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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Living things and their environment
|
The cell
|
By the end of the
lesson, the learner
should be able to:
Define the term cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the cell membrane found in a cell. In groups or in pairs, learners are guided to state the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 1 | 2 |
Living things and their environment
|
The cell
|
By the end of the
lesson, the learner
should be able to:
Define the term cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the cell membrane found in a cell. In groups or in pairs, learners are guided to state the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 1 | 3-4 |
Living things and their environment
|
Components of a cell
|
By the end of the
lesson, the learner
should be able to:
Identify the components of a cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the importance of using light microscope |
In groups or in pairs, learners are
guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video. In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 1 | 5 |
Living things and their environment
|
Components of a cell
|
By the end of the
lesson, the learner
should be able to:
Identify the components of a cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the importance of using light microscope |
In groups or in pairs, learners are
guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video. In groups or in pairs, learners are guided to describe the properties of a cell membrane. In groups or in pairs, learners are guided to investigate the structures of the cell membrane. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 1 |
Living things and their environment
|
Types of cells
|
By the end of the
lesson, the learner
should be able to:
Identify the components of a cell Draw the animal and plant cell Calculate the magnification of cells seen under light microscope Appreciate the importance of using the light microscope |
In groups or in pairs, learners are guided to draw the structure of a
cell |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 2 |
Living things and their environment
|
Types of cells
|
By the end of the
lesson, the learner
should be able to:
Identify the components of a cell Draw the animal and plant cell Calculate the magnification of cells seen under light microscope Appreciate the importance of using the light microscope |
In groups or in pairs, learners are guided to draw the structure of a
cell |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 3-4 |
Living things and their environment
|
Functions of a cell
|
By the end of the
lesson, the learner
should be able to:
Identify the components of a cell Compare plant and animal cell as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw an animal cell. In groups or in pairs, learners are guided to. name the structures of an animal cell |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbook |
Applications
Teacher Observations
project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 2 | 5 |
Living things and their environment
|
Difference between plant and Animal cell
|
By the end of the
lesson, the learner
should be able to:
Draw plant and animal cell Compare plant and animal cell as observed under a light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to state the differences between a plant cell and an animal cell. In groups or in pairs, learners are guided to recognise the differences between plant and animal cell. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 3 | 1 |
Living things and their environment
|
Organelles
|
By the end of the
lesson, the learner
should be able to:
Identify the organelles in a plant cell Draw the major organelles in a cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the requirements needed to observe a plant cell under a light microscope. In groups or in pairs, learners are guided to outline the procedure of observing a plant cell under a light microscope. In groups or in pairs, learners are guided to observe a plant cell under a light microscope. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Portfolio
Oral or Aural Questions
|
|
| 3 | 2 |
Living things and their environment
|
Organelles
|
By the end of the
lesson, the learner
should be able to:
Identify the organelles in a plant cell Draw the major organelles in a cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the requirements needed to observe a plant cell under a light microscope. In groups or in pairs, learners are guided to outline the procedure of observing a plant cell under a light microscope. In groups or in pairs, learners are guided to observe a plant cell under a light microscope. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Portfolio
Oral or Aural Questions
|
|
| 3 | 3-4 |
Living things and their environment
|
Organelles
|
By the end of the
lesson, the learner
should be able to:
Identify the organelles in a plant cell Draw the major organelles in a cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to identify the requirements needed to observe a plant cell under a light microscope. In groups or in pairs, learners are guided to outline the procedure of observing a plant cell under a light microscope. In groups or in pairs, learners are guided to observe a plant cell under a light microscope. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Portfolio
Oral or Aural Questions
|
|
| 3 | 5 |
Living things and their environment
|
Organelles in plant cell
|
By the end of the
lesson, the learner
should be able to:
Identify the functions of the major organelles in a plant cell Watch a video showing the plant cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw a plant cell. In groups or in pairs, learners are guided to name the structures of a plant cell. In groups or in pairs, learners are guided to state the functions of the parts of a plant cell. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 4 | 1 |
Living things and their environment
|
Organelles in animal
|
By the end of the
lesson, the learner
should be able to:
Identify the major organelles in animal cell Draw the major organelles in an animal cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw an animal cell. In groups or in pairs, learners are guided to. name the structures of an animal cell |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 4 | 2 |
Living things and their environment
|
Organelles in animal
|
By the end of the
lesson, the learner
should be able to:
Identify the major organelles in animal cell Draw the major organelles in an animal cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw an animal cell. In groups or in pairs, learners are guided to. name the structures of an animal cell |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 4 | 3-4 |
Living things and their environment
|
Organelles in animal
Difference between the plant and animal cell |
By the end of the
lesson, the learner
should be able to:
Identify the major organelles in animal cell Draw the major organelles in an animal cell Appreciate the use of a light microscope in microscope in magnification Compare plant and animal cell as observed under a light microscope Identify the difference between plant and animal cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw an animal cell. In groups or in pairs, learners are guided to. name the structures of an animal cell In groups or in pairs, learners are guided to state the differences between a plant cell and an animal cell. In groups or in pairs, learners are guided to recognise the differences between plant and animal cell. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Selected specimens Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 4 | 5 |
Living things and their environment
|
Difference between the plant and animal cell
|
By the end of the
lesson, the learner
should be able to:
Compare plant and animal cell as observed under a light microscope Identify the difference between plant and animal cell Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to state the differences between a plant cell and an animal cell. In groups or in pairs, learners are guided to recognise the differences between plant and animal cell. |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 5 | 1 |
Living things and their environment
|
Nucleus
|
By the end of the
lesson, the learner
should be able to:
Define the term nucleus Draw the nucleus as seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw a nucleus In groups or in pairs, learners are guided to. name the structures of a nucleus |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbooks Software Relevant reading materials |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 5 | 2 |
Living things and their environment
|
Nucleus
|
By the end of the
lesson, the learner
should be able to:
Define the term nucleus Draw the nucleus as seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw a nucleus In groups or in pairs, learners are guided to. name the structures of a nucleus |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbooks Software Relevant reading materials |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 5 | 3-4 |
Living things and their environment
|
Nucleus
Functions of nucleus |
By the end of the
lesson, the learner
should be able to:
Define the term nucleus Draw the nucleus as seen under light microscope Appreciate the use of a light microscope in microscope in magnification Identify the functions of nucleus Search in the internet the functions of nucleus Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw a nucleus In groups or in pairs, learners are guided to. name the structures of a nucleus In groups or in pairs, learners are guided to draw a nucleus and name various parts of a nucleus |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbooks Software Relevant reading materials Selected specimens Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 5 | 5 |
Living things and their environment
|
Functions of nucleus
|
By the end of the
lesson, the learner
should be able to:
Identify the functions of nucleus Search in the internet the functions of nucleus Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to draw a nucleus and name various parts of a nucleus |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 6 | 1 |
Living things and their environment
|
Functions of nucleus
|
By the end of the
lesson, the learner
should be able to:
Define the term cell Compare plant and animal cells as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to name various functions of parts of a nucleus |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbooks ? Software Relevant reading materials |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 6 | 2 |
Living things and their environment
|
Functions of nucleus
|
By the end of the
lesson, the learner
should be able to:
Define the term cell Compare plant and animal cells as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification |
In groups or in pairs, learners are
guided to name various functions of parts of a nucleus |
Why is light microscope important in our day to day life
|
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbooks ? Software Relevant reading materials |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 6 | 3-4 |
Living things and their environment
Living things and their environment. |
Functions of nucleus
Menstrual cycle in human beings |
By the end of the
lesson, the learner
should be able to:
Define the term cell Compare plant and animal cells as observed under a light microscope Calculate the magnification of cells seen under light microscope Appreciate the use of a light microscope in microscope in magnification Discuss human menstrual cycle using flashcards with information about human menstruation. Describe the menstrual cycle in human beings. Appreciate menstruation in human beings |
In groups or in pairs, learners are
guided to name various functions of parts of a nucleus Learners are guided in pairs, in groups or individually to discuss human menstrual cycle using flashcards with information about human menstruation. Learners are guided in pairs, in groups or individually to write down the meaning of menstruation and human menstruation cycle. Learners are guided in pairs, in groups or individually to describe the menstrual cycle in human beings. |
Why is light microscope important in our day to day life
What is the meaning of menstruation? |
Selected specimens
Candle wax Water Spotlight Basic Laboratory Apparatus Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory Apparatus and Equipment Textbooks ? Software Relevant reading materials Curriculum design; Integrated Science Grade 8 Pictures Charts Realia Computing devices |
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
Oral questions Oral Report Observation |
|
| 6 | 5 |
Living things and their environment.
|
Menstrual cycle in human beings
|
By the end of the
lesson, the learner
should be able to:
Discuss human menstrual cycle using flashcards with information about human menstruation. Describe the menstrual cycle in human beings. Appreciate menstruation in human beings |
Learners are guided in pairs, in groups or individually to discuss human menstrual cycle using flashcards with information about human menstruation.
Learners are guided in pairs, in groups or individually to write down the meaning of menstruation and human menstruation cycle. Learners are guided in pairs, in groups or individually to describe the menstrual cycle in human beings. |
What is the meaning of menstruation?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Living things and their environment
|
Menstrual cycle in human beings
|
By the end of the
lesson, the learner
should be able to:
Search the internet for information about menstrual cycle Watch a video on the menstrual cycle and note down the findings Enjoy presenting their findings in class. |
Learners are guided in pairs, in groups or individually to search the internet for information about menstrual cycle.
Learners are guided in pairs, in groups or individually to watch a video on the menstrual cycle and note down the findings |
What information have you learnt about the menstrual cycle?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Living things and their environment
|
Menstrual cycle in human beings
|
By the end of the
lesson, the learner
should be able to:
Search the internet for information about menstrual cycle Watch a video on the menstrual cycle and note down the findings Enjoy presenting their findings in class. |
Learners are guided in pairs, in groups or individually to search the internet for information about menstrual cycle.
Learners are guided in pairs, in groups or individually to watch a video on the menstrual cycle and note down the findings |
What information have you learnt about the menstrual cycle?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 3-4 |
Living things and their environment
|
Menstrual cycle in human beings
|
By the end of the
lesson, the learner
should be able to:
Name menstrual phases in a human menstrual cycle in a wheel chart. Write down the events that take place in the phases of the human menstrual cycle. Describe the events that take place in the phases identified Appreciate the human menstrual cycle. |
Learners are guided in pairs, in groups or individually to name menstrual phases in a human menstrual cycle in a wheel chart.
Learners are guided in pairs, in groups or individually to describe the events that take place in the phases identified. Learners are guided in pairs, in groups or individually to write down the events that take place in the phases of the human menstrual cycle. |
How many phases are in the human menstrual cycle?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Living things and their environment
|
Menstrual cycle in human beings
|
By the end of the
lesson, the learner
should be able to:
Name menstrual phases in a human menstrual cycle in a wheel chart. Write down the events that take place in the phases of the human menstrual cycle. Describe the events that take place in the phases identified Appreciate the human menstrual cycle. |
Learners are guided in pairs, in groups or individually to name menstrual phases in a human menstrual cycle in a wheel chart.
Learners are guided in pairs, in groups or individually to describe the events that take place in the phases identified. Learners are guided in pairs, in groups or individually to write down the events that take place in the phases of the human menstrual cycle. |
How many phases are in the human menstrual cycle?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Living things and their environment
|
Challenges related to menstrual process
|
By the end of the
lesson, the learner
should be able to:
Identify the major challenges in relation to menstruation Describe challenges related to the menstrual cycle Appreciate the human menstrual cycle. |
Learners are guided in pairs, in groups or individually to identify the major challenges in relation to menstruation.
Learners are guided in pairs, in groups or individually to discuss various challenges related to the menstrual cycle and write short notes. Learners are guided in pairs, in groups or individually to describe challenges related to the menstrual cycle. |
What challenges are associated with the menstruation in human beings?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Living things and their environment
|
Challenges related to menstrual process
|
By the end of the
lesson, the learner
should be able to:
Identify the major challenges in relation to menstruation Describe challenges related to the menstrual cycle Appreciate the human menstrual cycle. |
Learners are guided in pairs, in groups or individually to identify the major challenges in relation to menstruation.
Learners are guided in pairs, in groups or individually to discuss various challenges related to the menstrual cycle and write short notes. Learners are guided in pairs, in groups or individually to describe challenges related to the menstrual cycle. |
What challenges are associated with the menstruation in human beings?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 3-4 |
Living things and their environment
|
How to manage challenges related to menstrual cycle
|
By the end of the
lesson, the learner
should be able to:
Make discussion cards with information on challenges related to menstrual cycle Write down short notes on how to manage challenges related to menstrual cycle Appreciate the ways to manage the challenges related to the human menstrual cycle. |
Learners are guided in pairs, in groups or individually to make discussion cards with information on challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to search the internet for information on how to manage challenges related to menstrual cycle. Learners are guided in pairs, in groups or individually to write down short notes on how to manage challenges related to menstrual cycle. |
How best can we manage issues related to the menstrual cycle?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Living things and their environment
|
Project: Improvising a sanitary towel
|
By the end of the
lesson, the learner
should be able to:
Draw and cut out sanitary towel template and trace the sanitary towel Improvise a sanitary towel using cotton fabrics, face towels and safety pins Take pride in and display the improvised sanitary towel. |
Learners are guided in pairs, in groups or individually to draw and cut out sanitary towel template and trace the sanitary towel
Learners are guided in pairs, in groups or individually to improvise a sanitary towel using cotton fabrics, face towels and safety pins and display the improvised sanitary towel. |
How is safety ensured when improvising the sanitary towel?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 9 |
Midterm break |
||||||||
| 10 | 1 |
Living things and their environment
|
Fertilization and implantation
|
By the end of the
lesson, the learner
should be able to:
Name the two main processes in the reproductive process Use digital devices to observe animations showing fertilization and implantation Appreciate reproduction in human beings. |
Learners are guided in pairs, in groups or individually to name the two main processes in the reproductive process.
Learners are guided in pairs, in groups or individually to use digital devices to observe animations showing fertilization and implantation. Individually, learners to write down how fertilization takes place in human beings. |
How does reproduction occur in human beings?
What are the names of the cells that fuse during fertilization?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Living things and their environment
|
Fertilization and implantation
|
By the end of the
lesson, the learner
should be able to:
Name the two main processes in the reproductive process Use digital devices to observe animations showing fertilization and implantation Appreciate reproduction in human beings. |
Learners are guided in pairs, in groups or individually to name the two main processes in the reproductive process.
Learners are guided in pairs, in groups or individually to use digital devices to observe animations showing fertilization and implantation. Individually, learners to write down how fertilization takes place in human beings. |
How does reproduction occur in human beings?
What are the names of the cells that fuse during fertilization?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3-4 |
Living things and their environment
|
Fertilization and implantation
|
By the end of the
lesson, the learner
should be able to:
Name the two main processes in the reproductive process Use digital devices to observe animations showing fertilization and implantation Appreciate reproduction in human beings. |
Learners are guided in pairs, in groups or individually to name the two main processes in the reproductive process.
Learners are guided in pairs, in groups or individually to use digital devices to observe animations showing fertilization and implantation. Individually, learners to write down how fertilization takes place in human beings. |
How does reproduction occur in human beings?
What are the names of the cells that fuse during fertilization?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Living things and their environment
|
Fertilization and implantation
|
By the end of the
lesson, the learner
should be able to:
Discuss the events that take place during implantation process Present on a table the stages, time after fertilization and the process taking place in the human body Appreciate reproduction in human beings. |
Learners are guided in pairs, in groups or individually to read reference materials with information about implantation in human beings
Learners are guided in pairs, in groups or individually to discuss the events that take place during implantation process. Learners are guided in pairs, in groups or individually to present on a table the stages, time after fertilization and the process taking place in the human body. |
What happens at stage d after fertilization?
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Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Living things and their environment
|
Sex related challenges
|
By the end of the
lesson, the learner
should be able to:
Say the meaning of the terms: hermaphrodite and intersex people Describe how hermaphrodite and intersex persons differ from a normal male or female Reflect on sex related challenges . |
Learners are guided in pairs, in groups or individually to say the meaning of the terms: hermaphrodite and intersex people.
Learners are guided in pairs, in groups or individually to describe how hermaphrodite and intersex persons differ from a normal male or female. Learners are guided in pairs, in groups or individually to write short notes about how to manage sex related challenges. |
How best can we manage sex related challenges?
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Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Living things and their environment
|
Sex related challenges
|
By the end of the
lesson, the learner
should be able to:
Say the meaning of the terms: hermaphrodite and intersex people Describe how hermaphrodite and intersex persons differ from a normal male or female Reflect on sex related challenges . |
Learners are guided in pairs, in groups or individually to say the meaning of the terms: hermaphrodite and intersex people.
Learners are guided in pairs, in groups or individually to describe how hermaphrodite and intersex persons differ from a normal male or female. Learners are guided in pairs, in groups or individually to write short notes about how to manage sex related challenges. |
How best can we manage sex related challenges?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 3-4 |
Living things and their environment
Human Reproductive Health |
Sex related challenges
Pubertal growth and development |
By the end of the
lesson, the learner
should be able to:
Say the meaning of the terms: hermaphrodite and intersex people Describe how hermaphrodite and intersex persons differ from a normal male or female Reflect on sex related challenges . Define the term puberty. Identify physical, emotional and social changes during puberty in both boys and girls. Classify the changes as physical, emotional or social. Appreciate the importance of puberty. |
Learners are guided in pairs, in groups or individually to say the meaning of the terms: hermaphrodite and intersex people.
Learners are guided in pairs, in groups or individually to describe how hermaphrodite and intersex persons differ from a normal male or female. Learners are guided in pairs, in groups or individually to write short notes about how to manage sex related challenges. Learners to define the term puberty. Learners are guided to identify physical, emotional and social changes during puberty in both boys and girls. Learners are guided to classify the changes as physical, emotional or social. |
How best can we manage sex related challenges?
Which changes are common for both boys and girls? Why do you think adolescents form peer groups? |
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Human Reproductive Health
|
Pubertal growth and development
|
By the end of the
lesson, the learner
should be able to:
Define the term puberty. Identify physical, emotional and social changes during puberty in both boys and girls. Classify the changes as physical, emotional or social. Appreciate the importance of puberty. |
Learners to define the term puberty.
Learners are guided to identify physical, emotional and social changes during puberty in both boys and girls. Learners are guided to classify the changes as physical, emotional or social. |
Which changes are common for both boys and girls?
Why do you think adolescents form peer groups?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Human Reproductive Health
|
Personal hygiene needs during puberty
|
By the end of the
lesson, the learner
should be able to:
Identify personal hygiene that needs to be associated with the onset of puberty. Mention the measures for management of menstrual hygiene for personal growth. Suggest how re-usable sanitary towels should be taken care of. Appreciate personal hygiene needed during puberty. |
Learners are guided to identify personal hygiene that needs to be associated with the onset of puberty.
Learners are guided to mention the measures for management of menstrual hygiene for personal growth. Learners are guided to suggest how re-usable sanitary towels should be taken care of. |
How do you ensure that your mouth is clean and you have a fresh breath?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Human Reproductive Health
|
Personal hygiene needs during puberty
|
By the end of the
lesson, the learner
should be able to:
Identify personal hygiene that needs to be associated with the onset of puberty. Mention the measures for management of menstrual hygiene for personal growth. Suggest how re-usable sanitary towels should be taken care of. Appreciate personal hygiene needed during puberty. |
Learners are guided to identify personal hygiene that needs to be associated with the onset of puberty.
Learners are guided to mention the measures for management of menstrual hygiene for personal growth. Learners are guided to suggest how re-usable sanitary towels should be taken care of. |
How do you ensure that your mouth is clean and you have a fresh breath?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 3-4 |
Human Reproductive Health
|
Personal hygiene needs during puberty
Myths and misconceptions on menstrual experience in the community. |
By the end of the
lesson, the learner
should be able to:
Identify personal hygiene that needs to be associated with the onset of puberty. Mention the measures for management of menstrual hygiene for personal growth. Suggest how re-usable sanitary towels should be taken care of. Appreciate personal hygiene needed during puberty. Define the term myths and misconceptions. Identify the stages for identifying intersex persons. Discuss the myths and misconceptions about menstrual experience. Appreciate puberty as a stage in personal growth and development. |
Learners are guided to identify personal hygiene that needs to be associated with the onset of puberty.
Learners are guided to mention the measures for management of menstrual hygiene for personal growth. Learners are guided to suggest how re-usable sanitary towels should be taken care of. Learners to define the term myths and misconceptions. Learners are guided to identify the stages for identifying intersex persons. In groups, learners to discuss the myths and misconceptions about menstrual experience. |
How do you ensure that your mouth is clean and you have a fresh breath?
What is a myth? |
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Human Reproductive Health
|
Myths and misconceptions on menstrual experience in the community.
|
By the end of the
lesson, the learner
should be able to:
Define the term myths and misconceptions. Identify the stages for identifying intersex persons. Discuss the myths and misconceptions about menstrual experience. Appreciate puberty as a stage in personal growth and development. |
Learners to define the term myths and misconceptions.
Learners are guided to identify the stages for identifying intersex persons. In groups, learners to discuss the myths and misconceptions about menstrual experience. |
What is a myth?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 1 |
Human Reproductive Health
|
Importance of reproductive health in the community
|
By the end of the
lesson, the learner
should be able to:
State the importance reproductive health in the community. State the effects of harmful practices on reproductive health. Create posters condemning practices such as female genital mutilation and early marriages. Appreciate practices that enhances reproductive health. |
Learners to state the importance reproductive health in the community.
Learners to state the effects of harmful practices on reproductive health. In groups or in pairs, learners to create posters condemning practices such as female genital mutilation and early marriages. |
Why is reproductive health important in the community?
What are the effects of early pregnancies?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 2 |
Human Reproductive Health
|
Importance of reproductive health in the community
|
By the end of the
lesson, the learner
should be able to:
State the importance reproductive health in the community. State the effects of harmful practices on reproductive health. Create posters condemning practices such as female genital mutilation and early marriages. Appreciate practices that enhances reproductive health. |
Learners to state the importance reproductive health in the community.
Learners to state the effects of harmful practices on reproductive health. In groups or in pairs, learners to create posters condemning practices such as female genital mutilation and early marriages. |
Why is reproductive health important in the community?
What are the effects of early pregnancies?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 3-4 |
Human Reproductive Health
|
Importance of reproductive health in the community
Myths and misconceptions about reproductive health in the community |
By the end of the
lesson, the learner
should be able to:
State the importance reproductive health in the community. State the effects of harmful practices on reproductive health. Create posters condemning practices such as female genital mutilation and early marriages. Appreciate practices that enhances reproductive health. Identify myths and misconceptions about reproductive health in the community. Compose songs and poems with information on positive reproductive health practices. Appreciate puberty as a stage in personal growth and development. |
Learners to state the importance reproductive health in the community.
Learners to state the effects of harmful practices on reproductive health. In groups or in pairs, learners to create posters condemning practices such as female genital mutilation and early marriages. Learners to identify myths posters condemning practices such as female genital mutilation and early marriages. In groups or in pairs, learners to compose songs and poems with information on positive reproductive health practices. |
Why is reproductive health important in the community?
What are the effects of early pregnancies?
What are the positive reproductive health practices that we should adopt in the community? |
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 5 |
Human Reproductive Health
|
Myths and misconceptions about reproductive health in the community
|
By the end of the
lesson, the learner
should be able to:
Identify myths and misconceptions about reproductive health in the community. Compose songs and poems with information on positive reproductive health practices. Appreciate puberty as a stage in personal growth and development. |
Learners to identify myths posters condemning practices such as female genital mutilation and early marriages.
In groups or in pairs, learners to compose songs and poems with information on positive reproductive health practices. |
What are the positive reproductive health practices that we should adopt in the community?
|
Curriculum design; Integrated Science Grade 8
Pictures Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
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