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
Properties of solids
Properties of liquids
Properties of gases

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
Equipment
Spotlight Integrated Science Learner's Book Grade 8 pg. 7
Textbook
Spotlight Integrated Science Learner's Book Grade 8 pg. 8
Spotlight Integrated Science Learner's Book Grade 8 pg. 9

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
MIXTURES, ELEMENTS AND COMPOUNDS
MIXTURES, ELEMENTS AND COMPOUNDS

Temporary and permanent changes
Elements and compound
Common elements and their symbols

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
Spotlight Integrated Science Learner's Book Grade 8 pg. 16-17
Spotlight Integrated Science Learner's Book Grade 8 pg. 18

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

Applications of common elements
Packaging labels
Package labels
Common elements and their symbols

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
?
Spotlight Integrated Science Learner's Book Grade 8 pg. 22

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

MIXTURES, ELEMENTS AND COMPOUNDS

Common elements and their symbols
STRUCTURE OF THE ATOM 7
Atomic number
Mass number
Metals and non- metals
Metals and non -metals
Metals and non- metals

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



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 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

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

How are symbols assigned to elements? What is the value of elements in day
hat is the structure of an atom How do atoms gain stability

Laboratory
Apparatus and
Equipment
Textbooks
Software
?
Relevant reading materials
Digital Devices
Recording
Course book
Basic Laboratory
Apparatus
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 7 pg. 66-67
Spotlight Integrated Science Learner's Book Grade 8 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

Reflections Game Playing Post testing Model Making Experiments Investigation 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

Importance of elements
OXYGEN
PREPARATION OF OXYGEN
PHYSICAL PROPERTIES OF 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

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
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
and
Textbooks
Recording
and
and
Software
Relevant reading materials
Digital Devices
?

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

MIXTURES, ELEMENTS AND COMPOUNDS

CHEMICAL PROPERTY OF OXYGEN
ROLE OF OXYGEN IN COMBUSTION
CLASSES OF FIRE

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
and

Spotlight Basic Laboratory
Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
and

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

MIXTURES, ELEMENTS AND COMPOUNDS
Living things and their environment

CONTROL MEASURES
CLASSES OF FIRE AND CONTROL MEASUE
Importance of controlling fires
The cell

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

Selected specimens
and
Equipment
Selectedspecimens
and
and

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Applications Teacher Observations Project Journals Portfolio

Living things and their environment

Components of a cell
Types of cells
Functions of a cell
Difference between plant and Animal cell
Organelles
Organelles in plant cell
Organelles in animal

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

Identify the components of a cell
Compare plant and animal cell as observed under a light microscope
Calculate the magnification of cells seen under light microscope
Appreciate the importance of using light microscope


Identify the organelles in a plant cell
Draw the major organelles in a cell
Appreciate the use of a light microscope in microscope in magnification

In groups or in pairs, learners are
guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8
and watch the video.

 

In groups or in pairs, learners are
guided to describe the properties of a cell membrane.

 

In groups or in pairs, learners are
guided to investigate the structures of the cell membrane.
In groups or in pairs, learners are
guided to identify the requirements needed to observe a plant cell under a
light microscope.

 

In groups or in pairs, learners are
guided to outline the procedure of observing a plant cell under a light
microscope.

 

In groups or in pairs, learners are
guided to observe a plant cell under a light microscope.

Why is light microscope important in our day to day life

Selected specimens
Candle wax
Water
Spotlight Basic Laboratory
Apparatus
Equipment Integrated Science Learner's Book Grade8 pg. 69-70
Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
and
Equipment
Textbook

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

Living things and their environment

Difference between the plant and animal cell
Nucleus
Functions of nucleus
Functions of nucleus

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

Compare plant and animal cell as observed under a light microscope
Identify the difference between plant and animal cell
Appreciate the use of a light microscope in microscope in magnification

In groups or in pairs, learners are
guided to state the differences between a plant cell and an animal cell.

 

In groups or in pairs, learners are
guided to recognise the differences between plant and animal cell.

Why is light microscope important in our day to day life

Selected specimens
Candle wax
Water
Spotlight Basic Laboratory
Apparatus
Equipment Integrated Science Learner's Book Grade8 pg. 69-70
Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
and
Equipment
Textbooks
Software
Relevant reading materials
Spotlight Basic Laboratory
and
and
?

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

Living things and their environment

Magnification of a cell as seen under the light microscope
Assessment
Movement of materials un and out of the cells; The cell membrane

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

Define the term magnification.
State the formula of calculating magnification.
Calculate the magnification of a microscope.
Appreciate the importance of magnification.

In groups or in pairs, learners are guided to define the term magnification.
In groups or in pairs, learners are guided to state the formula of calculating magnification.
In groups or in pairs, learners are guided to calculate the magnification of a microscope.

How do you calculate the magnification of a microscope?

Mentor; Integrated Science Learner's Book Grade 8 pg. 60-61
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 62
Assessment books.
Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64

Oral questions Oral Report Observation

Living things and their environment

Properties of a cell membrane
Effects of heat on the cell membrane
Effects of alkali on the cell membrane
Effects of dilute acid on the cell membrane

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

Use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video.
Describe the properties of a cell membrane.
Investigate the structures of the cell membrane.
Appreciate the properties of a cell membrane.

In groups or in pairs, learners are guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video.
In groups or in pairs, learners are guided to describe the properties of a cell membrane.
In groups or in pairs, learners are guided to investigate the structures of the cell membrane.

What are the properties of a cell membrane?

Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 64-66
Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68
Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70

Oral questions Oral Report Observation

Living things and their environment

Diffusion
How to demonstrate diffusion
Factors that affect diffusion
Role of diffusion in living organism
Osmosis
How to demonstrate osmosis using plant materials
Factors that affect osmosis

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

Explain the meaning of diffusion.
Discuss the meaning of aroma.
Do Activity 3 in learner's book 8 page 71
Have a desire to learn more about diffusion.


Use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs.
Discuss role of diffusion in plants.
Explain the role of diffusion in living organisms.
Enjoy using digital devices.

In groups or in pairs, learners are guided to explain the meaning of diffusion.
In groups or in pairs, learners are guided to discuss the meaning of aroma.
In groups or in pairs, learners are guided to do Activity 3 in learner's book 8 page 71

In groups or in pairs, learners are guided to use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs.
In groups or in pairs, learners are guided to discuss role of diffusion in plants.
In groups or in pairs, learners are guided to explain the role of diffusion in living organisms.

What is diffusion?
What is the role of diffusion in plants?

Mentor; Integrated Science Learner's Book Grade 8 pg. 71
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72
Mentor; Integrated Science Learner's Book Grade 8 pg. 72-73
Mentor; Integrated Science Learner's Book Grade 8 pg. 73-75
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77
Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81

Oral questions Oral Report Observation

Living things and their environment

Role of osmosis in living organisms
Changes that occur in the plant leaves at different times
Observing the changes that occur on plant leaves at different times.
Observing the changes that take place in the plant leaves at different times.

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

Explain the role of osmosis in living organisms.
Discuss the role of osmosis in living plants.
Recognise the role of osmosis in living animals.
Appreciate the role of osmosis in living organisms.

In groups or in pairs, learners are guided to explain the role of osmosis in living organisms.
In groups or in pairs, learners are guided to discuss the role of osmosis in living plants.
In groups or in pairs, learners are guided to recognise the role of osmosis in living animals.

What is the role of osmosis in living organisms?

Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 82
Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84
Mentor; Integrated Science Learner's Book Grade 8 pg. 84

Oral questions Oral Report Observation

Living things and their environment
Living things and their environment.
Living things and their environment

Assessment
Menstrual cycle in human beings
Menstrual cycle in human beings

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

Answer topical questions correctly.

Learners are guided to answer topical questions correctly

What have you learnt about the movement of materials in and out of the cells?

Mentor; Integrated Science Learner's Book Grade 8 pg. 85
Assessment books
Curriculum design; Integrated Science Grade 8
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Living things and their environment

Menstrual cycle in human beings
Challenges related to menstrual process
How to manage challenges related to menstrual cycle
Project: Improvising a sanitary towel

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

Name menstrual phases in a human menstrual cycle in a wheel chart.
Write down the events that take place in the phases of the human menstrual cycle.
Describe the events that take place in the phases identified
Appreciate the human menstrual cycle.

Learners are guided in pairs, in groups or individually to name menstrual phases in a human menstrual cycle in a wheel chart.
Learners are guided in pairs, in groups or individually to describe the events that take place in the phases identified.
Learners are guided in pairs, in groups or individually to write down the events that take place in the phases of the human menstrual cycle.

How many phases are in the human menstrual cycle?

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

Oral questions Oral Report Observation

Living things and their environment
Human Reproductive Health

Fertilization and implantation
Sex related challenges
Pubertal growth and development
Personal hygiene needs during puberty
Myths and misconceptions on menstrual experience in the community.
Importance of reproductive health in the community

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

Name the two main processes in the reproductive process
Use digital devices to observe animations showing fertilization and implantation
Appreciate reproduction in human beings.


Define the term puberty.
Identify physical, emotional and social changes during puberty in both boys and girls.
Classify the changes as physical, emotional or social.
Appreciate the importance of puberty.

Learners are guided in pairs, in groups or individually to name the two main processes in the reproductive process.
Learners are guided in pairs, in groups or individually to use digital devices to observe animations showing fertilization and implantation.
Individually, learners to write down how fertilization takes place in human beings.

Learners to define the term puberty.
Learners are guided to identify physical, emotional and social changes during puberty in both boys and girls.
Learners are guided to classify the changes as physical, emotional or social.

How does reproduction occur in human beings? What are the names of the cells that fuse during fertilization?
Which changes are common for both boys and girls? Why do you think adolescents form peer groups?

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

Oral questions Oral Report Observation

Human Reproductive Health
Force and energy
Force and energy
Force and energy

Myths and misconceptions about reproductive health in the community
Force and Energy: Transformation of energy; Forms of energy
Renewable energy sources
Non-renewable energy sources

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

Identify myths and misconceptions about reproductive health in the community.
Compose songs and poems with information on positive reproductive health practices.
Appreciate puberty as a stage in personal growth and development.

Learners to identify myths posters condemning practices such as female genital mutilation and early marriages.
In groups or in pairs, learners to compose songs and poems with information on positive reproductive health practices.

What are the positive reproductive health practices that we should adopt in the community?

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

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.

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.

What are the importance of energy sources in the environment?

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

Oral questions Oral Report Observation

Force and energy

Energy transformations using materials in their locality
Appliances whose working relies on energy transformations.
Digital Activity

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
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139
Spotlight; Integrated Science Learner's Book Grade 8 pg. 139

Oral questions Oral Report Observation

Force and energy

Safety measures associated with energy transformation.
Application of energy transformation.
Pressure
Describing pressure in solids
Describing pressure in liquids
To describe pressure in liquids using glass tubes and balloons

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.


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

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 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.

Why is it important to observe safety measures associated with energy transformation?
What is force? What is pressure.

Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
Pictures
Charts
Realia
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147
Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
Pictures
Charts
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
Realia
Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152
Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153

Oral questions Oral Report Observation

Force and energy

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

How do you describe pressure in liquids?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 153-154
Pictures
Charts
Realia
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 154
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155
Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157

Oral questions Oral Report Observation

Force and energy

To determine pressure in similar solids.
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 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
Pictures
Charts
Realia
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161

Oral questions Oral Report Observation

Force and energy

Solving numerical problems involving pressure.
Solving numerical problems involving pressure using a formula
Pressure formula in liquids.
Solve numerical problems involving pressure using formula
Applications of pressure in solids.
Applications of pressure in liquids.

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
Pictures
Charts
Realia
Computing devices
Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164
Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169
Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171

Oral questions Oral Report Observation