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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Force and Energy
|
Transformation of Energy - Forms of energy in nature
Transformation of Energy - Renewable and non-renewable energy sources |
By the end of the
lesson, the learner
should be able to:
- Identify forms of energy in nature: light, heat, potential, kinetic, gravitational, electrical, sound, chemical and nuclear energy - Define energy as the ability to do work - Show interest in relating different forms of energy to everyday experiences |
In groups, learners are guided to:
- Study pictures in Figure 3.1 showing different sources and forms of energy - Discuss the meaning of energy and the different forms it takes - Use a digital device or print media to search for information on forms of energy in nature |
What are the different forms of energy found in nature?
|
Active Integrated Science Grade 8 pg. 115
Charts showing forms of energy Internet access Reference books Active Integrated Science Grade 8 pg. 116 Table 3.1 energy sources chart |
Observation
Oral questions
|
|
| 2 | 2 |
Force and Energy
|
Transformation of Energy - Energy transformation is the process of changing one form of energy to another
|
By the end of the
lesson, the learner
should be able to:
- Define energy transformation as the process of changing one form of energy to another - Give examples of energy transformations in nature - Show interest in identifying energy transformations in everyday situations |
In groups, learners are guided to:
- Discuss examples of energy transformations such as food keeping the body warm and sound from a falling fruit - Discuss energy transformations: potential to kinetic in a waterfall, chemical to heat in burning - State the law of conservation of energy |
How does energy change from one form to another in nature?
|
Active Integrated Science Grade 8 pg. 117
Reference books Internet access |
Oral questions
Oral questions
|
|
| 2 | 3 |
Force and Energy
|
Transformation of Energy - Demonstrating energy transformations in a falling object
Transformation of Energy - Energy transformations in a turbine and falling water |
By the end of the
lesson, the learner
should be able to:
- Demonstrate energy transformation in a falling object from potential to kinetic energy - Explain the energy transformations that occur in a swinging pendulum - Appreciate that energy is conserved during transformation |
In groups, learners are guided to:
- Carry out an activity to demonstrate energy transformation in a falling object - Study Figure 3.4 showing children playing a swinging game - Discuss the energy transformations at different points of the swing |
How does energy transform in a falling object or swinging pendulum?
|
Active Integrated Science Grade 8 pg. 118
Pendulum or swinging equipment Reference books Active Integrated Science Grade 8 pg. 119 Cardboard Wire Charts showing turbine |
Observation
Oral questions
|
|
| 2 | 4 |
Force and Energy
|
Transformation of Energy - Making a turbine model
Transformation of Energy - Appliances that rely on energy transformation |
By the end of the
lesson, the learner
should be able to:
- Construct a model turbine to demonstrate energy transformation - Explain the energy transformations observed in the model turbine - Show interest in practical investigations of energy transformation |
In groups, learners are guided to:
- Construct a model turbine using cardboard strips and wire as in Figures 3.7–3.9 - Observe the turbine spinning when water is poured and discuss energy changes - Present and explain the turbine model to classmates |
How can a model turbine be used to demonstrate energy transformation?
|
Active Integrated Science Grade 8 pg. 120
Cardboard strips Wire Plastic strip Water Active Integrated Science Grade 8 pg. 123 Charts showing appliances Actual appliances Reference books |
Observation
Presentations
|
|
| 2 | 5 |
Force and Energy
|
Transformation of Energy - Energy transformations in specific appliances
|
By the end of the
lesson, the learner
should be able to:
- Trace the energy transformation chain in a generator, solar panel, radio and electric bulb - Distinguish between appliances that transform electrical energy to other forms and vice versa - Appreciate that appliances are designed around energy transformation principles |
In groups, learners are guided to:
- Discuss energy transformations in a generator: mechanical → electrical - Discuss energy transformations in a solar panel: light → electrical - Discuss energy transformations in a radio: electrical → sound - Present discussion points to the rest of classmates |
How does knowledge of energy transformation explain how electrical appliances work?
|
Active Integrated Science Grade 8 pg. 124
Reference books Internet access Table 3.2 |
Oral questions
Written tests
|
|
| 3 | 1 |
Force and Energy
|
Transformation of Energy - Safety measures against accidents caused by energy transformation
|
By the end of the
lesson, the learner
should be able to:
- Describe safety measures to observe against car accidents caused by energy transformation - Describe safety measures to reduce dangers associated with accidental fire - Show interest in applying science knowledge to promote personal and community safety |
In groups, learners are guided to:
- Discuss how kinetic energy in moving vehicles causes accidents and safety measures to prevent them - Discuss how chemical energy in fuels transforms to heat energy causing fires - Discuss safety measures: wearing seatbelts, obeying speed limits, using fire extinguishers |
What safety measures should we observe to prevent accidents related to energy transformation?
|
Active Integrated Science Grade 8 pg. 124
Internet access Reference books Charts |
Oral questions
Written assignments
|
|
| 3 | 2 |
Force and Energy
|
Transformation of Energy - Safety measures against electrical and sound energy hazards
|
By the end of the
lesson, the learner
should be able to:
- Describe safety measures to observe against electrical energy hazards - Describe safety measures to protect hearing from sound energy damage - Appreciate the importance of safety measures in protecting life and property |
In groups, learners are guided to:
- Discuss safety measures against electrical hazards: switching off appliances, avoiding wet hands near electricity - Discuss safety measures against sound hazards: reducing volume, staying away from loud sounds, using ear protection - Search for information on electrical and sound safety measures using digital devices |
How can we protect ourselves from hazards caused by electrical and sound energy?
|
Active Integrated Science Grade 8 pg. 125
Internet access Reference books Charts |
Oral questions
Written tests
|
|
| 3 | 3 |
Force and Energy
|
Transformation of Energy - Safety measures: research and presentation
|
By the end of the
lesson, the learner
should be able to:
- Research safety measures associated with energy transformation for assigned topics - Present findings on safety measures related to car accidents, fire, electrical and sound hazards - Show responsibility in promoting safety awareness among peers |
In groups, learners are guided to:
- Use a digital device or print media to research safety measures for assigned energy hazards - Prepare and present findings to classmates on car accidents, fire, electrical and sound hazards - Discuss and evaluate the safety measures presented by different groups |
How can we use knowledge of energy transformation to promote safety in our community?
|
Active Integrated Science Grade 8 pg. 126
Internet access Reference books |
Presentations
Oral questions
|
|
| 3 | 4 |
Force and Energy
|
Transformation of Energy - Applications of energy transformation in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Describe applications of energy transformation in day-to-day life - Give examples of how energy transformation is used in cooking, transport, communication and entertainment - Appreciate the role of energy transformation in modern life |
In groups, learners are guided to:
- Study Figure 3.13 showing applications of energy transformation in daily life - Discuss applications such as cooking with a gas cooker, charging a phone and driving a car - Use digital or print media to search for additional applications of energy transformation |
How is energy transformation applied to improve our daily lives?
|
Active Integrated Science Grade 8 pg. 127
Charts on energy applications Internet access Reference books |
Oral questions
Written assignments
|
|
| 3 | 5 |
Force and Energy
|
Transformation of Energy - Applications of energy transformation in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Describe applications of energy transformation in day-to-day life - Give examples of how energy transformation is used in cooking, transport, communication and entertainment - Appreciate the role of energy transformation in modern life |
In groups, learners are guided to:
- Study Figure 3.13 showing applications of energy transformation in daily life - Discuss applications such as cooking with a gas cooker, charging a phone and driving a car - Use digital or print media to search for additional applications of energy transformation |
How is energy transformation applied to improve our daily lives?
|
Active Integrated Science Grade 8 pg. 127
Charts on energy applications Internet access Reference books |
Oral questions
Written assignments
|
|
| 4 | 1 |
Force and Energy
|
Transformation of Energy - Table of energy transformation processes in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Match energy transformation processes to their applications in day-to-day life - Identify the input and output energy forms in each application - Show interest in connecting energy transformation to practical technology |
In groups, learners are guided to:
- Copy and complete Table 3.3 matching energy transformation processes to applications - Discuss how the sun is the ultimate source of energy for most processes on Earth - Solve application-based questions on energy transformations in daily life |
How can we trace energy transformation chains in the processes and appliances we use every day?
|
Active Integrated Science Grade 8 pg. 128
Table 3.3 Reference books Internet access |
Written assignments
Oral questions
|
|
| 4 | 2 |
Force and Energy
|
Transformation of Energy - Applications: solving problems and extension
|
By the end of the
lesson, the learner
should be able to:
- Solve problems identifying energy transformations in given appliances and processes - Describe the energy transformation chain for specific appliances such as a fan, microphone and generator - Show confidence in applying knowledge of energy transformation to new situations |
In groups, learners are guided to:
- Study the photographs of appliances used in Mahiga Junior School - Identify energy transformations for each appliance shown - Discuss why fire extinguishers and safety belts are required in vehicles |
How can we apply our knowledge of energy transformation to explain the working of various devices?
|
Active Integrated Science Grade 8 pg. 129
Reference books Internet access |
Written tests
Oral questions
|
|
| 4 | 3 |
Force and Energy
|
Transformation of Energy - Project: making a model that demonstrates energy transformation
|
By the end of the
lesson, the learner
should be able to:
- Design and construct a model that demonstrates at least one energy transformation - Present the model explaining the energy transformations involved - Appreciate the creativity and practical skills involved in science projects |
In groups, learners are guided to:
- Plan and build a model demonstrating an energy transformation e.g. a wind turbine or a simple electric circuit - Present the model to classmates and explain the energy transformation chain - Evaluate models made by other groups and provide feedback |
How can we use locally available materials to create a model that demonstrates energy transformation?
|
Active Integrated Science Grade 8 pg. 127
Locally available materials Internet access |
Observation
Presentations
|
|
| 4 | 4 |
Force and Energy
|
Transformation of Energy - Consolidation and assessment preparation
|
By the end of the
lesson, the learner
should be able to:
- Review all key concepts in sub-strand 3.1: forms, sources, transformations, safety and applications - Solve past questions integrating sub-strand 3.1 concepts - Show confidence in applying energy transformation knowledge |
In groups, learners are guided to:
- Complete a comprehensive review of sub-strand 3.1 through group discussion - Solve structured and application-based questions on energy transformation - Discuss and correct assessment answers |
How well do we understand the concepts of energy transformation?
|
Active Integrated Science Grade 8 pg. 128
Assessment questions Reference books |
Written tests
Oral questions
|
|
| 4 | 5 |
Force and Energy
|
Transformation of Energy - Consolidation and assessment preparation
|
By the end of the
lesson, the learner
should be able to:
- Review all key concepts in sub-strand 3.1: forms, sources, transformations, safety and applications - Solve past questions integrating sub-strand 3.1 concepts - Show confidence in applying energy transformation knowledge |
In groups, learners are guided to:
- Complete a comprehensive review of sub-strand 3.1 through group discussion - Solve structured and application-based questions on energy transformation - Discuss and correct assessment answers |
How well do we understand the concepts of energy transformation?
|
Active Integrated Science Grade 8 pg. 128
Assessment questions Reference books |
Written tests
Oral questions
|
|
| 5 | 1 |
Force and Energy
|
Transformation of Energy - Summative assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of forms of energy, energy transformations in nature and appliances, safety measures and applications - Solve application-based questions integrating all sub-strand 3.1 concepts - Show confidence in applying energy transformation knowledge to real-life situations |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 3.1 - Discuss assessment answers after marking - Reflect on learning progress across sub-strand 3.1 |
How well have we mastered the concepts in sub-strand 3.1: Transformation of Energy?
|
Active Integrated Science Grade 8 pg. 129
Assessment papers Reference books |
Written tests
Observation
|
|
| 5 | 2 |
Force and Energy
|
Pressure - Meaning of pressure as used in science
|
By the end of the
lesson, the learner
should be able to:
- Define pressure as the force acting on a unit area - State the formula: Pressure = Force ÷ Area - Show interest in understanding how force and area determine pressure |
In groups, learners are guided to:
- Carry out an activity using a pencil or nail on a piece of carton to investigate the effect of area on pressure - Discuss which two factors pressure depends on from the activity - Discuss the meaning of pressure from observations |
What is pressure and what factors does it depend on?
|
Active Integrated Science Grade 8 pg. 130
Pencil or nail Piece of carton Reference books |
Observation
Oral questions
|
|
| 5 | 3 |
Force and Energy
|
Pressure - Pressure in solids
|
By the end of the
lesson, the learner
should be able to:
- Describe pressure in solids as the force exerted per unit area on a surface - Explain how the area of contact affects the pressure exerted by a solid - Appreciate that the same force exerts more pressure on a smaller area |
In groups, learners are guided to:
- Discuss how a rectangular block exerts different pressures depending on which face rests on the surface - Study Figure 3.16 showing a block exerting more pressure in position A than position B - Describe pressure in solids based on observations in Activity 3 |
How does the area of contact affect the pressure exerted by a solid?
|
Active Integrated Science Grade 8 pg. 131
Rectangular blocks Sand or soft clay Reference books |
Observation
Oral questions
Written tests
|
|
| 5 | 4 |
Force and Energy
|
Pressure - Pressure in liquids: variation with depth
|
By the end of the
lesson, the learner
should be able to:
- Describe how pressure in liquids varies with depth - Explain why pressure in a liquid increases with depth - Show interest in investigating pressure in liquids experimentally |
In groups, learners are guided to:
- Carry out an activity using a bottle with holes at different heights to show how depth affects water pressure - Observe through which hole water jets land farthest and discuss the relationship between depth and pressure - Study Figure 3.18 showing water jets from holes at different depths |
How does depth affect the pressure in a liquid?
|
Active Integrated Science Grade 8 pg. 133
Plastic bottle Holes at different heights Water Basin |
Observation
Oral questions
|
|
| 5 | 5 |
Force and Energy
|
Pressure - Pressure in liquids: variation with depth
|
By the end of the
lesson, the learner
should be able to:
- Describe how pressure in liquids varies with depth - Explain why pressure in a liquid increases with depth - Show interest in investigating pressure in liquids experimentally |
In groups, learners are guided to:
- Carry out an activity using a bottle with holes at different heights to show how depth affects water pressure - Observe through which hole water jets land farthest and discuss the relationship between depth and pressure - Study Figure 3.18 showing water jets from holes at different depths |
How does depth affect the pressure in a liquid?
|
Active Integrated Science Grade 8 pg. 133
Plastic bottle Holes at different heights Water Basin |
Observation
Oral questions
|
|
| 6 | 1 |
Force and Energy
|
Pressure - Pressure in liquids: effect of density and communicating tubes
|
By the end of the
lesson, the learner
should be able to:
- Describe how the density of a liquid affects the pressure it exerts - Explain the principle of communicating tubes using the example of water at the same level - Appreciate the application of pressure in liquids in everyday tools and systems |
In groups, learners are guided to:
- Carry out an activity comparing pressure in water and kerosene at the same depth using Figure 3.21 - Study the communicating tubes in Figure 3.20 and discuss why water settles at the same level - Discuss the application of communicating tubes in plumbing and water level indicators |
How does the density of a liquid affect the pressure it exerts at a given depth?
|
Active Integrated Science Grade 8 pg. 134
Communicating tubes Water Kerosene Funnel |
Observation
Oral questions
Written assignments
|
|
| 6 | 2 |
Force and Energy
|
Pressure - Pressure in liquids acts in all directions
|
By the end of the
lesson, the learner
should be able to:
- Describe that liquid pressure acts equally in all directions at the same depth - Demonstrate that liquid pressure acts in all directions using a funnel and rubber sheet - Show interest in using experiments to verify properties of liquid pressure |
In groups, learners are guided to:
- Carry out an activity using a funnel with a rubber sheet stretched over its mouth submerged in water - Observe the rubber sheet bowing equally regardless of the direction the funnel faces - Study Figure 3.24 showing pressure acting in all directions in a liquid |
Why does pressure in a liquid act equally in all directions at the same depth?
|
Active Integrated Science Grade 8 pg. 135
Funnel Rubber sheet Water Beaker |
Observation
Oral questions
|
|
| 6 | 3 |
Force and Energy
|
Pressure - Pressure in liquids: horizontal pressure at the same depth
|
By the end of the
lesson, the learner
should be able to:
- Describe that liquid pressure at the same depth is equal regardless of horizontal position - Demonstrate that liquid pressure is equal at the same horizontal level - Appreciate that the properties of liquid pressure have important practical applications |
In groups, learners are guided to:
- Carry out Activity 8 to show that pressure is equal at the same depth in a horizontal direction - Observe water jets from holes at the same height in Figure 3.23 - Discuss why water from holes at the same depth travels the same horizontal distance |
Why is liquid pressure equal at the same depth regardless of horizontal position?
|
Active Integrated Science Grade 8 pg. 137
Plastic bottle with holes at same height Water Basin |
Observation
Written tests
|
|
| 6 | 4 |
Force and Energy
|
Pressure - Pressure in liquids: horizontal pressure at the same depth
|
By the end of the
lesson, the learner
should be able to:
- Describe that liquid pressure at the same depth is equal regardless of horizontal position - Demonstrate that liquid pressure is equal at the same horizontal level - Appreciate that the properties of liquid pressure have important practical applications |
In groups, learners are guided to:
- Carry out Activity 8 to show that pressure is equal at the same depth in a horizontal direction - Observe water jets from holes at the same height in Figure 3.23 - Discuss why water from holes at the same depth travels the same horizontal distance |
Why is liquid pressure equal at the same depth regardless of horizontal position?
|
Active Integrated Science Grade 8 pg. 137
Plastic bottle with holes at same height Water Basin |
Observation
Written tests
|
|
| 6 | 5 |
Force and Energy
|
Pressure - Calculating pressure in solids
|
By the end of the
lesson, the learner
should be able to:
- Apply the formula Pressure = Force ÷ Area to calculate pressure exerted by solids - Solve worked examples calculating greatest and least pressure of a rectangular block - Show interest in applying mathematical skills to solve pressure problems |
In groups, learners are guided to:
- Study the worked example: rectangular block 15 cm × 6 cm calculating greatest and least pressure - Solve practice problems on pressure in solids - Discuss the units of pressure: pascals (Pa) or N/m² |
How do we calculate the pressure exerted by a solid on a surface?
|
Active Integrated Science Grade 8 pg. 138
Worked examples Reference books Calculator |
Written tests
Calculations
|
|
| 7 | 1 |
Force and Energy
|
Pressure - Calculating pressure in solids: practice problems
|
By the end of the
lesson, the learner
should be able to:
- Solve problems calculating pressure exerted by rectangular and cylindrical solids - Convert units of area and force correctly when calculating pressure - Show confidence in solving pressure calculation problems |
In groups, learners are guided to:
- Solve problems in the Checkpoint: rectangular block of concrete 3.6 N and cylindrical block 77 g - Calculate pressure for a rectangular stone block 32 cm × 25 cm × 20 cm - Peer-check calculations and discuss common errors |
How do we apply the pressure formula to solve problems involving solids of different shapes?
|
Active Integrated Science Grade 8 pg. 139
Calculator Past exercise books Reference books |
Written tests
Calculations
|
|
| 7 | 2 |
Force and Energy
|
Pressure - Calculating pressure in liquids
|
By the end of the
lesson, the learner
should be able to:
- Apply the formula P = hρg to calculate pressure in liquids - Solve worked examples on pressure in liquids at given depths - Show interest in applying the pressure formula to liquid problems |
In groups, learners are guided to:
- Study the formula for pressure in liquids: P = hρg where h = depth, ρ = density, g = gravitational field strength - Solve worked examples calculating pressure at the bottom of a water column - Solve practice problems on pressure in liquids |
How do we calculate the pressure exerted by a liquid at a given depth?
|
Active Integrated Science Grade 8 pg. 140
Worked examples Calculator Reference books |
Written tests
Calculations
|
|
| 7 | 3 |
Force and Energy
|
Pressure - Applications of pressure in solids
|
By the end of the
lesson, the learner
should be able to:
- Describe applications of pressure in solids in day-to-day life - Explain how knowledge of pressure is applied in the design of tyres, cutting tools and shoulder straps - Appreciate that understanding pressure helps in designing safer and more efficient tools |
In groups, learners are guided to:
- Discuss why trucks that carry heavy loads have many wheels - Discuss why cutting tools are more efficient when sharp - Discuss why a backpack has broad shoulder straps as shown in Figure 3.29 |
How is knowledge of pressure in solids applied in the design of everyday tools and equipment?
|
Active Integrated Science Grade 8 pg. 142
Reference books Internet access Charts |
Oral questions
Written assignments
|
|
| 7 | 4 |
Force and Energy
|
Pressure - Applications of pressure in solids
|
By the end of the
lesson, the learner
should be able to:
- Describe applications of pressure in solids in day-to-day life - Explain how knowledge of pressure is applied in the design of tyres, cutting tools and shoulder straps - Appreciate that understanding pressure helps in designing safer and more efficient tools |
In groups, learners are guided to:
- Discuss why trucks that carry heavy loads have many wheels - Discuss why cutting tools are more efficient when sharp - Discuss why a backpack has broad shoulder straps as shown in Figure 3.29 |
How is knowledge of pressure in solids applied in the design of everyday tools and equipment?
|
Active Integrated Science Grade 8 pg. 142
Reference books Internet access Charts |
Oral questions
Written assignments
|
|
| 7 | 5 |
Force and Energy
|
Pressure - Applications of pressure in liquids: Pascal's principle
|
By the end of the
lesson, the learner
should be able to:
- State Pascal's principle: pressure applied to an enclosed liquid is transmitted equally in all directions - Describe how Pascal's principle is applied in hydraulic machines - Appreciate that Pascal's principle enables small forces to lift heavy loads |
In groups, learners are guided to:
- Read the information on Pascal's principle and discuss in groups - Discuss how hydraulic machines such as the hydraulic press and hydraulic jack use Pascal's principle - Discuss the hydraulic braking system as an application of liquid pressure |
How does Pascal's principle explain the working of hydraulic machines?
|
Active Integrated Science Grade 8 pg. 143
Reference books Internet access Charts on hydraulic systems |
Oral questions
Written tests
|
|
| 8 | 1 |
Force and Energy
|
Pressure - Applications: hydraulic press, hydraulic jack and hydraulic braking system
|
By the end of the
lesson, the learner
should be able to:
- Describe how the hydraulic press and hydraulic jack use Pascal's principle - Describe the hydraulic braking system and how it slows down a car - Show interest in understanding how liquid pressure is used in engineering |
In groups, learners are guided to:
- Study the working of the hydraulic press: pushing plunger down transmits pressure to lift a load - Discuss the hydraulic jack used to lift vehicles in a garage - Discuss the hydraulic braking system: pressing brake pedal transmits force to brake pads |
How do hydraulic machines use Pascal's principle to multiply force?
|
Active Integrated Science Grade 8 pg. 144
Charts showing hydraulic systems Internet access Reference books |
Oral questions
Written assignments
|
|
| 8 | 2 |
Force and Energy
|
Pressure - Calculating pressure in hydraulic systems
|
By the end of the
lesson, the learner
should be able to:
- Apply Pascal's principle to calculate forces and pressures in hydraulic systems - Solve worked examples on hydraulic press calculations - Show confidence in applying Pascal's principle to solve problems |
In groups, learners are guided to:
- Study the worked example: force of 10 N applied on smaller piston, calculate force on larger piston - Solve practice problems on hydraulic systems using the relationship P₁ = P₂ - Peer-check solutions and discuss common errors |
How do we apply Pascal's principle to calculate forces in hydraulic systems?
|
Active Integrated Science Grade 8 pg. 145
Worked examples Calculator Reference books |
Written tests
Calculations
|
|
| 8 | 3 |
Force and Energy
|
Pressure - More applications: pressure in solids and liquids
|
By the end of the
lesson, the learner
should be able to:
- Identify and describe additional applications of pressure in solids and liquids - Explain how pressure principles are used in dams, syringes and water supply systems - Appreciate the wide range of engineering applications based on pressure |
In groups, learners are guided to:
- Use digital or print media to research applications of pressure in solids and liquids - Discuss how tall dams hold back large volumes of water using liquid pressure principles - Discuss how syringes use liquid pressure to administer medicine |
What are the other ways in which pressure in solids and liquids is applied in our daily lives?
|
Active Integrated Science Grade 8 pg. 146
Internet access Reference books Charts |
Oral questions
Written assignments
|
|
| 8 | 4 |
Force and Energy
|
Pressure - More applications: pressure in solids and liquids
|
By the end of the
lesson, the learner
should be able to:
- Identify and describe additional applications of pressure in solids and liquids - Explain how pressure principles are used in dams, syringes and water supply systems - Appreciate the wide range of engineering applications based on pressure |
In groups, learners are guided to:
- Use digital or print media to research applications of pressure in solids and liquids - Discuss how tall dams hold back large volumes of water using liquid pressure principles - Discuss how syringes use liquid pressure to administer medicine |
What are the other ways in which pressure in solids and liquids is applied in our daily lives?
|
Active Integrated Science Grade 8 pg. 146
Internet access Reference books Charts |
Oral questions
Written assignments
|
|
| 8 | 5 |
Force and Energy
|
Pressure - Summative assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of pressure in solids and liquids, Pascal's principle, applications and calculations - Solve structured and application-based questions covering sub-strand 3.2 - Show confidence in applying knowledge of pressure to real-life situations |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 3.2 - Discuss assessment answers after marking to consolidate understanding - Reflect on learning progress across sub-strand 3.2 |
How well have we mastered the concepts in sub-strand 3.2: Pressure?
|
Active Integrated Science Grade 8 pg. 146
Assessment papers Reference books |
Written tests
Oral questions
|
|
| 9 |
Endterm assessment and closure |
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