Mixtures, Elements and Compounds

Elements and compounds - Relationship between an atom, an element, a compound and a molecule
Elements and compounds - Protons, electrons and neutrons
Elements and compounds - Elements and molecules

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

- Define the term atom
- Describe the structure of an atom
- Show interest in learning about atoms

- Discuss the meaning of an atom and illustrate its structure
- Search the Internet or use reference books to get information about the atom
- Draw the structure of an atom

How is the structure of the atom important?

- Mentor Bk 8 pg. 1
- Digital resources
- Internet access and reference books
- Internet access
- Reference books
- Charts showing atomic structure
- Digital devices
- Relevant print resources

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Elements and compounds - Molecules
Elements and compounds - Chemical symbols for common elements
Elements and compounds - Deriving symbols from element names
Elements and compounds - Symbols derived from Latin names
Elements and compounds - Word equations for formation of compounds

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

- Define the term molecule
- Explain how molecules are formed
- Show interest in learning about molecules

- Discuss the meaning of molecules
- Identify examples of molecules
- Explain the difference between atoms and molecules

How do atoms form molecules?

- Mentor Bk 8 pg. 1
- Charts showing molecular structures
- Digital resources
- Mentor Bk 8 pg. 2
- Periodic table charts
- Reference books
- Element name charts
- Mentor Bk 8 pg. 3
- Internet access
- Mentor Bk 8 pg. 5
- Charts with word equations

- Observation - Written assignments - Oral questions

Mixtures, Elements and Compounds

Elements and compounds - More practice on word equations
Elements and compounds - Application of common elements in society
Elements and compounds - Elements in jewellery, trophies and medals

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

- Write word equations for various reactions
- Explain the meaning of arrows in equations
- Appreciate the use of word equations

- Practice writing word equations
- Discuss the direction of reactions
- Share findings with classmates

What do the arrows in word equations represent?

- Mentor Bk 8 pg. 5
- Worksheets
- Digital resources
- Mentor Bk 8 pg. 6
- Pictures of items made from elements
- Real samples where available
- Pictures of jewellery and trophies
- Internet access

- Written tests - Group discussions - Peer assessment

Mixtures, Elements and Compounds

Elements and compounds - Elements in construction and electrical applications
Elements and compounds - Mineral elements in food
Elements and compounds - Information on packaging labels

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

- Identify elements used in construction
- Explain uses of copper and aluminium
- Appreciate the role of elements in industry

- Discuss uses of iron, aluminium and silicon
- Identify properties that make these elements suitable
- Examine electrical wires and construction materials

How are elements applied in construction and electricity?

- Mentor Bk 8 pg. 7
- Samples of wires and construction materials
- Reference books
- Pictures of foods
- Nutrition charts
- Mentor Bk 8 pg. 8
- Product packages
- Digital resources

- Observation - Oral questions - Written tests

Mixtures, Elements and Compounds

Elements and compounds - Extended activity on elements at home
Elements and compounds - End of sub-strand assessment
Physical and chemical changes - Characteristics of matter in different states

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

- Identify elements in household items
- Explain how elements affect value of products
- Show responsibility in completing assignments

- Identify items at home
- Name elements used in making them
- Explain how elements affect their value

How do elements affect the value of household items?

- Mentor Bk 8 pg. 8
- Homework assignment sheets
- Reference materials
- Mentor Bk 8 pg. 1-9
- Assessment papers
- Marking guides
- Mentor Bk 8 pg. 10
- Paper
- Scissors
- Reference books

- Project assessment - Oral presentations - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Matter is made of tiny particles (liquids)
Physical and chemical changes - Matter is made of tiny particles (gases)
Physical and chemical changes - Particles are in continuous random motion

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

- Demonstrate that liquids are made of particles
- Explain the dilution process
- Appreciate the particulate nature of liquids

- Dilute coloured liquid with water
- Observe color intensity changes
- Record findings

How can we prove that liquids are made of tiny particles?

- Mentor Bk 8 pg. 11
- Colored liquid (juice or ink)
- Water
- Containers
- Mentor Bk 8 pg. 12
- Fresh grass
- Paper
- Lighter (teacher supervised)
- Chalk dust
- Container with water
- Hand lens

- Practical assessment - Observation - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Particles have spaces between them
Physical and chemical changes - Summary of properties of different states
Physical and chemical changes - Diffusion in liquids

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

- Demonstrate that particles have spaces
- Explain dissolution process
- Show curiosity about particle arrangement

- Dissolve salt in water in a volumetric flask
- Observe volume changes
- Discuss why volume decreases

Why does the volume decrease when salt dissolves in water?

- Mentor Bk 8 pg. 13
- Salt or sugar
- Volumetric flask
- Water
- Mentor Bk 8 pg. 14
- Charts showing particle arrangement
- Reference books
- Mentor Bk 8 pg. 15
- Ink
- Beakers
- Cold and warm water
- Droppers

- Practical assessment - Oral questions - Written reports

Mixtures, Elements and Compounds

Physical and chemical changes - Diffusion in gases
Physical and chemical changes - Pure and impure substances
Physical and chemical changes - Determining melting point of candle wax

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

- Explain diffusion in gases
- Compare diffusion in liquids and gases
- Appreciate that diffusion is faster in gases

- Discuss examples of diffusion in gases
- Compare rates of diffusion in liquids and gases
- Give everyday examples

How does diffusion in gases differ from diffusion in liquids?

- Mentor Bk 8 pg. 16
- Reference books
- Digital resources
- Samples of pure and impure substances
- Mentor Bk 8 pg. 17
- Candle wax
- Beaker
- Thermometer
- Heat source
- Stopwatch

- Oral questions - Group discussions - Written assignments

Mixtures, Elements and Compounds

Physical and chemical changes - Interpreting heating curves
Physical and chemical changes - Effects of impurities on melting point
Physical and chemical changes - Effects of impurities on boiling point

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

- Plot graph of temperature against time
- Interpret heating curves
- Identify melting and boiling points on graphs

- Plot graph from data collected
- Identify different sections of the curve
- Explain what happens at each section

What does a heating curve tell us about a substance?

- Mentor Bk 8 pg. 18
- Graph paper
- Data from previous lesson
- Rulers
- Mentor Bk 8 pg. 19
- Pure candle wax
- Impure candle wax
- Thermometers
- Heat sources
- Mentor Bk 8 pg. 20
- Pure ice
- Salty ice
- Beakers

- Graph assessment - Oral questions - Written explanations

Mixtures, Elements and Compounds

Physical and chemical changes - Physical changes
Physical and chemical changes - Heating wax (physical change)
Physical and chemical changes - Chemical changes introduction

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

- Define physical change
- Give examples of physical changes
- Explain characteristics of physical changes

- Break and crush chalk
- Cut tissue paper and dissolve in water
- Discuss if changes are reversible

What are physical changes?

- Mentor Bk 8 pg. 21
- Chalk
- Tissue paper
- Water
- Containers
- Wax
- Test tube
- Test tube holder
- Heat source
- Mentor Bk 8 pg. 22
- Paper
- Matches
- Egg

- Observation - Oral questions - Practical assessment

Mixtures, Elements and Compounds

Physical and chemical changes - Temporary chemical changes
Physical and chemical changes - Reversing temporary chemical changes
Physical and chemical changes - Permanent chemical changes

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

- Demonstrate temporary chemical change
- Heat Cobalt (II) chloride safely
- Observe color changes

- Heat Cobalt (II) chloride crystals
- Collect water vapor
- Observe color changes

What happens when Cobalt (II) chloride is heated?

- Mentor Bk 8 pg. 23
- Cobalt (II) chloride
- Boiling tube
- Thermometer
- Heat source
- Mentor Bk 8 pg. 24
- Anhydrous Cobalt (II) chloride
- Water
- Dropper
- Mentor Bk 8 pg. 25
- Copper (II) nitrate
- Weighing balance

- Practical assessment - Safety compliance - Observation records

Mixtures, Elements and Compounds

Physical and chemical changes - Applications of physical changes
Physical and chemical changes - Applications of chemical changes
Classes of fire - Causes of fire in nature

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

- Identify applications of physical changes
- Explain importance in daily life
- Appreciate usefulness of physical changes

- Discuss melting ice, boiling water, dissolving
- Study pictures of applications
- Give everyday examples

How are physical changes applied in daily life?

- Mentor Bk 8 pg. 26
- Pictures showing applications
- Reference books
- Digital resources
- Mentor Bk 8 pg. 27
- Charts
- Digital devices
- Reference materials
- Mentor Bk 8 pg. 38
- Pictures of fire scenes

- Oral questions - Group presentations - Written assignments

Mixtures, Elements and Compounds

Classes of fire - More on causes of fire
Classes of fire - Components of the fire triangle
Classes of fire - Role of components in fire triangle

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

- Identify more causes of fire
- Explain unsafe practices that cause fire
- Appreciate fire safety

- Study pictures of risky situations
- Discuss flammable materials
- Identify fire hazards

How can we prevent fires from starting?

- Mentor Bk 8 pg. 39
- Pictures
- Digital resources
- Safety posters
- Mentor Bk 8 pg. 40
- Fire triangle diagrams
- Reference books
- Charts
- Sample fuels
- Reference materials

- Oral questions - Written assignments - Safety awareness

Mixtures, Elements and Compounds

Classes of fire - Classification of fires
Classes of fire - Class A and B fires
Classes of fire - Class C, D and K fires

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

- Identify different classes of fire
- Classify fires according to fuel type
- Show awareness of fire types

- Study flashcards on fire classes
- Discuss Class A, B, C, D, K fires
- Give examples of each class

How are fires classified?

- Mentor Bk 8 pg. 41
- Flashcards
- Charts
- Reference books
- Mentor Bk 8 pg. 42
- Pictures
- Sample materials
- Digital resources
- Reference materials

- Observation - Oral questions - Written assignments

Mixtures, Elements and Compounds

Classes of fire - Controlling fire using extinguishers
Classes of fire - Types of fire extinguishers
Classes of fire - Water and foam extinguishers

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

- Identify types of fire extinguishers
- Match extinguishers to fire classes
- Appreciate importance of correct extinguisher use

- Study pictures of extinguishers
- Research on types of extinguishers
- Discuss which extinguisher for each fire class

Why is it important to use the correct fire extinguisher?

- Mentor Bk 8 pg. 43
- Pictures of extinguishers
- Digital devices
- Reference books
- Mentor Bk 8 pg. 44
- Extinguisher pictures
- Charts
- Digital resources
- Extinguisher information
- Safety guidelines
- Reference materials

- Observation - Research presentations - Written reports

Mixtures, Elements and Compounds

Classes of fire - Breaking the fire triangle
Classes of fire - Removal of heat and fuel
Classes of fire - Removal of oxygen (smothering)

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

- Explain how to stop fire by removing components
- Describe removal of heat, fuel and oxygen
- Show understanding of fire control

- Discuss removing sources of heat
- Discuss removing fuel
- Discuss removing oxygen (smothering)

How can we use the fire triangle to control fires?

- Mentor Bk 8 pg. 45
- Fire triangle diagrams
- Reference books
- Mentor Bk 8 pg. 46
- Water
- Paper
- Safe burning area
- Supervision
- Candle
- Glass
- Matches
- Fire blanket

- Oral questions - Group discussions - Written tests

Mixtures, Elements and Compounds

Classes of fire - Fire safety at school
Classes of fire - Fire control measures at school
Classes of fire - Practicing fire control measures

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

- Identify fire risks at school
- Suggest fire prevention measures
- Show responsibility for fire safety

- Identify combustible materials at school
- Identify ignition sources
- Discuss likely fire classes at school

What fire safety measures should be in our school?

- Mentor Bk 8 pg. 47
- School compound tour
- Safety guidelines
- School safety equipment
- Emergency plans
- Mentor Bk 8 pg. 48
- Fire extinguishers
- Emergency exits
- Safety equipment

- Observation - Oral questions - Project work

Mixtures, Elements and Compounds
Living Things and their Environment

Classes of fire - Right to safety information on flammable substances
Classes of fire - Project on fire safety posters
Classes of fire - End of sub-strand assessment
The Cell - Cell structure as seen under a light microscope

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

- Identify hazard symbols on containers
- Explain importance of safety information
- Appreciate consumer rights

- Study container labels
- Identify flammable substance symbols
- Discuss importance of labeling

Why is safety information important on product labels?

- Mentor Bk 8 pg. 48
- Sample containers with labels
- Hazard symbol charts
- Mentor Bk 8 pg. 38-48
- Chart paper
- Colors
- Reference materials
- Assessment papers
- Marking guides
- Mentor Integrated Science pg. 49
- Digital devices
- Internet access
- Charts showing cell structures

- Observation - Oral questions - Written assignments

Living Things and their Environment

The Cell - Cell structure as seen under a light microscope
The Cell - Safety when handling a microscope
The Cell - Preparation of temporary slides of plant cells
The Cell - Observing plant cells under a light microscope
The Cell - Functions of parts of a plant cell
The Cell - Functions of nucleus, vacuole and chloroplast

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

- Describe the structure of plant cells
- Identify parts of a plant cell
- Appreciate the importance of microscopes

- Study diagrams of plant cells
- Identify cell wall, cell membrane, cytoplasm, nucleus, vacuole and chloroplast
- Draw and label plant cell structures

How do we observe cells?

- Mentor Integrated Science pg. 49
- Diagrams of plant cells
- Drawing materials
- Mentor Integrated Science pg. 50
- Light microscope
- Soft tissue paper
- Ethanol
- Mentor Integrated Science pg. 52
- Glass slides
- Cover slips
- Plant materials
- Water
- Scalpel
- Prepared slides
- Digital devices
- Reference books
- Internet access
- Mentor Integrated Science pg. 53
- Charts

- Drawings - Oral questions - Observation

Living Things and their Environment

The Cell - Observing animal cells under a light microscope
The Cell - Differentiating between plant and animal cells
The Cell - Characteristics of plant and animal cells
The Cell - Extended activity: Making cell models

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

- Observe animal cells on permanent slides
- Draw and label animal cells
- Compare observations with plant cells

- Place permanent slide on microscope
- Observe animal cell structures
- Draw and label observed cells
- Record observations

How do animal cells appear under a microscope?

- Mentor Integrated Science pg. 54
- Light microscope
- Permanent slides of animal cells
- Drawing materials
- Mentor Integrated Science pg. 55
- Diagrams
- Charts
- Textbooks
- Digital resources
- Mentor Integrated Science pg. 56
- Cartons
- Plasticine
- Clay
- Manila papers
- Glue

- Drawings - Observation - Oral questions

Living Things and their Environment

The Cell - Role of cells in living organisms
The Cell - Magnification of cells: Understanding magnification
The Cell - Calculating magnification

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

- Explain why cells are basic units of life
- Describe importance of cells in organisms
- Appreciate the role of cells

- Discuss why cells are defined as basic units of life
- Explain importance of cells to living organisms
- Discuss cell specialization
- Share findings with classmates

Why is the cell defined as the basic unit of life?

- Mentor Integrated Science pg. 57
- Digital devices
- Reference books
- Charts
- Microscope
- Reference materials
- Mentor Integrated Science pg. 58
- Calculator
- Worksheets
- Microscope specifications

- Oral presentations - Written assignments - Observation

Living Things and their Environment

The Cell - Microscope lenses and their magnifications
The Cell - Assessment: Drawing and magnification
The Cell - Assessment and feedback

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

- Identify different objective lenses
- State magnification ranges of lenses
- Appreciate diversity in microscope lenses

- Identify eye-piece lens magnifications (x5 to x30)
- Learn about low power objective (x4)
- Study medium power objective (x10 or x20)
- Examine high power objective (x40)

What are the different types of microscope lenses?

- Mentor Integrated Science pg. 58
- Microscope
- Charts
- Reference books
- Mentor Integrated Science pg. 59
- Drawing materials
- Calculator
- Assessment sheets
- Mentor Integrated Science pg. 49-59
- Assessment papers
- Marking guides

- Observation - Oral questions - Written assignments

Living Things and their Environment

Movement of Materials In and Out of the Cell - Introduction to cell transport
Movement of Materials In and Out of the Cell - Processes of material movement
Movement of Materials In and Out of the Cell - Introduction to diffusion

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

- Identify substances that move into cells
- Identify substances that move out of cells
- Appreciate the importance of cell transport

- Study chart showing substances entering and leaving cells
- Discuss substances moving into cells (oxygen, water, nutrients)
- Discuss substances moving out (carbon dioxide, waste products)
- Explain importance of cell membrane

What substances move in and out of cells?

- Mentor Integrated Science pg. 60
- Charts
- Diagrams
- Digital resources
- Mentor Integrated Science pg. 61
- Digital devices
- Reference books
- Internet access
- Examples from daily life

- Observation - Oral questions - Written assignments

Living Things and their Environment

Movement of Materials In and Out of the Cell - Demonstrating diffusion in gases
Movement of Materials In and Out of the Cell - Explaining diffusion observations
Movement of Materials In and Out of the Cell - Demonstrating diffusion in plant materials

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

- Demonstrate diffusion in gases
- Observe diffusion occurring
- Show responsibility in handling perfumes safely

- Close classroom windows and doors
- Line up learners across the room
- Spray perfume at front
- Observe and record when each learner detects scent
- Dispose materials appropriately

How does diffusion occur in gases?

- Mentor Integrated Science pg. 62
- Perfume or scented substance
- Enclosed room
- Timer
- Observation records
- Notebooks
- Reference materials
- Mentor Integrated Science pg. 63
- Young plant
- Ink
- Water
- Container
- Scalpel
- Gloves

- Observation - Oral questions - Practical assessment

Living Things and their Environment

Movement of Materials In and Out of the Cell - Explaining diffusion in plant cells
Movement of Materials In and Out of the Cell - Role of diffusion in animals
Movement of Materials In and Out of the Cell - Role of diffusion in plants

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

- Explain ink movement in plant cells
- Describe cell-to-cell diffusion
- Appreciate diffusion in plants

- Discuss observations from plant experiment
- Explain movement of ink from high to low concentration
- Describe cell-to-cell diffusion process
- Draw conclusions on diffusion in plants

How did ink reach all parts of the plant?

- Mentor Integrated Science pg. 64
- Observation records
- Diagrams
- Notebooks
- Mentor Integrated Science pg. 65
- Digital devices
- Charts
- Reference books
- Video resources

- Written assignments - Oral explanations - Observation

Living Things and their Environment

Movement of Materials In and Out of the Cell - Introduction to osmosis
Movement of Materials In and Out of the Cell - Demonstrating osmosis using visking tubing
Movement of Materials In and Out of the Cell - Explaining osmosis observations

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

- Define osmosis
- Explain semi-permeable membranes
- Show interest in osmosis

- Discuss meaning of pressure in science
- Define semi-permeable membrane
- Explain osmosis as water movement through membrane
- Relate to cell membrane function

What is osmosis and how is it different from diffusion?

- Mentor Integrated Science pg. 67
- Diagrams
- Charts
- Reference materials
- Mentor Integrated Science pg. 68
- Visking tubing
- Sugar solution
- Distilled water
- Beakers
- String
- Glass rod
- Mentor Integrated Science pg. 69
- Observation records
- Notebooks

- Oral questions - Written assignments - Observation

Living Things and their Environment

Movement of Materials In and Out of the Cell - Demonstrating osmosis using plant materials
Movement of Materials In and Out of the Cell - Explaining osmosis in plant cells
Movement of Materials In and Out of the Cell - Role of osmosis in plants

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

- Demonstrate osmosis using potato chips
- Set up experiment correctly
- Show responsibility in handling materials

- Peel and cut potato into chips
- Measure initial length of chips
- Place one chip in distilled water
- Place another in sugar solution
- Leave for 30 minutes
- Measure final lengths and record

How does osmosis occur in plant cells?

- Mentor Integrated Science pg. 71
- Potato
- Distilled water
- Sugar solution
- Beakers
- Ruler
- Scalpel
- Mentor Integrated Science pg. 72
- Observation records
- Diagrams
- Notebooks
- Mentor Integrated Science pg. 73
- Digital devices
- Charts
- Reference books

- Practical assessment - Observation - Written records

Living Things and their Environment

Movement of Materials In and Out of the Cell - Role of osmosis in animals
Reproduction in Human Beings - Introduction to human reproduction
Reproduction in Human Beings - Understanding menstruation

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

- Explain osmoregulation in kidneys
- Describe water absorption in intestines
- Appreciate osmosis in body functions

- Discuss water re-absorption in kidneys
- Explain absorption from intestines to blood
- Describe maintenance of cell shape and size
- Relate to aquatic animals

How does osmosis help our bodies function?

- Mentor Integrated Science pg. 74
- Charts
- Diagrams
- Reference books
- Mentor Integrated Science pg. 73
- Reference materials
- Digital resources

- Oral questions - Written tests - Observation

Living Things and their Environment

Reproduction in Human Beings - Stages of the menstrual cycle
Reproduction in Human Beings - Luteal and menstrual phases
Reproduction in Human Beings - Reading about menstrual challenges

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

- Identify follicular phase
- Identify ovulation phase
- Show interest in understanding menstrual cycle

- Search for information on menstrual cycle stages
- Study follicular phase
- Learn about ovulation phase
- Write summary notes

What are the stages of the menstrual cycle?

- Mentor Integrated Science pg. 74
- Digital devices
- Reference books
- Charts
- Internet access
- Diagrams
- Mentor Integrated Science pg. 75
- Story text
- Discussion materials

- Written assignments - Oral presentations - Observation

Living Things and their Environment

Reproduction in Human Beings - Health challenges related to menstruation
Reproduction in Human Beings - Irregular periods and heavy bleeding
Reproduction in Human Beings - Emotional and social challenges

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

- Explain pre-menstrual syndrome
- Describe menstrual pain
- Show awareness of when to seek medical attention

- Discuss pre-menstrual syndrome symptoms
- Explain menstrual pain and cramps
- Identify severe conditions
- Understand when to seek medical help

What health challenges are related to menstruation?

- Mentor Integrated Science pg. 76
- Reference materials
- Charts
- Digital resources
- Mentor Integrated Science pg. 77
- Reference books
- Discussion guides

- Oral questions - Written tests - Observation

Living Things and their Environment

Reproduction in Human Beings - Managing menstrual challenges
Reproduction in Human Beings - Process of fertilisation
Reproduction in Human Beings - Process of implantation

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

- Suggest ways to manage health challenges
- Propose solutions for emotional challenges
- Develop empathy and support strategies

- Discuss measures to cope with challenges
- Suggest when to seek medical attention
- Propose ways to control mood swings
- Discuss making reusable sanitary towels
- Promote community support

How can we manage menstrual challenges?

- Mentor Integrated Science pg. 78
- Discussion materials
- Reference books
- Mentor Integrated Science pg. 79
- Charts
- Diagrams

- Oral presentations - Written assignments - Observation

Living Things and their Environment

Reproduction in Human Beings - Development from embryo to foetus
Reproduction in Human Beings - Introduction to Sexually Transmitted Infections
Reproduction in Human Beings - Syphilis: Symptoms and prevention

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

- Explain development from embryo to foetus
- Describe stages of development
- Appreciate human development process

- Study stages of development diagram
- Explain embryo development
- Describe foetus formation (6-8 weeks)
- Discuss development until birth
- Trace complete development process

How does an embryo develop into a baby?

- Mentor Integrated Science pg. 80
- Diagrams
- Charts
- Reference books
- Reference materials
- Digital resources
- Mentor Integrated Science pg. 81
- Digital devices

- Oral questions - Written assignments - Observation

Living Things and their Environment

Reproduction in Human Beings - Gonorrhoea: Symptoms and prevention
Reproduction in Human Beings - Herpes: Symptoms and prevention
Reproduction in Human Beings - HIV and AIDS: Symptoms and prevention

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

- Describe gonorrhoea
- List symptoms in males and females
- Explain prevention methods

- Search for information on gonorrhoea
- Discuss symptoms in men (painful urination, discharge)
- Discuss symptoms in women (increased discharge, pelvic pain)
- Explain prevention methods

How can gonorrhoea be prevented?

- Mentor Integrated Science pg. 82
- Digital devices
- Reference books
- Charts
- Mentor Integrated Science pg. 83
- Mentor Integrated Science pg. 84

- Oral presentations - Written assignments - Observation

Living Things and their Environment
Force and Energy
Force and Energy
Force and Energy
Force and Energy
Force and Energy

Reproduction in Human Beings - Need for a healthy reproductive system
Transformation of Energy - Forms of energy in nature
Transformation of Energy - Chemical energy
Transformation of Energy - Electrical energy
Transformation of Energy - Light, sound and heat energy
Transformation of Energy - Atomic, potential and kinetic energy

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

- Explain importance of healthy reproductive system
- Describe ways to maintain reproductive health
- Show commitment to reproductive health

- Discuss meaning of healthy reproductive system
- Explain importance for reproduction and well-being
- Study Juliet's notes on maintaining health
- Write personal commitment to reproductive health

Why is a healthy reproductive system important?

- Mentor Integrated Science pg. 85
- Reference materials
- Discussion guides
- Notebooks
- Mentor Bk 8 pg. 88
- Digital devices
- Internet access
- Charts showing forms of energy
- Pictures of fuels and foods
- Digital resources
- Charts on electricity generation
- Light sources
- Sound producing objects
- Heat sources
- Reference books

- Written assignments - Oral presentations - Observation

Force and Energy

Transformation of Energy - Gravitational energy
Transformation of Energy - Renewable and non-renewable sources
Transformation of Energy - Identifying renewable sources
Transformation of Energy - Classifying energy sources
Transformation of Energy - Electrical to heat energy transformation

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

- Define gravitational energy
- Explain how gravitational energy holds objects on earth
- Relate gravitational energy to potential energy
- Show interest in understanding gravitational energy

- Discuss gravitational energy as a form of potential energy
- Explain how all objects on earth are held by gravitational energy
- Share findings with classmates

How does gravitational energy affect objects on earth?

- Mentor Bk 8 pg. 88
- Digital resources
- Reference books
- Digital devices
- Textbooks
- Internet access
- Pictures of energy sources
- Flashcards
- Chart paper
- Markers
- Pictures of heating devices

- Observation - Oral questions - Class discussions

Force and Energy

Transformation of Energy - Practical: Electrical to heat energy
Transformation of Energy - Chemical to electrical energy transformation
Transformation of Energy - Practical: Chemical to electrical energy

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

- Set up a circuit to demonstrate electrical to heat transformation
- Observe and record the transformation process
- Explain the role of resistance in heat production
- Practice safety when handling electrical circuits

- Connect dry cells, steel wool, and wires in a circuit
- Switch on and observe heating of steel wool
- Record observations
- Discuss the transformation process

What happens when electrical current flows through a resistor?

- Mentor Bk 8 pg. 88
- Dry cells
- Cell holders
- Steel wool
- Connecting wires
- Switch
- Crocodile clips
- Cells and batteries
- Digital devices
- Reference books
- Bulb or LED
- Bulb holder

- Observation - Practical assessment - Safety compliance

Force and Energy

Transformation of Energy - Mechanical to electrical energy
Transformation of Energy - Practical: Mechanical to electrical energy
Transformation of Energy - Electrical to light energy

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

- Define mechanical energy
- Explain how mechanical energy transforms to electrical energy
- Identify devices that perform this transformation
- Show interest in learning about generators

- Discuss mechanical energy and its forms
- Explain transformation in generators and dynamos
- Identify applications in daily life
- Share findings with classmates

How can motion be converted into electrical energy?

- Mentor Bk 8 pg. 88
- Pictures of generators and dynamos
- Digital resources
- Bicycle dynamo
- Bicycle wheel or means of rotating dynamo
- Bulb
- Connecting wires
- Pictures of bulbs and LEDs

- Observation - Oral questions - Class discussions

Force and Energy

Transformation of Energy - Practical: Electrical to light energy
Transformation of Energy - Applications: Transducers
Transformation of Energy - Applications: Microphones, heaters, and solar panels

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

- Set up a circuit to demonstrate electrical to light transformation
- Observe and explain the process
- Record the energy transformation sequence
- Practice circuit safety

- Connect cell, bulb, and switch in a circuit
- Switch on and observe light production
- Switch off and observe changes
- Discuss observations with classmates

What energy transformations occur in a lighting circuit?

- Mentor Bk 8 pg. 88
- Cell
- Switch
- Bulb or LED
- Connecting wires
- Bulb holder
- Cell holder
- Pictures of transducers
- Digital devices
- Reference books
- Pictures of devices
- Digital resources
- Internet access

- Observation - Practical assessment - Safety compliance

Force and Energy

Transformation of Energy - Applications: Motors, engines, and other devices
Transformation of Energy - Applications: Piezoelectricity and thermocouples
Transformation of Energy - Energy transformation in falling objects

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

- Explain energy transformation in dynamos and motors
- Describe energy transformation in steam engines and windmills
- Explain energy transformation in hydroelectric dams and geothermal plants
- Appreciate diverse energy transformation applications

- Discuss mechanical to electrical transformation in dynamos
- Explain electrical to mechanical transformation in motors
- Discuss heat to mechanical in steam engines
- Explain transformations in windmills, dams, and geothermal plants

How do different devices transform energy for useful work?

- Mentor Bk 8 pg. 88
- Pictures of devices
- Digital devices
- Reference books
- Internet access
- Reference materials

- Observation - Oral questions - Class discussions

Force and Energy

Transformation of Energy - Energy transformation in friction and burning
Transformation of Energy - Dangers: Road accidents
Transformation of Energy - Dangers: Kinetic to potential energy accidents

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

- Explain energy transformation when rubbing hands together
- Describe energy transformation in burning firewood
- Identify the forms of energy involved
- Appreciate practical applications of energy transformation

- Discuss mechanical to heat transformation through friction
- Explain chemical to heat and light transformation in combustion
- Identify applications in daily life
- Share findings with classmates

How is energy transformed through friction and combustion?

- Mentor Bk 8 pg. 88
- Digital resources
- Reference books
- Pictures of road accidents
- Digital devices
- Reference materials
- Safety equipment pictures

- Observation - Oral questions - Written tests

Force and Energy

Transformation of Energy - Dangers: Fire accidents
Transformation of Energy - Dangers: Electrical accidents
Transformation of Energy - Dangers: Light and sound hazards

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

- Explain energy transformation in fire accidents
- Identify causes of fire accidents
- Describe mitigation measures
- Show responsibility in fire safety

- Discuss chemical to heat energy transformation in fires
- Explain causes of fire accidents
- Discuss mitigation measures (proper fuel storage, fire fighting equipment)
- Share safety practices

What causes fire accidents and how can they be prevented?

- Mentor Bk 8 pg. 88
- Pictures of fire accidents
- Fire safety equipment
- Digital resources
- Pictures of electrical hazards
- Safety posters
- Pictures of protective gear

- Observation - Oral questions - Class discussions

Force and Energy

Pressure - Meaning of pressure
Pressure - Pressure and surface area
Pressure - Practical: Pressure in solids

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

- Define pressure in scientific terms
- Explain factors affecting pressure
- Identify examples of pressure in daily life
- Show interest in understanding pressure

- Brainstorm on the meaning of pressure
- Discuss why sharp knives cut easily
- Explain why sharp nails drive in easily
- Discuss pressure in inflating balloons

What is pressure and how does it work?

- Mentor Bk 8 pg. 112
- Fruits
- Knife
- Nails
- Balloons
- Wooden sticks
- Pictures
- Digital resources
- Fruit (banana)
- Chopping board

- Observation - Oral questions - Written assignments

Force and Energy

Pressure - Determining pressure in solids
Pressure - Practical: Determining pressure with blocks
Pressure - Effect of area on pressure

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

- State the formula for calculating pressure
- Identify SI units for pressure, force and area
- Calculate pressure given force and area
- Show accuracy in calculations

- Learn the pressure formula
- Discuss SI units (N/m²)
- Work through example problems
- Practice calculations

How do we calculate pressure in solids?

- Mentor Bk 8 pg. 112
- Calculators
- Chart paper
- Markers
- Rectangular blocks
- Weighing balance
- Ruler
- Ink or paint

- Observation - Oral questions - Written tests

Force and Energy

Pressure - Effect of weight on pressure
Pressure - Solving numerical problems
Pressure - Pressure in liquids: Effect of depth

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

- Investigate how weight affects pressure
- Compare pressure with different weights
- Explain the relationship between weight and pressure
- Record and interpret results

- Stack blocks one by one
- Calculate weight for each stack
- Calculate pressure for each stack
- Observe that pressure increases with weight

How does weight affect pressure when area is constant?

- Mentor Bk 8 pg. 112
- Identical blocks (4)
- Weighing balance
- Ruler
- Calculators
- Exercise books
- Reference books
- Plastic bottle
- Nail
- Heat source
- Water
- Basin

- Observation - Practical assessment - Written assignments

Force and Energy

Pressure - Distribution of pressure in liquids
Pressure - Applications: High-heeled shoes and cutting tools
Pressure - Applications: Brakes, siphons, pumps, and straws
Pressure - Applications: Overhead tanks and heavy vehicles
Pressure - Review and assessment

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

- Demonstrate pressure distribution at same level in liquids
- Observe water jets from horizontal holes
- Explain equal pressure at same level
- Appreciate properties of liquids

- Make holes horizontally at same level in bottle
- Fill bottle with water
- Observe jets from holes
- Discuss equal distances of jets

How is pressure distributed at the same level in liquids?

- Mentor Bk 8 pg. 112
- Plastic bottle
- Nail
- Heat source
- Water
- Basin
- Pictures of shoes and tools
- Digital resources
- Pictures of devices
- Reference books
- Pictures of tanks and vehicles
- Digital devices
- Assessment papers
- Calculators
- Reference materials

- Observation - Practical assessment - Class discussions