into metals and
elements of the periodic table
Discuss and illustrate the atomic number
and mass number of elements
first 13
elements of the periodic table
use digital
into media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials
hat is the structure of an atom? How do atoms gain stability
Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Post Testing Model Making Explorations Experiments investigation Conventions, Journals Portfolio Oral or Aural Questions Learner's Project
9 5
MIXTURES, ELEMENTS AND COMPOUNDS
Metals and non- metals
Metals and non -metals
By the end of the lesson, the learner should be able to:


Differentiate between metals and non-metals
Play games involving metals and non-metals
Appreciate the importance of common me
The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure protons, neutrons,
and electrons
raw and discuss
the electron
arrangements of elements and classify
them into metals and
Discuss and illustrate the atomic number
and mass number of elements
first 13
elements of the periodic table
use digital or print
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
?
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials
hat is the structure of an atom How do atoms gain stability
Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Making Explorations Experiments Investigations Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project
10 1
MIXTURES, ELEMENTS AND COMPOUNDS
Metals and non- metals
By the end of the lesson, the learner should be able to:

Describe the structure of an atom and electron arrangements of elements
Draw the structure of metals and non -metals
Appreciate the importance of non -metals in our daily lives
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons,neutrons,
and electrons), raw and discuss
the electron arrangements of elements and classify them into metals and non
metals
use digital
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number and mass number of elements,
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials
hat is the structure of an atom How do atoms gain stability
Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project
10 2-3
MIXTURES, ELEMENTS AND COMPOUNDS
Importance of elements
OXYGEN
By the end of the lesson, the learner should be able to:

Identify the importance of elements
Search in the internet the importance of elements
Appreciate the value of different elements in daily lives


Prepare oxygen in the laboratory
Investigate the physical properties of oxygen
Appreciate the role of oxygen in day to day life
The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons)
?
Draw and discuss
the electron
arrangements of elements and classify
them into metals and non
Discuss and illustrate the atomic number
and mass number of elements
first 13 elements of the periodic table
use digital or
internet media to search for
information on the
structure of an atom,
electron arrangement, atomic number and mass number of elements,
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

learner is guided to:
carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
discuss the role
of oxygen in every life
where possible, u
use digital devices
to search, play and watch and
discuss videos and animations on the different classes of fire.
hat is the structure of an atom? How do atoms gain stability
how is oxygen important in day to day life What are the different classes of fire
Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8pg. 66-67

Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
Recording
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Testing Model Making Explorations Experiments Investigations Conventions, Conferences, and
Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project
10 4
MIXTURES, ELEMENTS AND COMPOUNDS
PREPARATION OF OXYGEN
By the end of the lesson, the learner should be able to:
Identify the uses of oxygen
Prepare the oxygen in the laboratory using hydrogen peroxide
Appreciate the role of oxygen in day to day life
The learner is guided to
Carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
Discuss the role of oxygen in
Combustion and the spread of
Discuss rights to safety and access to
information on flammable
discuss the role
of oxygen in every life
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the different classes of fire.
how is oxygen important in day to day life What are the different classes of fire
Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Model Making Explorations Experiments Investigatio Oral or Aural Questions Learner's Project
10 5
MIXTURES, ELEMENTS AND COMPOUNDS
PHYSICAL PROPERTIES OF OXYGEN
By the end of the lesson, the learner should be able to:

Differentiate between physical and chemical properties of oxygen
Draw the experiment used in preparation of oxygen
Appreciate the role of oxygen in day to day 9life
The learner is guided to:
Carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
Discuss the role of oxygen in
Combustion and the spread of fire
breaking the fire triangle and use of fire extinguishers
Discuss rights to safety and access to information on fammable
discuss the role
of oxygen in every life
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the different classes of fire.
how is oxygen important in day to day life What are the different classes of fire
Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
?
Recording
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Experiments Investigation Journals Portfolio Oral or Aural Questions Learner's Project
11 1
MIXTURES, ELEMENTS AND COMPOUNDS
CHEMICAL PROPERTY OF OXYGEN
By the end of the lesson, the learner should be able to:
Investigate the physical and chemical properties of oxygen
Search in the internet ways of preparing oxygen
Appreciate the role of oxygen in day to day life
learner is guided to:
carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
Discuss the role of oxygen in
Combustion
mbustion and the spread o
and suggest control measures,
Practise fire control measures
breaking the fire triangle and use of
fire extinguishers
Discuss rights to safety and access to
information on flammable
Discuss the role
of oxygen in every life
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the
different classes of fire.
how is oxygen important in day to day life? What are the different classes of fire
Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Game Playing Model Making Project
11 2-3
MIXTURES, ELEMENTS AND COMPOUNDS
ROLE OF OXYGEN IN COMBUSTION
CLASSES OF FIRE
CONTROL MEASURES
By the end of the lesson, the learner should be able to:
Explain the role of oxygen in combustion
Identify classes of fires and their control measures
Appreciate the role of oxygen in day to day life

Identify various ways of control ling fires
Search in the internet ways of controlling various classes of fires
Appreciate the role of fire in combustion
The learner is guided to:
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen,
Discuss the role of oxygen in
Combustion and spread of fire
and suggest control measures,
Practise fire control measures
breaking the fire triangle and use of fire extinguishers
Discuss rights to safety and access to information on flammable
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the different classes of fire.

The learner is guided to:
Carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
Discuss the role of oxygen in
Combustion and the spread of
Classify fire according to the cause
and suggest control measures,
Practise fire control measures
breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable discuss the role of oxygen in every life
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the
different classes of fire.
how is oxygen important in day to day life What are the different classes of fire
Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
Software

Spotlight Basic Laboratory
Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
and
Relevant reading materials
selected specimens
Candle wax
Water
Spotlight Basic Laboratory
Apparatus
Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Model Making
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Applications Teacher Observations Project Journals Portfolio
11 4
MIXTURES, ELEMENTS AND COMPOUNDS
CLASSES OF FIRE AND CONTROL MEASUE
By the end of the lesson, the learner should be able to:

identify classes of fires and their control measures
Search in the internet ways of controlling various classes of fires
Appreciate the role of fire in combustion
The learner is guided to:
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen.
Discuss the role of oxygen in
Combustion and the spread of
Classify fire according to the cause and suggest control measures
Practise fire control measures
breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable
discuss the role of oxygen in every life
where possible, use digital devices
to search, play and watch and
discuss videos and animations on the
different classes of fire.
how is oxygen important in day to day life What are the different classes of fire

Selected specimens
Candle wax
Water
Spotlight Basic Laboratory
Apparatus
Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Experiments Investigation Conventions, Conferences, and Debates Applications Teacher Observations
11 5
MIXTURES, ELEMENTS AND COMPOUNDS
Importance of controlling fires
By the end of the lesson, the learner should be able to:
Examine various importance controlling of fires
Role play games involving fire control measures
Appreciate the role of fire in combustion
The learner is guided to:
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen.
Discuss the role of oxygen in
Combustion and the spread of
Classify fire according to the cause and suggest control measures.
Practise fire control measures
breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable discuss the role
of oxygen in every life
where possible.
how is oxygen important in day to day life What are the different classes of fire

Selected specimens
Candle wax
Water
Spotlight Basic Laboratory
Apparatus
Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
Apparatus and
Equipment
Textbooks
Software
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Model Making Explorations Experiments Applications Project Journals Portfolio
12

Examinations

13

Closing


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