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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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