If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENING OF THE SCHOOL |
||||||||
| 1 | 2-3 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Symbols of common compounds
Elements and Compounds - Word equations for reactions of elements to form compounds Elements and Compounds - Word equations for formation of compounds |
By the end of the
lesson, the learner
should be able to:
- Write chemical formulae of common compounds such as H₂O, NaCl and CO₂ - Identify elements that combine to form common compounds - Show interest in representing compounds using chemical formulae - Write word equations to represent reactions of selected elements to form compounds - Identify reactants and products in word equations - Appreciate the use of word equations in representing chemical reactions |
In groups, learners are guided to:
- Assign symbols to common compounds: sodium chloride, water, carbon (IV) oxide - Discuss the meaning of a chemical formula and use of subscripts - Use a digital device to find and verify chemical formulae of common compounds - Use word equations to represent reactions e.g. sodium + chlorine → sodium chloride - Discuss how to write word equations for formation of water, carbon dioxide and copper oxide - Practise writing word equations for given reactions in groups |
How is the chemical formula of a compound derived from its constituent elements?
How do word equations help us represent what happens during a chemical reaction? |
Active Integrated Science Grade 8 pg. 33
Internet access Reference books Active Integrated Science Grade 8 pg. 33 Reference books Charts showing word equations Internet access |
Observation
Oral questions
Written tests
Oral questions Written assignments |
|
| 1 | 4 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Uses of some common elements in society
Elements and Compounds - Mineral elements and their functions in plants and animals |
By the end of the
lesson, the learner
should be able to:
- Outline applications of common elements in society including jewellery, construction, electricity and food nutrients - Relate specific elements to their uses in everyday life - Appreciate the value of elements in supporting societal needs |
In groups, learners are guided to:
- Explore the importance and market value of common elements such as gold, copper, iron and aluminium - Identify items in the school compound made from common elements - Discuss why items made of certain elements are more valuable than others |
How do common elements support the needs of society?
|
Active Integrated Science Grade 8 pg. 34
Items made of common elements Internet access Reference books Agriculture textbook |
Observation
Oral questions
|
|
| 1 | 5 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Uses of neon, fluorine, sodium, potassium and copper
|
By the end of the
lesson, the learner
should be able to:
- Describe uses of neon, fluorine, sodium, potassium and copper in society - Link elements to specific industrial and domestic applications - Show interest in learning about the economic importance of elements |
In groups, learners are guided to:
- Discuss uses of neon in advertisement lights, fluorine in toothpaste, copper in electrical cables - Identify elements used in items commonly found at home and school - Present findings on the uses of assigned elements to classmates |
How does knowledge of elements help us make better use of natural resources?
|
Active Integrated Science Grade 8 pg. 34
Internet access Reference books |
Observation
Oral questions
Presentations
|
|
| 2 | 1 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Importance of information on product labels and packaging
|
By the end of the
lesson, the learner
should be able to:
- Identify elements and compounds listed on packaging labels of common products - Explain the importance of information on packaging labels for consumer safety - Appreciate the role of labelling in informed decision-making |
In groups, learners are guided to:
- Study packaging labels of toothpaste, water bottles, salt, flour, soap and cooking oil - Identify elements and compounds indicated on the labels - Discuss why manufacturers are required to provide information on product labels |
Why is it important to read the information on packaging labels of products?
|
Active Integrated Science Grade 8 pg. 36
Empty containers and packaging materials Internet access |
Observation
Oral questions
|
|
| 2 | 2-3 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Interpreting safety information on product labels
Elements and Compounds - Value of different elements in day-to-day life Classes of Fire - Role of oxygen in combustion |
By the end of the
lesson, the learner
should be able to:
- Interpret safety information and precautions on packaging materials - Describe how label information guides farmers in choosing fertilisers - Appreciate the ethical responsibility of manufacturers to inform consumers - Describe the economic and practical value of selected elements in day-to-day life - Relate the market value of elements to their properties and uses - Appreciate the contribution of elements to economic development |
In groups, learners are guided to:
- Read and interpret actual product labels for safety information - Discuss the importance of expiry dates, storage conditions and usage instructions - Educate family members about reading product labels - Discuss why gold and silver are used in jewellery and medals - Research the market value of elements such as gold, platinum and copper - Discuss how the value of items depends on the element from which they are made |
How does information on product labels help consumers make safe and healthy choices?
Why are some elements more economically valuable than others? |
Active Integrated Science Grade 8 pg. 36
Packaging materials of common products Internet access Active Integrated Science Grade 8 pg. 50 Internet access Reference books Active Integrated Science Grade 8 pg. 55 Candle Transparent glass container Matchbox |
Oral questions
Written assignments
Oral questions Presentations |
|
| 2 | 4 |
Mixtures, Elements and Compounds
|
Classes of Fire - Causes of fire and classification into classes
|
By the end of the
lesson, the learner
should be able to:
- Identify and describe the possible causes of fire in nature - Classify fires according to their causes into Classes A, B, C, D, E and K/F - Show interest in understanding fire behaviour to promote personal safety |
In groups, learners are guided to:
- Discuss the possible causes of fire in nature - Brainstorm on the different classes of fire using a scenario from the county fire department - Complete Table 1.25 showing classes of fire and their causes |
How are fires classified according to their causes?
|
Active Integrated Science Grade 8 pg. 59
Charts showing fire classes Internet access Reference books |
Observation
Oral questions
Written tests
|
|
| 2 | 5 |
Mixtures, Elements and Compounds
|
Classes of Fire - Class A, B and C fires
|
By the end of the
lesson, the learner
should be able to:
- Describe Class A fires caused by wood, paper, plastics and textiles - Describe Class B fires caused by flammable liquids: petrol, diesel, kerosene - Appreciate the importance of knowing the class of fire before attempting to extinguish it |
In groups, learners are guided to:
- Discuss causes and examples of Class A, B and C fires using Table 1.26 - Watch digital videos and animations on Class A, B and C fires - Role-play identifying the class of fire from given scenarios |
What distinguishes Class A, B and C fires and how should each be handled?
|
Active Integrated Science Grade 8 pg. 61
Digital videos on fire classes Internet access Charts |
Observation
Oral questions
|
|
| 3 | 1 |
Mixtures, Elements and Compounds
|
Classes of Fire - Class D, E and K/F fires
|
By the end of the
lesson, the learner
should be able to:
- Describe Class D fires caused by flammable metals: sodium, lithium, magnesium and potassium - Describe Class E fires caused by electrical faults and Class K/F fires caused by hot cooking oils - Show interest in applying knowledge of fire classes to prevent accidents |
In groups, learners are guided to:
- Discuss Class D fires citing the example of lithium in mobile phone batteries - Discuss real-life fire accidents caused by Class D, E and K/F fires - Present information on assigned fire classes to classmates |
What are Class D, E and K/F fires and what makes each of them particularly dangerous?
|
Active Integrated Science Grade 8 pg. 62
Digital videos Reference books Internet access |
Observation
Oral questions
Written assignments
|
|
| 3 | 2-3 |
Mixtures, Elements and Compounds
|
Classes of Fire - The fire triangle and its components
Classes of Fire - Fire control measures |
By the end of the
lesson, the learner
should be able to:
- Identify the three components of the fire triangle: oxygen, fuel and heat - Explain the role of each component of the fire triangle in sustaining fire - Appreciate that removing any one component of the fire triangle extinguishes a fire - Describe fire control measures including fire extinguishers, smoke detectors, fire alarms and fire drills - Identify the correct type of fire extinguisher for each class of fire - Appreciate the importance of being prepared to respond to fire emergencies |
In groups, learners are guided to:
- Study a chart of the fire triangle and discuss the role of oxygen, fuel and heat - Discuss how each component keeps a fire burning - Draw and label the fire triangle - Walk around the school compound to identify existing fire control measures - Study a chart showing types of fire extinguishers and the classes they are used for - Discuss the importance of regular fire drills and awareness campaigns |
What is the fire triangle and how does each component contribute to fire?
What fire control measures should be in place to prevent and manage fire emergencies? |
Active Integrated Science Grade 8 pg. 62
Charts showing the fire triangle Reference books Active Integrated Science Grade 8 pg. 62 Fire extinguisher Charts showing fire control measures |
Observation
Oral questions
Written tests
|
|
| 3 | 4 |
Mixtures, Elements and Compounds
|
Classes of Fire - Using a fire extinguisher (PASS)
Classes of Fire - Strand 1 summative assessment |
By the end of the
lesson, the learner
should be able to:
- Describe the correct procedure for using a fire extinguisher using the PASS acronym - Identify the appropriate fire extinguisher for a given class of fire - Show interest in practising fire safety and emergency response |
In groups, learners are guided to:
- Read and discuss the PASS procedure: Pull pin, Aim at base, Squeeze lever, Sweep side to side - Practise using a fire extinguisher on a small controlled fire using waste paper or dry grass - Inspect a fire extinguisher to check its pressure gauge and suitability for a given class of fire |
How do we correctly use a fire extinguisher to put out different classes of fire?
|
Active Integrated Science Grade 8 pg. 62
Fire extinguisher Waste paper or dry grass Open area Active Integrated Science Grade 8 pg. 70 Assessment papers Reference books |
Observation
Oral questions
Practical assessment
|
|
| 3 | 5 |
Living Things and their Environment
|
The Cell - Components of a cell as seen under the light microscope
The Cell - Plant cell as observed under a light microscope |
By the end of the
lesson, the learner
should be able to:
- Identify the components of a cell as seen under the light microscope - State the functions of the different components of a cell - Appreciate the role of cells as the basic unit of living things |
In groups, learners are guided to:
- Review how to set up and use a light microscope correctly - Study and discuss the components visible under a light microscope - Identify the field of view and adjust lighting for observation |
What makes up plant and animal cells?
|
Active Integrated Science Grade 8 pg. 74
Light microscope Charts of cell structure Reference books Active Integrated Science Grade 8 pg. 75 Onion Iodine solution Slides and coverslips |
Observation
Oral questions
|
|
| 4 | 1 |
Living Things and their Environment
|
The Cell - Functions of components of a plant cell
The Cell - Animal cell as observed under a light microscope |
By the end of the
lesson, the learner
should be able to:
- Describe the functions of the cell wall, cell membrane, nucleus, cytoplasm, chloroplasts and vacuole - Distinguish the roles of components unique to plant cells - Appreciate that each component of a cell performs a specific function |
In groups, learners are guided to:
- Use print and non-print material to search for information on functions of plant cell components - Discuss functions of cell wall, nucleus, chloroplasts and vacuole using diagrams - Draw and label a well-annotated diagram of a plant cell |
What is the function of each component of a plant cell?
|
Active Integrated Science Grade 8 pg. 75
Charts of plant cell Internet access Reference books Light microscope Permanent slide of animal cells |
Oral questions
Written assignments
Drawings
|
|
| 4 | 2-3 |
Living Things and their Environment
|
The Cell - Functions of components of animal and plant cells
The Cell - Comparing plant and animal cells as observed under a light microscope The Cell - Comparing plant and animal cells: size, shape and vacuole The Cell - Calculating the magnification of a cell as seen under the light microscope |
By the end of the
lesson, the learner
should be able to:
- Describe the functions of the cell membrane, nucleus and cytoplasm in both plant and animal cells - Relate the structure of each component to its function - Appreciate that cells carry out all life processes - Define magnification as the enlargement of an image by a microscope - Calculate the total magnification of a specimen using the formula: eyepiece lens × objective lens - Show interest in applying mathematical skills to scientific investigations |
In groups, learners are guided to:
- Study diagrams and charts showing components of plant and animal cells - Discuss the functions of the nucleus, cell membrane and cytoplasm - Use internet or reference books to find information on cell component functions - Study the formula: total magnification = eyepiece lens magnification × objective lens magnification - Work through the example of potassium atom diagram with eyepiece ×4 and objective ×20 - Calculate the magnification of given specimens and record below diagrams |
How do the components of a cell enable it to carry out its functions?
How is the magnification of a cell determined using a light microscope? |
Active Integrated Science Grade 8 pg. 75
Charts showing cell components Internet access Reference books Charts of plant and animal cells Light microscope Slides Charts comparing cells Active Integrated Science Grade 8 pg. 82 Light microscope Prepared slides Reference books |
Oral questions
Written tests
Oral questions Written tests Calculations |
|
| 4 | 4 |
Living Things and their Environment
|
The Cell - Uses of the light microscope in research, medicine and forensic science
|
By the end of the
lesson, the learner
should be able to:
- Identify uses of the light microscope in research institutions, hospitals and forensic science - Explain how microscopes help diagnose diseases and solve crime - Show interest in the broad applications of the microscope in society |
In groups, learners are guided to:
- Discuss how the microscope is used to study disease-causing microorganisms in research institutions - Discuss its use in hospitals to study blood cells and diagnose diseases - Discuss how microscopes help in forensic investigations such as studying hair and fibres |
Why is the light microscope considered an important tool in science and society?
|
Active Integrated Science Grade 8 pg. 83
Internet access Reference books Charts |
Oral questions
Presentations
|
|
| 4 | 5 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Demonstrating diffusion
Movement of Materials In and Out of the Cell - Role of diffusion in plants and animals |
By the end of the
lesson, the learner
should be able to:
- Define diffusion as the movement of particles from a region of high concentration to low concentration - Demonstrate diffusion using a simple experiment - Show interest in observing diffusion as evidence of particle movement |
In groups, learners are guided to:
- Carry out an activity to demonstrate diffusion using potassium manganate (VII) in water - Observe and record how particles spread out over time - Discuss the definition of diffusion from the experimental observation |
What is diffusion and how can it be demonstrated?
|
Active Integrated Science Grade 8 pg. 97
Potassium manganate (VII) Water Beakers Reference books Internet access |
Observation
Oral questions
|
|
| 5 | 1 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Factors affecting the rate of diffusion: temperature and surface area
|
By the end of the
lesson, the learner
should be able to:
- Describe how temperature affects the rate of diffusion - Explain how the ratio of surface area to volume affects the rate of diffusion - Show interest in investigating factors that affect diffusion |
In groups, learners are guided to:
- Carry out an experiment to observe diffusion of ink at different temperatures - Carry out an activity to find out how surface area to volume ratio affects diffusion - Discuss and record how increasing temperature increases the rate of diffusion |
How do temperature and surface area affect the rate of diffusion?
|
Active Integrated Science Grade 8 pg. 97
Ink Hot and cold water Beakers Agar cubes |
Observation
Written tests
|
|
| 5 | 2-3 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Factors affecting diffusion: membrane thickness, particle size and concentration gradient
Movement of Materials In and Out of the Cell - Effect of physical state on rate of diffusion |
By the end of the
lesson, the learner
should be able to:
- Describe how membrane thickness affects the rate of diffusion - Explain how particle size and concentration gradient affect the rate of diffusion - Appreciate that multiple factors interact to determine the rate of diffusion - Explain how the physical state of particles affects the rate of diffusion - Describe that gases diffuse faster than liquids, which diffuse faster than solids - Show interest in relating particle arrangement to the rate of diffusion |
In groups, learners are guided to:
- Study diagrams comparing diffusion through thin and thick membranes - Study Figure 2.25 showing set-ups with different concentration gradients - Discuss how increasing concentration gradient increases the rate of diffusion - Study Figure 2.26 showing diffusion in different physical states - Discuss why gaseous particles diffuse fastest based on particle spacing - Summarise all factors affecting diffusion in a table |
How do membrane thickness, particle size and concentration gradient affect diffusion?
Why do substances in different physical states diffuse at different rates? |
Active Integrated Science Grade 8 pg. 99
Charts showing concentration gradient Reference books Active Integrated Science Grade 8 pg. 100 Charts and diagrams Reference books |
Oral questions
Written assignments
Oral questions Written tests |
|
| 5 | 4 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Demonstrating osmosis using potato cylinders
|
By the end of the
lesson, the learner
should be able to:
- Define osmosis as the movement of water molecules across a semi-permeable membrane from a dilute to a concentrated solution - Demonstrate osmosis using potato cylinders in distilled water and sugar solution - Show interest in carrying out experiments to investigate osmosis |
In groups, learners are guided to:
- Set up the experiment: place potato cylinders in distilled water (beaker A) and sugar solution (beaker B) - Measure and record the length of potato cylinders before and after as in Table 2.3 - Discuss and explain changes in length based on osmosis |
How does osmosis cause changes in the length of potato cylinders in different solutions?
|
Active Integrated Science Grade 8 pg. 101
Potato Distilled water Sugar solution Beakers Ruler |
Observation
Oral questions
Written tests
|
|
| 5 | 5 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Hypertonic, hypotonic and isotonic solutions
|
By the end of the
lesson, the learner
should be able to:
- Define hypertonic, hypotonic and isotonic solutions - Predict the direction of water movement when a cell is placed in each type of solution - Appreciate that solution concentration determines the direction of osmosis |
In groups, learners are guided to:
- Study the definitions of hypertonic, hypotonic and isotonic solutions - Discuss the effect of placing a cell in each type of solution - Complete questions predicting osmosis outcomes in given scenarios |
How does the concentration of the surrounding solution affect osmosis in cells?
|
Active Integrated Science Grade 8 pg. 102
Reference books Charts showing solution types |
Oral questions
Written assignments
|
|
| 6 | 1 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Demonstrating osmosis using visking tubing
Movement of Materials In and Out of the Cell - Factors affecting the rate of osmosis |
By the end of the
lesson, the learner
should be able to:
- Demonstrate osmosis using visking tubing as a model of a semi-permeable membrane - Explain observations in the visking tubing experiment in terms of osmosis - Show interest in using models to investigate biological processes |
In groups, learners are guided to:
- Set up visking tubing experiment: fill with sugar solution, place in distilled water - Observe results after 30 minutes and compare with Figure 2.27 - Discuss and explain changes in the visking tubing experiment |
How does the visking tubing experiment demonstrate the process of osmosis?
|
Active Integrated Science Grade 8 pg. 103
Visking tubing Sugar solution Distilled water Beaker Reference books Internet access |
Observation
Oral questions
|
|
| 6 | 2-3 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Role of osmosis in plants
Movement of Materials In and Out of the Cell - Role of osmosis in animals |
By the end of the
lesson, the learner
should be able to:
- Describe the role of osmosis in opening and closing of stomata in plants - Explain how osmosis enables feeding in insectivorous plants and supports herbaceous plants - Appreciate that osmosis is essential for plant survival - Describe the role of osmosis in absorption of water in the digestive system - Explain how osmosis enables reabsorption of water in the kidney - Appreciate the essential role of osmosis in maintaining water balance in animals |
In groups, learners are guided to:
- Read about and discuss the role of osmosis in opening and closing of stomata - Discuss how insectivorous plants trap insects using osmosis-driven leaf movements - Discuss how osmosis creates turgidity that supports herbaceous plants - Discuss how water is absorbed from the digestive system into the bloodstream through osmosis - Discuss how the kidney reabsorbs water into the bloodstream by osmosis - Research additional roles of osmosis in animals using digital or print media |
How does osmosis support the life processes of plants?
How does osmosis maintain water balance in animals? |
Active Integrated Science Grade 8 pg. 105
Reference books Internet access Charts Active Integrated Science Grade 8 pg. 106 Reference books Internet access |
Oral questions
Written assignments
Oral questions Written tests |
|
| 6 | 4 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Poster on importance of diffusion and osmosis
|
By the end of the
lesson, the learner
should be able to:
- Summarise the roles of diffusion and osmosis in living things on a poster - Present findings on the importance of diffusion and osmosis to classmates - Appreciate that scientific communication through posters develops presentation skills |
In groups, learners are guided to:
- Write roles of diffusion on one manila paper and roles of osmosis on another - Display posters in the science corner of the classroom - Discuss the content of posters and compare with classmates |
How can a poster help communicate the importance of diffusion and osmosis in living things?
|
Active Integrated Science Grade 8 pg. 107
Manila paper Markers Reference books |
Observation
Presentations
|
|
| 6 | 5 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Effects of osmosis on plant and animal cells
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between turgid, plasmolysed, crenated and haemolysed cells - Explain conditions under which each state occurs - Appreciate the practical importance of osmosis in food storage and agriculture |
In groups, learners are guided to:
- Study Figure 2.35 showing turgidity when a plasmolysed cell is placed in hypotonic solution - Discuss how turgidity helps plants maintain shape and how crenation affects red blood cells - Educate family members about how to keep vegetables fresh using knowledge of osmosis |
How does osmosis affect the shape and functioning of plant and animal cells?
|
Active Integrated Science Grade 8 pg. 109
Charts showing cell osmosis effects Reference books |
Oral questions
Written tests
|
|
| 7 | 1 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Comparing diffusion and osmosis
|
By the end of the
lesson, the learner
should be able to:
- Identify similarities between diffusion and osmosis - Identify differences between diffusion and osmosis - Show interest in using comparison as a scientific thinking skill |
In groups, learners are guided to:
- Discuss similarities: both involve particle movement from high to low concentration - Discuss differences: osmosis involves water only through a semi-permeable membrane - Complete Table 2.4 showing incidences that involve diffusion and osmosis |
How are diffusion and osmosis similar and how do they differ?
|
Active Integrated Science Grade 8 pg. 112
Reference books Charts comparing diffusion and osmosis |
Written assignments
Oral questions
|
|
| 7 | 2-3 |
Living Things and their Environment
|
Movement of Materials In and Out of the Cell - Summative assessment
Reproduction in Human Beings - The menstrual cycle in human beings Reproduction in Human Beings - Challenges related to the menstrual cycle |
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of cell membrane structure and properties, diffusion, osmosis and their roles in living things - Solve application-based questions integrating all sub-strand 2.2 concepts - Show confidence in applying knowledge of cell transport to real-life situations - Identify challenges related to the menstrual cycle including irregular periods, irregular bleeding and pain - Describe how each challenge affects daily life - Show empathy and support towards those experiencing menstrual challenges |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 2.2 - Discuss assessment answers after marking to consolidate understanding - Reflect on learning progress across sub-strand 2.2 - Search for information from print or non-print media on challenges related to the menstrual cycle - Discuss challenges such as irregular periods, heavy bleeding and menstrual pain - Share findings in groups and discuss the impact of menstrual challenges on daily activities |
How well have we mastered the concepts in sub-strand 2.2: Movement of Materials?
What are the common challenges related to the menstrual cycle and how do they affect daily life? |
Active Integrated Science Grade 8 pg. 112
Assessment papers Reference books Internet access Charts showing menstrual cycle Digital devices Internet access Digital devices Print media |
Written tests
Observation
Oral questions Written assignments |
|
| 7 | 4 |
Living Things and their Environment
|
Reproduction in Human Beings - Managing challenges related to the menstrual cycle
|
By the end of the
lesson, the learner
should be able to:
- Develop a plan to manage challenges related to the menstrual cycle - Describe practical measures to manage irregular periods, bleeding and pain - Appreciate the importance of seeking medical advice for menstrual challenges |
In groups, learners are guided to:
- Discuss management strategies for challenges related to the menstrual cycle - Role-play supportive conversations about menstrual health - Develop a personal or group plan for managing menstrual challenges |
How can challenges related to the menstrual cycle be effectively managed?
|
Internet access
Digital devices Print media |
Oral questions
Presentations
|
|
| 7 | 5 |
Living Things and their Environment
|
Reproduction in Human Beings - Process of fertilisation in human beings
|
By the end of the
lesson, the learner
should be able to:
- Describe the process of fertilisation as the fusion of a sperm cell with an egg cell - Explain where fertilisation takes place in the female reproductive system - Show interest in understanding human reproduction |
In groups, learners are guided to:
- Study illustrations and charts on the process of fertilisation - Discuss the journey of the sperm from the vagina to the fallopian tube - Discuss the fusion of the sperm and ovum to form a zygote |
What is fertilisation and where does it occur in the human body?
|
Internet access
Charts showing fertilisation Illustrations |
Oral questions
Written tests
|
|
| 8 | 1 |
Living Things and their Environment
|
Reproduction in Human Beings - Process of implantation in human beings
|
By the end of the
lesson, the learner
should be able to:
- Describe the process of implantation of the blastocyst in the uterus - Explain the sequence of events from fertilisation to implantation - Appreciate the complexity of early human development |
In groups, learners are guided to:
- Study illustrations showing implantation of the blastocyst in the uterine wall - Discuss the journey of the fertilised egg from the fallopian tube to the uterus - Discuss what happens during implantation and its importance |
What happens during implantation and why is it important?
|
Internet access
Charts showing implantation Illustrations |
Oral questions
Written assignments
|
|
| 8 | 2-3 |
Living Things and their Environment
|
Reproduction in Human Beings - Symptoms and prevention of HIV and AIDS
Reproduction in Human Beings - Symptoms and prevention of gonorrhoea and syphilis Reproduction in Human Beings - Symptoms and prevention of herpes |
By the end of the
lesson, the learner
should be able to:
- Outline the symptoms of HIV and AIDS in human beings - Describe prevention measures for HIV and AIDS - Appreciate the need for a healthy reproductive system - Outline the symptoms of gonorrhoea and syphilis in human beings - Describe prevention measures for gonorrhoea and syphilis - Show respect and open-mindedness when discussing STIs |
In groups, learners are guided to:
- Search for information from print and non-print materials on symptoms of HIV and AIDS - Discuss the symptoms of HIV and AIDS and how the disease progresses - Discuss prevention measures including abstinence, faithful partnership and condom use - Search for information on symptoms of gonorrhoea and syphilis from print and non-print materials - Discuss the symptoms of each STI and how they differ - Discuss prevention measures for gonorrhoea and syphilis |
What are the symptoms of HIV and AIDS and how can infection be prevented?
What are the symptoms of gonorrhoea and syphilis and how can they be prevented? |
Internet access
Charts on HIV and AIDS Digital devices Internet access Charts on gonorrhoea and syphilis Digital devices Print media |
Oral questions
Written assignments
Oral questions Written tests |
|
| 8 | 4 |
Living Things and their Environment
|
Reproduction in Human Beings - Prevention measures for common STIs
|
By the end of the
lesson, the learner
should be able to:
- Compare prevention measures across common STIs: HIV and AIDS, gonorrhoea, syphilis and herpes - Develop a community awareness message on STI prevention - Show responsibility in promoting reproductive health |
In groups, learners are guided to:
- Discuss and compare prevention measures for all STIs studied - Role-play peer conversations about STI prevention - Prepare a short community awareness message on STI prevention |
How can knowledge of STI prevention help protect individuals and the community?
|
Internet access
Charts on STI prevention Digital devices |
Oral questions
Presentations
|
|
| 8 | 5 |
Living Things and their Environment
|
Reproduction in Human Beings - Importance of a healthy reproductive system
Reproduction in Human Beings - Summative assessment |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of maintaining a healthy reproductive system - Describe practices that promote reproductive health - Appreciate the value of a healthy reproductive system for overall wellbeing |
In groups, learners are guided to:
- Discuss practices that promote reproductive health such as hygiene, regular medical check-ups and responsible behaviour - Discuss how STIs affect the reproductive system and overall health - Prepare short notes on the importance of a healthy reproductive system |
Why is it important to maintain a healthy reproductive system?
|
Internet access
Digital devices Print media Assessment questions |
Oral questions
Written assignments
|
|
| 9 |
END YEAR ASSESSMENT AND CLOSING |
||||||||
Your Name Comes Here