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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Living things and their environment
|
Difference between plant and Animal cell
|
By the end of the
lesson, the learner
should be able to:
Draw plant and animal cell Compare plant and animal cell as observed under a light microscope 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 |
Applications
Teacher Observations
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 2 |
Living things and their environment
|
Organelles
Organelles in plant cell |
By the end of the
lesson, the learner
should be able to:
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 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 |
Applications
Teacher Observations
Project
Portfolio
Oral or Aural Questions
|
|
| 2 | 3 |
Living things and their environment
|
Organelles in animal
Difference between the plant and animal cell |
By the end of the
lesson, the learner
should be able to:
Identify the major organelles in animal cell Draw the major organelles in an animal cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw an animal cell. In groups or in pairs, learners are guided to. name the structures of an 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 Laboratory Apparatus and Equipment Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 4 |
Living things and their environment
|
Nucleus
Functions of nucleus |
By the end of the
lesson, the learner
should be able to:
Define the term nucleus Draw the nucleus as seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw a nucleus In groups or in pairs, learners are guided to. name the structures of a nucleus |
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 Laboratory Apparatus and Equipment Textbooks Software Relevant reading materials Spotlight Basic Laboratory and |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 5 |
Living things and their environment
Living things and their environment |
Functions of nucleus
Magnification of a cell as seen under the light microscope |
By the end of the
lesson, the learner
should be able to:
Define the term cell Compare plant and animal cells as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to name various functions of parts of a nucleus |
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 Laboratory Apparatus and Equipment Textbooks ? Software Relevant reading materials Mentor; Integrated Science Learner's Book Grade 8 pg. 60-61 Pictures Charts Realia Computing devices |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 3 | 1 |
Living things and their environment
|
Assessment
Movement of materials un and out of the cells; The cell membrane Properties of a cell membrane |
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 cells?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 62
Assessment books. Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64 Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Living things and their environment
|
Effects of heat on the cell membrane
Effects of alkali on the cell membrane |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how heat affects the functioning of the cell membrane. Outline the procedure of investigating how heat affects the functioning of the cell membrane. Investigate how heat affects the functioning of the cell membrane. Appreciate effects of heat on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how heat affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how heat affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how heat affects the functioning of the cell membrane. |
How does heat affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 64-66
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68 |
Oral questions Oral Report Observation
|
|
| 3 |
Midterm exams |
||||||||
| 4 | 1 |
Living things and their environment
|
Effects of dilute acid on the cell membrane
Diffusion |
By the end of the
lesson, the learner
should be able to:
State the requirements needed to investigate how dilute acids affects the functioning of the cell membrane. Outline the procedure of investigating how dilute acids affects the functioning of the cell membrane. Investigate how dilute acids affects the functioning of the cell membrane. Appreciate effects of dilute acids on the cell membrane. |
In groups or in pairs, learners are guided to state the requirements needed to investigate how dilute acids affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how dilute acids affects the functioning of the cell membrane. In groups or in pairs, learners are guided to investigate how dilute acids affects the functioning of the cell membrane. |
How does dilute acids affect the functioning of the cell membrane?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 71 |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Living things and their environment
|
How to demonstrate diffusion
Factors that affect diffusion |
By the end of the
lesson, the learner
should be able to:
Outline the procedure of demonstrating diffusion. State the safety precautions to be observed. Demonstrate the process of diffusion. Appreciate the importance of diffusion. |
In groups or in pairs, learners are guided to outline the procedure of demonstrating diffusion.
In groups or in pairs, learners are guided to state the safety precautions to be observed. In groups or in pairs, learners are guided to demonstrate the process of diffusion. |
How do you demonstrate diffusion?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 72-73 |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Living things and their environment
|
Role of diffusion in living organism
Osmosis How to demonstrate osmosis using plant materials |
By the end of the
lesson, the learner
should be able to:
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 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 the role of diffusion in plants?
|
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 |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Living things and their environment
|
Factors that affect osmosis
Role of osmosis in living organisms |
By the end of the
lesson, the learner
should be able to:
Describe the factors that affect osmosis. Identify the factors that increase the rate of osmosis. Recognise the factors that decrease the rate of osmosis. Appreciate the factors that affect osmosis. |
In groups or in pairs, learners are guided to describe the factors that affect osmosis.
In groups or in pairs, learners are guided to identify the factors that increase the rate of osmosis. In groups or in pairs, learners are guided to recognise the factors that decrease the rate of osmosis. |
What factors affect osmosis?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82 |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Living things and their environment
|
Changes that occur in the plant leaves at different times
Observing the changes that occur on plant leaves at different times. |
By the end of the
lesson, the learner
should be able to:
State the importance of plants. Name the process that affects plants when making food. Investigate what affects plants when making food. Appreciate the importance of plants. |
In groups or in pairs, learners are guided to state the importance of plants.
In groups or in pairs, learners are guided to name the process that affects plants when making food. In groups or in pairs, learners are guided to investigate what affects plants when making food. |
What do plants utilize to make food?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 82
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84 |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Living things and their environment
|
Observing the changes that take place in the plant leaves at different times.
Assessment |
By the end of the
lesson, the learner
should be able to:
Observe the changes that take place in the plant leaves at different times. State the importance of diffusion in one's body. Appreciate the importance of diffusion. |
In groups or in pairs, learners are guided to observe the changes that take place in the plant leaves at different times.
In groups or in pairs, learners are guided to state the importance of diffusion in one's body. |
How do you think the rate of loss of water by the leaves affects the shape of the leaves at different times?
|
Mentor; Integrated Science Learner's Book Grade 8 pg. 84
Pictures Charts Realia Computing devices Mentor; Integrated Science Learner's Book Grade 8 pg. 85 Assessment books |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Living things and their environment.
Living things and their environment |
Menstrual cycle in human beings
|
By the end of the
lesson, the learner
should be able to:
Discuss human menstrual cycle using flashcards with information about human menstruation. Describe the menstrual cycle in human beings. Appreciate menstruation in human beings |
Learners are guided in pairs, in groups or individually to discuss human menstrual cycle using flashcards with information about human menstruation.
Learners are guided in pairs, in groups or individually to write down the meaning of menstruation and human menstruation cycle. Learners are guided in pairs, in groups or individually to describe the menstrual cycle in human beings. |
What is the meaning of menstruation?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Living things and their environment
|
Menstrual cycle in human beings
Challenges related to menstrual process How to manage challenges related to menstrual cycle |
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
|
|
| 5 | 4 |
Living things and their environment
|
Project: Improvising a sanitary towel
Fertilization and implantation |
By the end of the
lesson, the learner
should be able to:
Draw and cut out sanitary towel template and trace the sanitary towel Improvise a sanitary towel using cotton fabrics, face towels and safety pins Take pride in and display the improvised sanitary towel. |
Learners are guided in pairs, in groups or individually to draw and cut out sanitary towel template and trace the sanitary towel
Learners are guided in pairs, in groups or individually to improvise a sanitary towel using cotton fabrics, face towels and safety pins and display the improvised sanitary towel. |
How is safety ensured when improvising the sanitary towel?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Living things and their environment
|
Fertilization and implantation
Sex related challenges |
By the end of the
lesson, the learner
should be able to:
Discuss the events that take place during implantation process Present on a table the stages, time after fertilization and the process taking place in the human body Appreciate reproduction in human beings. |
Learners are guided in pairs, in groups or individually to read reference materials with information about implantation in human beings
Learners are guided in pairs, in groups or individually to discuss the events that take place during implantation process. Learners are guided in pairs, in groups or individually to present on a table the stages, time after fertilization and the process taking place in the human body. |
What happens at stage d after fertilization?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Human Reproductive Health
|
Pubertal growth and development
Personal hygiene needs during puberty |
By the end of the
lesson, the learner
should be able to:
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 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. |
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
|
|
| 6 | 2 |
Human Reproductive Health
|
Myths and misconceptions on menstrual experience in the community.
Importance of reproductive health in the community Myths and misconceptions about reproductive health in the community |
By the end of the
lesson, the learner
should be able to:
Define the term myths and misconceptions. Identify the stages for identifying intersex persons. Discuss the myths and misconceptions about menstrual experience. Appreciate puberty as a stage in personal growth and development. |
Learners to define the term myths and misconceptions.
Learners are guided to identify the stages for identifying intersex persons. In groups, learners to discuss the myths and misconceptions about menstrual experience. |
What is a myth?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Force and energy
|
Force and Energy: Transformation of energy; Forms of energy
Renewable energy sources |
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 Curriculum design; Integrated Science Grade 8 |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Force and energy
|
Non-renewable energy sources
Classification of renewable and 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
|
|
| 6 | 5 |
Force and energy
|
Energy transformations in nature.
Energy transformations using materials in their locality |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of energy transformation. Demonstrate energy transformations using locally available materials. Have a desire to learn more about energy transformation. |
In groups, learners are guided to explain the meaning of energy transformation.
In groups, learners are guided to identify energy transformations in nature. In groups, learners are guided to demonstrate energy transformations using locally available materials. |
What is energy transformation?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 132
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 133 |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
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 Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138 |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Force and energy
|
Appliances whose working relies on energy transformations.
Digital Activity Safety measures associated with energy transformation. |
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
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 139 Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142 |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
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:
Read the report in learner's book 8 Demonstrate the steps to follow when lighting a gas cooker. Appreciate the importance of preventing dangers associated with energy transformation. |
In groups, learners are guided to read the report in learner's book 8 page 142
In groups, learners are guided to list the dangers associated with the energy transformations processes and state their preventive measures. In groups, learners are guided to demonstrate the steps to follow when lighting a gas cooker. |
What are some of the preventive measures against the dangers associated with energy transformation?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147 |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Force and energy
|
Pressure
Describing pressure in solids |
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
Pictures Charts Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151 Realia |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Force and energy
|
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:
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
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153 |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Force and energy
|
To describe pressure in liquids using a tin.
Determining pressure in solids and liquids 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 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 |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Force and energy
|
To determine pressure in a regular solid
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 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
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158 |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
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. |
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 |
What is variation of pressure?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
Pictures Charts Realia Computing devices Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161 |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Force and energy
|
Solving numerical problems involving pressure.
Solving numerical problems involving pressure using a formula |
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 |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Force and energy
|
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 liquids. Work out pressure in liquids. Enjoy solving numerical problems involving pressure in liquids. |
In groups, learners are guided to state the formula to solve numerical problems involving pressure in liquids.
In groups, learners are guided to work out pressure in liquids. In groups, learners are guided to work out the examples in learner's book 8 page 166 |
What is the formula of working pressure in liquids?
|
Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166
Pictures Charts Realia Computing devices 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
|
|
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