ELEMENTS, MIXTURES AND COMPOUNDS

Introduction to Matter
Classification of matter
Properties of solids
Properties of liquids

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

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;  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.
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
Textbook
Software
Relevant reading material
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 1-2
Equipment
Textbooks
Relevant reading materials
Spotlight Integrated Science Learner's Book Grade 8 pg. 3-4
Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 7
Equipment
Textbook
Spotlight Integrated Science Learner's Book Grade 8 pg. 8

Reflections Game Playing Model Making Explorations Experiments Invesigation Conventions, Conferences, and Debates
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

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

How does the movement of particles in matter affect its physical properties

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 9
?
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

MIXTURES, ELEMENTS AND COMPOUNDS

Elements and compound
Common elements and their symbols

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

Reflections Game Playing Model Making Explorations Experiments Investigation Conventions, Conferences, and Debates Project

MIXTURES, ELEMENTS AND COMPOUNDS

Applications of common elements
Packaging labels

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

Package labels
Common elements and their symbols
Common elements and their symbols
STRUCTURE OF THE ATOM 7

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

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


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 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

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
How are symbols assigned to elements? What is the value of elements in day

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

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
Reflections Game Playing Post testing Model Making Experiments Investigation Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Atomic number
Mass 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

Metals and non- metals
Metals and non -metals

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


Differentiate between metals and non-metals
Play games involving metals and non-metals
Appreciate the importance of common me

The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure protons, neutrons,
and electrons
raw and discuss
the electron
arrangements of elements and classify
them into metals and
Discuss and illustrate the atomic number
and mass number of elements
first 13
elements of the periodic table
use digital or print
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
?
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom How do atoms gain stability

Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Making Explorations Experiments Investigations Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Metals and non- metals
Importance of elements

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

Describe the structure of an atom and electron arrangements of elements
Draw the structure of metals and non -metals
Appreciate the importance of non -metals in our daily lives

The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons,neutrons,
and electrons), raw and discuss
the electron arrangements of elements and classify them into metals and non
metals
use digital
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number and mass number of elements,
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom How do atoms gain stability

Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67
Spotlight Integrated Science Learner's Book Grade 8pg. 66-67

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

OXYGEN
PREPARATION OF OXYGEN
PHYSICAL PROPERTIES OF OXYGEN
CHEMICAL PROPERTY OF 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


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

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.

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
Recording
and
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
and

Teacher Observations Project Journals Portfolio 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

ROLE OF OXYGEN IN COMBUSTION

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

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

MIXTURES, ELEMENTS AND COMPOUNDS

CLASSES OF FIRE
CONTROL MEASURES

By the end of the lesson, the learner should be able to:
Identify classes of fires from their text books
Search in the intern 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
selected specimens
and
Digital Devices
Recording

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Conventions, Conferences, and Debates 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

The learner is guided to:
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen.
Discuss the role of oxygen in
Combustion and the spread of
Classify fire according to the cause and suggest control measures
Practise fire control measures
breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable
discuss the role of oxygen in every life
where possible, use digital devices
to search, play and watch and
discuss videos and animations on the
different classes of fire.

how is oxygen important in day to day life What are the different classes of fire

Selected specimens
Candle wax
Water
Spotlight Basic Laboratory
Apparatus
Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Selectedspecimens
Candlewax
SpotlightBasicLaboratory
Apparatus
IntegratedScienceLearner'sBookGrade8pg.69-70Laboratory
Apparatusand

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Experiments Investigation Conventions, Conferences, and Debates Applications Teacher Observations

Living things and their environment

The cell
Components of a cell
Types of cells
Functions of a cell

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

Define the term cell
Compare plant and animal cell 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

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

In groups or in pairs, learners are
guided to identify the cell membrane found in a cell. 



In groups or in pairs, learners are
guided to state the structures of the cell membrane.
In groups or in pairs, learners are guided to draw the structure of a
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 Integrated Science Learner's Book Grade8 pg. 69-70
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 Journals Portfolio Oral or Aural Questions Learner's Project

Living things and their environment

Difference between plant and Animal cell
Organelles

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

Living things and their environment

Organelles in plant cell
Organelles in animal

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

Identify the functions of the major organelles in a plant cell
Watch a video showing the plant cell
Appreciate the use of a light microscope in microscope in magnification

In groups or in pairs, learners are
guided to draw a plant cell.

 

In groups or in pairs, learners are
guided to name the structures of a plant cell.

 

In groups or in pairs, learners are
guided to state the functions of the parts of a plant 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

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

Living things and their environment

Difference between the plant and animal cell
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

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

Living things and their environment

Functions of nucleus
Magnification of a cell as seen under the light microscope
Assessment

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

Identify the functions of nucleus
Search in the internet the functions of nucleus
Appreciate the use of a light microscope in microscope in magnification

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 draw a nucleus and name various parts of a nucleus
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.

Why is light microscope important in our day to day life
How do you calculate the magnification of a microscope?

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

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

Living things and their environment

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:

Identify the cell membrane found in a cell.
State the structures of the cell membrane.
Draw the structure of a cell as shown in learner's book 8 page 63
Appreciate the structure of a cell.

In groups or in pairs, learners are guided to identify the cell membrane found in a cell.
In groups or in pairs, learners are guided to state the structures of the cell membrane.
In groups or in pairs, learners are guided to draw the structure of a cell as shown in learner's book 8 page 63

Where is the cell membrane found in a cell? What is the function of a cell membrane in a cell?

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

Oral questions Oral Report Observation

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

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

Living things and their environment

How to demonstrate diffusion
Factors that affect diffusion
Role of diffusion in living organism

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.


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 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.

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.

How do you demonstrate diffusion?
What is the role of diffusion in plants?

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
Mentor; Integrated Science Learner's Book Grade 8 pg. 73-75
Pictures
Charts
Realia
Computing devices

Oral questions Oral Report Observation

Living things and their environment

Osmosis
How to demonstrate osmosis using plant materials

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

Explain the meaning of osmosis.
State the process of osmosis.
Demonstrate the process of osmosis.
Have a desire to learn more about osmosis.

In groups or in pairs, learners are guided to explain the meaning of osmosis.
In groups or in pairs, learners are guided to state the process of osmosis.
In groups or in pairs, learners are guided to demonstrate the process of osmosis.

What is osmosis?

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

Oral questions Oral Report Observation

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

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

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

Observing the changes that take place in the plant leaves at different times.
Assessment
Menstrual cycle in human beings

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.

Discuss human menstrual cycle using flashcards with information about human menstruation.
Describe the menstrual cycle in human beings.
Appreciate menstruation in human beings

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.

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.

How do you think the rate of loss of water by the leaves affects the shape of the leaves at different times?
What is the meaning of menstruation?

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
Curriculum design; Integrated Science Grade 8
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Realia
Computing devices

Oral questions Oral Report Observation

Living things and their environment

Menstrual cycle in human beings
Challenges related to menstrual process

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
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Realia
Computing devices

Oral questions Oral Report Observation

Living things and their environment

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:

Make discussion cards with information on challenges related to menstrual cycle
Write down short notes on how to manage challenges related to menstrual cycle
Appreciate the ways to manage the challenges related to the human menstrual cycle.

Learners are guided in pairs, in groups or individually to make discussion cards with information on challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to search the internet for information on how to manage challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to write down short notes on how to manage challenges related to menstrual cycle.

How best can we manage issues related to the menstrual cycle?

Curriculum design; Integrated Science Grade 8
Pictures
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Realia
Computing devices

Oral questions Oral Report Observation

Living things and their environment

Fertilization and implantation

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.

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.

How does reproduction occur in human beings? What are the names of the cells that fuse during fertilization?

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

Oral questions Oral Report Observation

Living things and their environment
Human Reproductive Health

Sex related challenges
Pubertal growth and development
Personal hygiene needs during puberty
Myths and misconceptions on menstrual experience in the community.

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

Say the meaning of the terms: hermaphrodite and intersex people
Describe how hermaphrodite and intersex persons differ from a normal male or female
Reflect on sex related challenges .

Identify personal hygiene that needs to be associated with the onset of puberty.
Mention the measures for management of menstrual hygiene for personal growth.
Suggest how re-usable sanitary towels should be taken care of.
Appreciate personal hygiene needed during puberty.

Learners are guided in pairs, in groups or individually to say the meaning of the terms: hermaphrodite and intersex people.
Learners are guided in pairs, in groups or individually to describe how hermaphrodite and intersex persons differ from a normal male or female.
Learners are guided in pairs, in groups or individually to write short notes about how to manage sex related challenges.

Learners are guided to identify personal hygiene that needs to be associated with the onset of puberty.
Learners are guided to mention the measures for management of menstrual hygiene for personal growth.
Learners are guided to suggest how re-usable sanitary towels should be taken care of.

How best can we manage sex related challenges?
How do you ensure that your mouth is clean and you have a fresh breath?

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

Oral questions Oral Report Observation

Human Reproductive Health

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:

State the importance reproductive health in the community.
State the effects of harmful practices on reproductive health.
Create posters condemning practices such as female genital mutilation and early marriages.
Appreciate practices that enhances reproductive health.

Learners to state the importance reproductive health in the community.
Learners to state the effects of harmful practices on reproductive health.
In groups or in pairs, learners to create posters condemning practices such as female genital mutilation and early marriages.

Why is reproductive health important in the community? What are the effects of early pregnancies?

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

Oral questions Oral Report Observation

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
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Curriculum design; Integrated Science Grade 8

Oral questions Oral Report Observation

Force and energy

Non-renewable energy sources
Classification of renewable and non-renewable energy sources
Energy transformations in nature.

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.


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 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.

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 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

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

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 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 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.

Which other locally available can you use to demonstrate the energy transformations in a falling objects?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 133
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135

Oral questions Oral Report Observation

Force and energy

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

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

Oral questions Oral Report Observation

Force and energy

Digital Activity
Safety measures associated with energy transformation.

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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Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142

Oral questions Oral Report Observation

Force and energy

Safety measures associated with energy transformation.
Application of energy transformation.
Pressure
Describing pressure in solids

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.


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 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.

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 are some of the preventive measures against the dangers associated with energy transformation?
What is force? What is pressure.

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

Oral questions Oral Report Observation

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
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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

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
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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
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 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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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.
Solving numerical problems involving pressure.

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.


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 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

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.

Relate the weight of the blocks of wood with the calculated pressure. What do you notice?
What is the relationship of pressure in liquids to its depth and density?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163

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
Applications of pressure in solids.

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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Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169

Oral questions Oral Report Observation

Force and energy

Applications of pressure in liquids.

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

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 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 liquids?

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