MIXTURES, ELEMENTS AND COMPOUNDS

Elements and compound

By the end of the lesson, the learner should be able to:
Distinguish between an element and compound
Display written examples of element and compound
Appreciate the importance of packaging in labels

The learner is guide to
Assign appropriate symbols to common salt, and water
discuss the names of common elements and the importance and market value of
common elements
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients

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

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 16-17

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

MIXTURES, ELEMENTS AND COMPOUNDS

Common elements and their symbols
Applications of common elements
Packaging labels

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

Distinguish between an element and compound
Use a digital device to search the symbols of certain elements
Appreciate the use of symbols in naming elements and compounds


Outline the applications of common elements in day to day life
Play games involving elements and their symbols
Appreciate the information on packaging labels of commonly consumed substances

Discuss the names of common elements and
their symbols the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable)
Discuss the importance and market value of
common elements and compounds
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients


Discuss the difference between elements
and compounds,
Assign appropriate symbols to common
Elements
and compounds cover
copper,
aluminium, iron, silver, table salt, and
water
Discuss the names of common elements and
their symbols (the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable),
Discuss the importance and market value of
common elements and compounds in
ample labelled containers of different
substances
indicating the common elements
as part of the ingredients

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

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 18
Spotlight Integrated Science Learner's Book Grade 8 pg. 20

Reflections Game Playing testing Investigation Conventions, Conferences, and Debates Applications Teacher Oral or Aural Questions Learner's Project
Reflections Game Model Making Explorations Experiments Conventions, Conferences, and Debates Applications Teacher Observations Journals Portfolio Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Package labels

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

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

The learner is guided to
Discuss the difference between elements
and compounds,
Assign appropriate symbols to common elements and compounds
Discuss the names of common elements and
their symbols the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable
Discuss the importance and market value of
common elements and compounds in
society
jewellery, iron, toiletries, food
nutrients, mineral elements, medals among
others
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients

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

Laboratory
Apparatus and
Equipment
?
Textbooks
Software
Relevant reading materials
Digital Devices
Recording

Reflections Game Playing Model Making Explorations Experiments Investigation Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Common elements and their symbols

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

Identify the common elements and their symbols
Search in the internet the common elements and their symbols
Appreciate the importance of common elements in day to day life

The learner is guide to
Discuss the difference between elements
and compounds,
Assign appropriate symbols to common
elements
and compounds cover
copper,
aluminium, iron, silver, table salt, and
water
discuss the names of common elements and
their symbols the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable
Discuss the importance and market value of
common elements and compounds in
society
jewellery, iron, toiletries, food
nutrients, mineral elements
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients

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

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

Reflections Game Playing Making Explorations Investigation Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Common elements and their symbols
STRUCTURE OF THE ATOM 7

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

Differentiate between mixtures and elements
Search in the internet the symbols of compounds and elements
Appreciate the use of common elements and compounds

The learner is guided to
Discuss the difference between elements
and compounds,
Assign appropriate symbols to common
aluminium, iron, silver, table salt, and
water
discuss the names of common elements and
their symbols the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
Latin names only where applicable
Discuss the importance and market value of
common elements and compounds in
society
jewellery, iron, toiletries, food
nutrients, mineral elements, medals among
others
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients

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

Laboratory
Apparatus and
Equipment
Textbooks
Software
?
Relevant reading materials
Digital Devices
Recording
Course book
Basic Laboratory
Apparatus
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 7 pg. 66-67

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

MIXTURES, ELEMENTS AND COMPOUNDS

Atomic number
Mass number

By the end of the lesson, the learner should be able to:
Define the term atomic number
Determine the atomic number and mass number of elements
Role play games involving atomic number and mass number
Appreciate the importance of atomic numbers in elements
Classify elements into metals and non -metals
Watch a video showing steps of grouping elements into metals and non -metals
Appreciate the importance of classifying elements into metals and non-metals

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

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

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

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Model Making Explorations Experiments Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Post Testing Model Making Explorations Experiments investigation Conventions, Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Metals and non- metals

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


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

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

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

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

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

MIXTURES, ELEMENTS AND COMPOUNDS

Metals and non -metals
Metals and non- metals

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

Draw the structure of metals and non -metals
Determine the atomic mass and number of elements
Appreciate the importance of mixture and compounds

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

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

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Explorations Experiments Investigation Conventions,

MIXTURES, ELEMENTS AND COMPOUNDS

Importance of elements

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

Identify the importance of elements
Search in the internet the importance of elements
Appreciate the value of different elements in daily lives

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

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

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Testing Model Making Explorations Experiments Investigations Conventions, Conferences, and

MIXTURES, ELEMENTS AND COMPOUNDS

OXYGEN
PREPARATION OF OXYGEN
PHYSICAL PROPERTIES OF OXYGEN

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

Prepare oxygen in the laboratory
Investigate the physical properties of oxygen
Appreciate the role of oxygen in day to day life

Identify the uses of oxygen
Prepare the oxygen in the laboratory using hydrogen peroxide
Appreciate the role of oxygen in day to day life

learner is guided to:
carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
discuss the role
of oxygen in every life
where possible, u
use digital devices
to search, play and watch and
discuss videos and animations on the different classes of fire.

The learner is guided to
Carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
Discuss the role of oxygen in
Combustion and the spread of
Discuss rights to safety and access to
information on flammable
discuss the role
of oxygen in every life
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the different classes of fire.

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

Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
Recording

Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
and
Software
Relevant reading materials
Digital Devices
?
Recording

Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Model Making Explorations Experiments Investigatio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

CHEMICAL PROPERTY OF OXYGEN

By the end of the lesson, the learner should be able to:
Investigate the physical and chemical properties of oxygen
Search in the internet ways of preparing oxygen
Appreciate the role of oxygen in day to day life

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

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

Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices

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

MIXTURES, ELEMENTS AND COMPOUNDS

ROLE OF OXYGEN IN COMBUSTION

By the end of the lesson, the learner should be able to:
Explain the role of oxygen in combustion
Identify classes of fires and their control measures
Appreciate the role of oxygen in day to day life

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

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

Basic Laboratory
Apparatus
Equipment
Selected specimens
Candle wax
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
Apparatus and
Equipment
Textbooks
Software

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

MIXTURES, ELEMENTS AND COMPOUNDS

CLASSES OF FIRE

By the end of the lesson, the learner should be able to:
Identify classes of fires from their text books
Search in the intern various classes of fires
Appreciate the role of fire in combustion

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

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

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio

MIXTURES, ELEMENTS AND COMPOUNDS

CONTROL MEASURES
CLASSES OF FIRE AND CONTROL MEASUE
Importance of controlling fires

By the end of the lesson, the learner should be able to:
Identify various ways of control ling fires
Search in the internet ways of controlling various classes of fires
Appreciate the role of fire in combustion

Examine various importance controlling of fires
Role play games involving fire control measures
Appreciate the role of fire in combustion

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

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

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

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

Selected specimens
and
Equipment

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Applications Teacher Observations Project Journals Portfolio
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Model Making Explorations Experiments Applications Project Journals Portfolio

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

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

Living things and their environment

Types of cells
Functions of a cell

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
Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
and
Equipment
Textbook

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

Living things and their environment

Difference between plant and Animal cell
Organelles

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

Draw plant and animal cell
Compare plant and animal cell as observed under a light microscope
Appreciate the use of a light microscope in microscope in magnification

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

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

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

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
Equipment Integrated Science Learner's Book Grade8 pg. 69-70

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

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

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

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 draw a nucleus and name various parts of a nucleus
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

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

Living things and their environment

Magnification of a cell as seen under the light microscope
Assessment

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

Define the term magnification.
State the formula of calculating magnification.
Calculate the magnification of a microscope.
Appreciate the importance of magnification.

In groups or in pairs, learners are guided to define the term magnification.
In groups or in pairs, learners are guided to state the formula of calculating magnification.
In groups or in pairs, learners are guided to calculate the magnification of a microscope.

How do you calculate the magnification of a microscope?

Mentor; Integrated Science Learner's Book Grade 8 pg. 60-61
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 62
Assessment books.

Oral questions Oral Report Observation

Living things and their environment

Movement of materials un and out of the cells; The cell membrane

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

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

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

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

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

Oral questions Oral Report Observation

Living things and their environment

Properties of a cell membrane

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

Use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video.
Describe the properties of a cell membrane.
Investigate the structures of the cell membrane.
Appreciate the properties of a cell membrane.

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.

What are the properties of a cell membrane?

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

Oral questions Oral Report Observation

Living things and their environment

Effects of heat on the cell membrane
Effects of alkali on the cell membrane
Effects of dilute acid on the cell membrane

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

State the requirements needed to investigate how heat affects the functioning of the cell membrane.
Outline the procedure of investigating how heat affects the functioning of the cell membrane.
Investigate how heat affects the functioning of the cell membrane.
Appreciate effects of heat on the cell membrane.


State the requirements needed to investigate how alkali affects the functioning of the cell membrane.
Outline the procedure of investigating how alkali affects the functioning of the cell membrane.
Investigate how alkali affects the functioning of the cell membrane.
Appreciate effects of alkali on the cell membrane.

In groups or in pairs, learners are guided to state the requirements needed to investigate how heat affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how heat affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to investigate how heat affects the functioning of the cell membrane.

In groups or in pairs, learners are guided to state the requirements needed to investigate how alkali affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how alkali affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to investigate how alkali affects the functioning of the cell membrane.

How does heat affect the functioning of the cell membrane?
How does alkali affect the functioning of the cell membrane?

Mentor; Integrated Science Learner's Book Grade 8 pg. 64-66
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Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68
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Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70

Oral questions Oral Report Observation

Living things and their environment

Diffusion

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

Explain the meaning of diffusion.
Discuss the meaning of aroma.
Do Activity 3 in learner's book 8 page 71
Have a desire to learn more about diffusion.

In groups or in pairs, learners are guided to explain the meaning of diffusion.
In groups or in pairs, learners are guided to discuss the meaning of aroma.
In groups or in pairs, learners are guided to do Activity 3 in learner's book 8 page 71

What is diffusion?

Mentor; Integrated Science Learner's Book Grade 8 pg. 71
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Oral questions Oral Report Observation

Living things and their environment

How to demonstrate diffusion

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

Outline the procedure of demonstrating diffusion.
State the safety precautions to be observed.
Demonstrate the process of diffusion.
Appreciate the importance of diffusion.

In groups or in pairs, learners are guided to outline the procedure of demonstrating diffusion.
In groups or in pairs, learners are guided to state the safety precautions to be observed.
In groups or in pairs, learners are guided to demonstrate the process of diffusion.

How do you demonstrate diffusion?

Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72
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Living things and their environment

Factors that affect diffusion

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

Describe the factors that affect diffusion.
State the factors that increase the rate of diffusion.
Recognise the factors that decrease the rate of diffusion.
Appreciate the factors that affect diffusion.

In groups or in pairs, learners are guided to describe the factors that affect diffusion.
In groups or in pairs, learners are guided to state the factors that increase the rate of diffusion.
In groups or in pairs, learners are guided to recognise the factors that decrease the rate of diffusion.

What are the factors that affect diffusion?

Mentor; Integrated Science Learner's Book Grade 8 pg. 72-73
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Oral questions Oral Report Observation

Living things and their environment

Role of diffusion in living organism
Osmosis
How to demonstrate osmosis using plant materials

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

Use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs.
Discuss role of diffusion in plants.
Explain the role of diffusion in living organisms.
Enjoy using digital devices.


State the requirements needed to demonstrate osmosis using plant materials.
Outline the procedure to demonstrate osmosis using plant materials.
Demonstrate osmosis using plant materials.
Have fun and enjoy the experiment.

In groups or in pairs, learners are guided to use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs.
In groups or in pairs, learners are guided to discuss role of diffusion in plants.
In groups or in pairs, learners are guided to explain the role of diffusion in living organisms.

In groups or in pairs, learners are guided to state the requirements needed to demonstrate osmosis using plant materials.
In groups or in pairs, learners are guided to outline the procedure to demonstrate osmosis using plant materials.
In groups or in pairs, learners are guided to demonstrate osmosis using plant materials.

What is the role of diffusion in plants?
How do you demonstrate osmosis using plant materials?

Mentor; Integrated Science Learner's Book Grade 8 pg. 73-75
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Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77
Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
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Oral questions Oral Report Observation

Living things and their environment

Factors that affect osmosis

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

Describe the factors that affect osmosis.
Identify the factors that increase the rate of osmosis.
Recognise the factors that decrease the rate of osmosis.
Appreciate the factors that affect osmosis.

In groups or in pairs, learners are guided to describe the factors that affect osmosis.
In groups or in pairs, learners are guided to identify the factors that increase the rate of osmosis.
In groups or in pairs, learners are guided to recognise the factors that decrease the rate of osmosis.

What factors affect osmosis?

Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81
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Oral questions Oral Report Observation

Living things and their environment

Role of osmosis in living organisms
Changes that occur in the plant leaves at different times

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

Explain the role of osmosis in living organisms.
Discuss the role of osmosis in living plants.
Recognise the role of osmosis in living animals.
Appreciate the role of osmosis in living organisms.

In groups or in pairs, learners are guided to explain the role of osmosis in living organisms.
In groups or in pairs, learners are guided to discuss the role of osmosis in living plants.
In groups or in pairs, learners are guided to recognise the role of osmosis in living animals.

What is the role of osmosis in living organisms?

Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82
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Mentor; Integrated Science Learner's Book Grade 8 pg. 82

Oral questions Oral Report Observation

Living things and their environment

Observing the changes that occur on plant leaves at different times.

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

Draw the diagrams in leaner's book 8 page 83
Observe the changes that occur on plant leaves at different times.
Describe the observable changes on the leaves at different times.
Appreciate the changes that occur on plant leaves at different times.

In groups or in pairs, learners are guided to draw the diagrams in leaner's book 8 page 83
In groups or in pairs, learners are guided to observe the changes that occur on plant leaves at different times.
In groups or in pairs, learners are guided to describe the observable changes on the leaves at different times.

How do you think temperature affects the shape of the leaves at different times?

Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84
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Oral questions Oral Report Observation

Living things and their environment

Observing the changes that take place in the plant leaves at different times.
Assessment

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

Observe the changes that take place in the plant leaves at different times.
State the importance of diffusion in one's body.
Appreciate the importance of diffusion.

Answer topical questions correctly.

In groups or in pairs, learners are guided to observe the changes that take place in the plant leaves at different times.
In groups or in pairs, learners are guided to state the importance of diffusion in one's body.

Learners are guided to answer topical questions correctly

How do you think the rate of loss of water by the leaves affects the shape of the leaves at different times?
What have you learnt about the movement of materials in and out of the cells?

Mentor; Integrated Science Learner's Book Grade 8 pg. 84
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Mentor; Integrated Science Learner's Book Grade 8 pg. 85
Assessment books

Oral questions Oral Report Observation

Living things and their environment.
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
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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
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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
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Oral questions Oral Report Observation

Living things and their environment

How to manage challenges related to menstrual cycle
Project: Improvising a sanitary towel
Fertilization and implantation

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.


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 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.

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 best can we manage issues related to the menstrual cycle?
How is safety ensured when improvising the sanitary towel?

Curriculum design; Integrated Science Grade 8
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Oral questions Oral Report Observation

Living things and their environment

Fertilization and implantation

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

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?

Curriculum design; Integrated Science Grade 8
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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
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Oral questions Oral Report Observation