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

ELEMENTS, MIXTURES AND COMPOUNDS

Classification of matter

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

The learner is guided to;  Describe properties of different states of matter.   Carry out experiments on how matter changes from one state to another.

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

Reflections Game Playing Pre- Post Testing Model Making Explorations Experiments Applications Teacher Observations Project Journal Oral or Aural Questions Learner's Project

ELEMENTS, MIXTURES AND COMPOUNDS

Properties of solids
Properties of liquids

By the end of the lesson, the learner should be able to:
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; 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. 7
Equipment
Textbook
Spotlight Integrated Science Learner's Book Grade 8 pg. 8

Post testin Model Making Explorations Experiments Debates Applications Teacher Observations Questions Learner's Project

ELEMENTS, MIXTURES AND COMPOUNDS

Properties of gases
Temporary and permanent changes

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

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 guided to; Identify properties of gases.   Perform experiments on cooling of gases.  Demonstrate diffusion in liquids.   Appreciate the applications of cooling of gases.  
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. 9

Laboratory
Apparatus and
Equipment
?
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 15

Reflections Game Play Model Making Explorations Experiment Journals Portfolio Oral or Aural Questions Learner's Project
Reflections Game Playing Pre Post testing Model Making Explorations Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Learner's Project

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

MIXTURES, ELEMENTS AND COMPOUNDS

Common elements and their symbols

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

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

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

Reflections Game Playing testing Investigation Conventions, Conferences, and Debates Applications Teacher Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Applications of common elements

By the end of the lesson, the learner should be able to:

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 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. 20

Reflections Model Making Explorations Experiments Investigation Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio

MIXTURES, ELEMENTS AND COMPOUNDS

Packaging labels
Package labels
Common elements and their symbols

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


Define the term package labels
Search in the internet example of package labels
Appreciate the information on package labels

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


The learner is guided to
Discuss the difference between elements
and compounds,
Assign appropriate symbols to common elements and compounds
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

Laboratory
Apparatus and
Equipment
?
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 22

Reflections Game Model Making Explorations Experiments Conventions, Conferences, and Debates Applications Teacher Observations Journals Portfolio Questions Learner's Project
Reflections Game Playing Model Making Explorations Experiments Investigation Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

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

MIXTURES, ELEMENTS AND COMPOUNDS

STRUCTURE OF THE ATOM 7

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

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

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

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

MIXTURES, ELEMENTS AND COMPOUNDS

Atomic number

By the end of the lesson, the learner should be able to:
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)
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 8 pg. 66-67

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

MIXTURES, ELEMENTS AND COMPOUNDS

Mass number
Metals and non- metals

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



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 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

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
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
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

MIXTURES, ELEMENTS AND COMPOUNDS

Metals and non -metals
Metals and non- metals

By the end of the lesson, the learner should be able to:

Draw the structure of metals and non -metals
Determine the atomic mass and number of elements
Appreciate the importance of mixture and compounds

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
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

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 Explorations Experiments Investigation Conventions,

MIXTURES, ELEMENTS AND COMPOUNDS

Importance of elements

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

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

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 8pg. 66-67

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Testing Model Making Explorations Experiments Investigations Conventions, Conferences, and

MIXTURES, ELEMENTS AND COMPOUNDS

OXYGEN

By the end of the lesson, the learner should be able to:

Prepare oxygen in the laboratory
Investigate the physical properties of 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 every life
where possible, u
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

Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
Recording

Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

PREPARATION OF OXYGEN
PHYSICAL PROPERTIES 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


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
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.

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

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 Model Making Explorations Experiments Investigatio Oral or Aural Questions Learner's Project
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Experiments Investigation Journals Portfolio Oral or Aural Questions Learner's Project

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

MIXTURES, ELEMENTS AND COMPOUNDS

ROLE OF OXYGEN IN COMBUSTION
CLASSES OF FIRE

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

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.

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Model Making

MIXTURES, ELEMENTS AND COMPOUNDS

CONTROL MEASURES

By the end of the lesson, the learner should be able to:
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 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

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 Applications Teacher Observations Project Journals Portfolio

MIXTURES, ELEMENTS AND COMPOUNDS

CLASSES OF FIRE AND CONTROL MEASUE
Importance of controlling fires

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

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, use 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.

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
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Model Making Explorations Experiments Applications Project Journals Portfolio

Force and energy

Force and Energy: Transformation of energy; Forms of energy

By the end of the lesson, the learner should be able to:

Identify the forms of energy in their environment.
Study the pictures in learner's book 8 involving various forms of energy.
Appreciate the forms of energy in their environment.

In their groups, learners are guided to identify the forms of energy in their environment.
In their groups, learners are guided to study the pictures in learner's book 8 involving various forms of energy.
In their groups, learners are guided to do the tasks in learner's book 8 page 131

What is energy? What are the forms of energy in the environment?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Force and energy

Renewable energy sources

By the end of the lesson, the learner should be able to:

Explain the meaning of renewable energy sources.
Recognise the importance of renewable energy sources.
Appreciate the use of renewable energy sources.

In groups, learners are guided to explain the meaning of renewable energy sources.
In groups, learners are guided to recognise the importance of renewable energy sources.
In groups, learners are guided to give examples of renewable energy sources.

What are renewable energy sources?

Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Force and energy

Non-renewable energy sources

By the end of the lesson, the learner should be able to:

Explain the meaning of non-renewable energy sources.
Recognise the importance of non-renewable energy sources.
Appreciate the use of non-renewable energy sources.

In groups, learners are guided to explain the meaning of non-renewable energy sources.
In groups, learners are guided to recognise the importance of non-renewable energy sources.
In groups, learners are guided to give examples of non-renewable energy sources.

What are non-renewable energy sources?

Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Force and energy

Classification of renewable and non-renewable energy sources
Energy transformations in nature.
Energy transformations using materials in their locality

By the end of the lesson, the learner should be able to:

State the difference between renewable and non-renewable energy sources.
Classify energy sources in nature into renewable and non-renewable energy sources.
Appreciate the importance of energy sources in nature.


State the materials needed to demonstrate the energy transformations in a falling object.
Demonstrate the energy transformations in a falling object.
Have fun and enjoy doing the experiment.

In groups, learners are guided to state the difference between renewable and non-renewable energy sources.
In groups, learners are guided to outline the importance of renewable and non-renewable energy sources.
In groups, learners are guided to classify energy sources in nature into renewable and non-renewable energy sources.

In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a falling object.
In groups, learners are guided to outline the procedure of investigating energy transformations in a falling object.
In groups, learners are guided to demonstrate the energy transformations in a falling object.

What are the importance of energy sources in the environment?
Which other locally available can you use to demonstrate the energy transformations in a falling objects?

Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 132
Spotlight; Integrated Science Learner's Book Grade 8 pg. 133
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Force and energy

Energy transformations using materials in their locality

By the end of the lesson, the learner should be able to:

State the materials needed to demonstrate the energy transformations in a swinging objects.
Demonstrate the energy transformations in a swinging objects.
Have fun and enjoy doing the experiment.

In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a swinging objects.
In groups, learners are guided to outline the procedure of investigating energy transformations in a swinging objects.
In groups, learners are guided to demonstrate the energy transformations in a swinging objects.

What form of energy does the stone possess when moving downwards from its highest point?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Force and energy

Energy transformations using materials in their locality

By the end of the lesson, the learner should be able to:

State the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
Demonstrate the energy transformations in a simple steam-driven turbine.
Have fun and enjoy doing the experiment.

In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine.
In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine.

Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
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Oral questions Oral Report Observation

Force and energy

Appliances whose working relies on energy transformations.

By the end of the lesson, the learner should be able to:

Identify appliances whose working relies on energy transformations.
Draw the appliances in learner's book 8.
Appreciate the use of appliances whose working relies on energy transformations.

In groups, learners are guided to identify appliances whose working relies on energy transformations.
In groups, learners are guided to draw the appliances in learner's book 8 page 138
In groups, learners are guided to discuss and write the energy transformations that take place when the appliances are in use.

What is the use of an electric heater? What is a diode?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139
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Oral questions Oral Report Observation

Force and energy

Digital Activity

By the end of the lesson, the learner should be able to:

Use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them.
Write down their findings.
Appreciate the use of digital devices.

As a class, learners are guided to use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them.
As a class, learners are guided to write down their findings.
In groups, learners to share their findings with their classmates.

What have you learnt about the dangers associated with energy transformation?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
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Oral questions Oral Report Observation

Force and energy

Safety measures associated with energy transformation.
Application of energy transformation.

By the end of the lesson, the learner should be able to:

Discuss the safety measures associated with energy transformation.
Study the pictures in learner's book 8
Appreciate the safety measures associated with energy transformation.


Read the paragraph in learner's book 8
Make a poster appreciating the application of energy transformation processes.
Appreciate the application of energy transformation.

In groups, learners to discuss the safety measures associated with energy transformation.
In groups, learners to study the pictures in learner's book 8 page 141
In groups, learners to state the importance of observing safety measures associated with energy transformation.

In groups, learners are guided to read the paragraph in learner's book 8 page 144
In groups, learners are guided to give examples of applications of energy transformation.
In groups, learners are guided to make a poster appreciating the application of energy transformation processes.

Why is it important to observe safety measures associated with energy transformation?
What are some of the applications of energy transformation?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147
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Oral questions Oral Report Observation

Force and energy

Pressure

By the end of the lesson, the learner should be able to:

Discuss the meaning of pressure.
Read the discussion in learner's book 8
Have a desire to learn more about pressure.

In groups, learners are guided to discuss the meaning of pressure.
In groups, learners are guided to read the discussion in learner's book 8 page 148
In groups, learners are guided to answer the questions that follows.

What is force? What is pressure.

Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
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Oral questions Oral Report Observation

Force and energy

Describing pressure in solids

By the end of the lesson, the learner should be able to:

State the materials needed to demonstrate and describe pressure in solids.
Demonstrate pressure in solids.
Have fun and enjoy doing the experiment.

In groups, learners are guided to state the materials needed to demonstrate and describe pressure in solids.
In groups, learners are guided to outline the procedure of demonstrating pressure in solids.
In groups, learners are guided to demonstrate pressure in solids.

Between the blunt and sharp pencil, which one easily pierces the carton box?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
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Oral questions Oral Report Observation

Force and energy

Describing pressure in liquids

By the end of the lesson, the learner should be able to:

State the materials and requirements needed to investigate pressure in liquids.
Investigate pressure in liquids.
Appreciate the importance of pressure in liquids.

In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids.
In groups, learners are guided to investigate pressure in liquids.
In groups, learners are guided to describe pressure in liquids.

What have you observed from the experiment?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152
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Oral questions Oral Report Observation

Force and energy

To describe pressure in liquids using glass tubes and balloons
To describe pressure in liquids using a tin.
Determining pressure in solids and liquids

By the end of the lesson, the learner should be able to:

State the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons.
Investigate pressure in liquids using glass tubes and balloons.
Have fun and enjoy conducting the experiment.


State the materials and requirements needed to investigate pressure in liquids using a tin.
Investigate pressure in liquids using a tin.
Appreciate the importance of pressure in liquids.

In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons.
In groups, learners are guided to investigate pressure in liquids using glass tubes and balloons.
In groups, learners are guided to describe pressure in liquids using glass tubes and balloons.

In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using a tin.
In groups, learners are guided to investigate pressure in liquids using a tin.
In groups, learners are guided to describe pressure in liquids using a tin.

What have you observed from the experiment?
How do you describe pressure in liquids?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 153-154
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 154

Oral questions Oral Report Observation

Force and energy

Determining pressure in solids

By the end of the lesson, the learner should be able to:

State the materials and requirements needed to investigate pressure in solids.
Investigate pressure in solids.
Appreciate the importance of pressure in solids.

In groups, learners are guided to state the materials and requirements needed to investigate pressure in solids.
In groups, learners are guided to investigate pressure in solids.
In groups, learners are guided to determine pressure in solids.

What have you learnt about pressure in solids?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 155
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Oral questions Oral Report Observation

Force and energy

To determine pressure in a regular solid

By the end of the lesson, the learner should be able to:

State the materials and requirements needed to determine pressure in a regular solid.
Investigate pressure in a regular solid.
Have fun and enjoy the experiment.

In groups, learners are guided to state the materials and requirements needed to determine pressure in a regular solid.
In groups, learners are guided to investigate pressure in a regular solid.
In groups, learners are guided to calculate the pressure exerted by each surface area using the formula.

Relate the area of the faces with pressure they have calculated. What do you notice?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157
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Oral questions Oral Report Observation

Force and energy

To determine pressure in similar solids.

By the end of the lesson, the learner should be able to:

State the materials and requirements needed to investigate pressure in similar solids.
Investigate pressure in similar solids.
Appreciate the importance of pressure in similar solids.

In groups, learners are guided to state the materials and requirements needed to investigate pressure in similar solids.
In groups, learners are guided to investigate pressure in similar solids.
In groups, learners are guided to copy and complete the table in learner's book 8 page 158

Relate the weight of the blocks of wood with the calculated pressure. What do you notice?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
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Oral questions Oral Report Observation

Force and energy

Determining pressure in liquids; Using a tin to investigate variation of pressure in liquids.
To investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.

By the end of the lesson, the learner should be able to:

State the materials and requirements needed to investigate variation of pressure in liquids.
Investigate variation of pressure in liquids.
Appreciate the importance of variation of pressure in liquids.


State the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
Investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
Appreciate the importance of pressure in liquids to its depth and density using a tall glass jar.

In groups, learners are guided to state the materials and requirements needed to investigate variation of pressure in liquids.
In groups, learners are guided to investigate variation of pressure in liquids.
In groups, learners are guided to copy and complete the table in learner's book 8 page 160

In groups, learners are guided to state the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to discuss their observations with their classmates.

What is variation of pressure?
What is the relationship of pressure in liquids to its depth and density?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
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Oral questions Oral Report Observation

Force and energy

Solving numerical problems involving pressure.

By the end of the lesson, the learner should be able to:

State the formula to solve numerical problems involving pressure in solids.
Work out the surface area of the smallest face in m

In groups, learners are guided to state the formula to solve numerical problems involving pressure in solids.

In groups, learners are guided to work out the surface area of the smallest face in m

What is the surface area of the smallest face in m

Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163
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Oral questions Oral Report Observation

Force and energy

Solving numerical problems involving pressure using a formula
Pressure formula in liquids.

By the end of the lesson, the learner should be able to:

State the formula of working out pressure
Solve numerical problems involving pressure using the formula.
Enjoy solving numerical problems involving pressure using the formula.

Individually, learners are guided to state the formula of working out pressure
Individually, learners are guided to solve numerical problems involving pressure using the formula.
Individually, learners are guided to show their work to their teacher.

What is the formula of working out the surface area?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166

Oral questions Oral Report Observation

Force and energy

Solve numerical problems involving pressure using formula

By the end of the lesson, the learner should be able to:

State the formula of working out pressure using the formula.
Solve numerical problems involving pressure using the formula.
Appreciate the importance of numerical problems.

Individually, learners are guided to state the formula of working out pressure using the formula, P = HXDXG    Where h- height, d- density, g - gravity.

What is the formula of working out the pressure in solids?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
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Oral questions Oral Report Observation

Force and energy

Applications of pressure in solids.
Applications of pressure in liquids.

By the end of the lesson, the learner should be able to:

Identify the applications of pressure in solids.
Summarise the applications of pressure in solids.
Appreciate the applications of pressure in solids.


Identify the applications of pressure in liquids.
Summarise the applications of pressure in liquids.
Appreciate the applications of pressure in liquids.

In groups, learners are guided to identify the applications of pressure in solids.
In groups, learners are guided to study the pictures in learner's book 8 page 168
In groups, learners are guided to summarise the applications of pressure in solids.

In groups, learners are guided to identify the applications of pressure in liquids.
In groups, learners are guided to study the pictures in learner's book 8 page 169.
In groups, learners are guided to summarise the applications of pressure in liquids.

What are other applications of pressure in solids?
What are other applications of pressure in liquids?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171
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Oral questions Oral Report Observation