Living Things and their Environment

Effects of dilute acids and alkalis on cell membrane

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

- Investigate effects of dilute acids and alkalis on cell membrane
- Relate concentration to amount of pigment released
- Connect to why strong cleaning chemicals damage skin

In groups, learners are guided to:
- Prepare test tubes with different concentrations of dilute HCl
- Add beetroot cores to each test tube
- Observe colour intensity after one hour
- Repeat experiment using dilute sodium hydroxide

How do acids and alkalis affect the cell membrane?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 111
- Beetroot cores
- Dilute HCl, dilute NaOH
- Test tubes, syringes

- Practical report - Observation - Written analysis

Living Things and their Environment

Demonstrating diffusion using perfume
Role of diffusion in gaseous exchange
Role of diffusion in absorption and plants
Factors affecting diffusion

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

- Define diffusion
- Demonstrate diffusion using perfume in the classroom
- Relate diffusion to how cooking smells spread through a house

- Explain the role of diffusion in absorption of digested food
- Describe diffusion in plants for gaseous exchange and mineral absorption
- Relate to how plants absorb nutrients from fertilisers

- Spray perfume in one corner of the classroom
- Observe how the scent spreads across the room
- Record the order in which learners detect the scent
- Discuss how perfume particles moved from high to low concentration
- Discuss absorption of glucose from small intestine into blood
- Explain how plants take in carbon dioxide through stomata
- Describe how root hair cells absorb mineral salts by diffusion
- Search the Internet for videos on diffusion in plants

How do particles move from one place to another?
How do living things use diffusion for nutrition?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 113
- Perfume or deodorant spray
- Stopwatch
- Notebooks
- Spotlight Integrated Science Learner's Book Grade 8 pg. 114
- Gaseous exchange diagrams
- Digital devices
- Reference books
- Spotlight Integrated Science Learner's Book Grade 8 pg. 115
- Plant diagrams
- Digital devices
- Reference materials
- Spotlight Integrated Science Learner's Book Grade 8 pg. 116
- Reference books
- Charts

- Observation - Oral questions - Class discussion
- Written summary - Oral presentation - Observation

Living Things and their Environment

Demonstrating osmosis using visking tubing
Demonstrating osmosis using Irish potato

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

- Define osmosis
- Demonstrate osmosis using visking tubing
- Connect osmosis to how dried fruits swell when soaked in water

In groups, learners are guided to:
- Tie one end of visking tubing and fill with concentrated sugar solution
- Immerse the tubing in a beaker of distilled water
- Observe changes after thirty minutes
- Explain movement of water molecules through the membrane

How do water molecules move through a semi-permeable membrane?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 118
- Visking tubing
- Concentrated sugar solution
- Distilled water, beaker
- Spotlight Integrated Science Learner's Book Grade 8 pg. 120
- Irish potatoes, cork borer
- Distilled water
- Ruler, boiling tubes

- Practical report - Observation - Written explanation

Living Things and their Environment

Demonstrating osmosis using banana peel strips

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

- Demonstrate osmosis using banana peel strips
- Explain why strips curve differently in different solutions
- Connect to why pickled vegetables shrink and fresh ones stay firm

In groups, learners are guided to:
- Prepare thin strips from raw green banana peel
- Place strips in distilled water and concentrated salt solution
- Observe curving direction after thirty minutes
- Explain why inner cells gain or lose water

Why do banana peel strips curve in different directions?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 121
- Raw green banana peel
- Distilled water
- Concentrated salt solution
- Beakers, scalpel

- Practical observation - Drawing - Written explanation

Living Things and their Environment

Factors affecting osmosis

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

- Describe factors affecting the rate of osmosis
- Explain how temperature and concentration gradient affect osmosis
- Relate to why plants wilt faster on hot days

In groups, learners are guided to:
- Use digital devices to search for factors affecting osmosis
- Discuss effect of temperature on osmosis rate
- Explain how concentration gradient affects osmosis
- Discuss effect of membrane thickness on osmosis

What factors affect the rate of osmosis?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 123
- Digital devices
- Reference books
- Charts

- Oral questions - Written notes - Group presentation

Living Things and their Environment

Role of osmosis in water absorption and stomata
Role of osmosis in osmoregulation and plant support
Importance of diffusion and osmosis

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

- Explain the role of osmosis in water absorption by roots
- Describe how osmosis controls opening and closing of stomata
- Connect to why watering plants makes them stand upright

- Explain the role of osmosis in osmoregulation in the kidney
- Describe how osmosis provides support in plants
- Relate to why kidneys filter blood and plants droop without water

In groups, learners are guided to:
- Discuss how root hair cells absorb water from soil by osmosis
- Explain water distribution from cell to cell in plants
- Describe how guard cells control stomata through osmosis
- Complete table on roles of osmosis
- Discuss how kidneys use osmosis to filter blood
- Observe plant leaves at different times of day
- Explain wilting and turgidity in plants
- Discuss feeding mechanism of insectivorous plants

How do plants use osmosis for survival?
How does osmosis help regulate water in living things?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 124
- Plant diagrams
- Digital devices
- Reference materials
- Spotlight Integrated Science Learner's Book Grade 8 pg. 125
- Young plants
- Digital devices
- Reference books
- Spotlight Integrated Science Learner's Book Grade 8 pg. 126
- Assessment worksheets
- Reference materials

- Table completion - Oral questions - Written notes
- Observation records - Written explanation - Oral questions

Living Things and their Environment

Introduction to the menstrual cycle
Phases of the menstrual cycle

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

- Define the menstrual cycle
- State the average duration of the menstrual cycle
- Recognise menstruation as a normal biological process for females

In groups, learners are guided to:
- Search print or non-print media for information on the menstrual cycle
- Discuss the meaning and purpose of the menstrual cycle
- Explain that the cycle prepares the body for possible pregnancy
- Write notes on the menstrual cycle

What is the menstrual cycle and why does it occur?

- Spotlight Integrated Science Learner's Book Grade 8
- Digital devices
- Reference books
- Charts on menstrual cycle
- Menstrual cycle diagrams
- Charts

- Oral questions - Written notes - Group discussion

Living Things and their Environment

Ovulation and luteal phase
Irregular periods and bleeding
Menstrual pain and discomfort

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

- Describe ovulation and the luteal phase
- Explain when ovulation typically occurs
- Connect ovulation timing to family planning decisions

In groups, learners are guided to:
- Discuss ovulation as release of mature egg from ovary
- Explain the luteal phase and uterine wall thickening
- Study diagrams showing changes in the uterus during the cycle
- Calculate approximate ovulation day in a 28-day cycle

When does ovulation occur and what happens after?

- Spotlight Integrated Science Learner's Book Grade 8
- Ovulation charts
- Digital devices
- Reference materials
- Reference books
- Health education materials
- Health education charts

- Calculation exercises - Diagram interpretation - Written notes

Living Things and their Environment

Managing menstrual cycle challenges
Menstrual hygiene management
The male reproductive cells

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

- Develop a plan to manage challenges related to menstrual cycle
- List ways to relieve menstrual discomfort
- Apply self-care practices for personal health management

In groups, learners are guided to:
- Discuss management strategies for menstrual challenges
- Explain use of heat therapy and exercise for pain relief
- Discuss importance of proper nutrition and rest
- Create a personal management plan

How can menstrual cycle challenges be managed?

- Spotlight Integrated Science Learner's Book Grade 8
- Health education materials
- Digital devices
- Planning worksheets
- Sanitary products samples
- Digital devices
- Sperm cell diagrams
- Reference books

- Plan development - Oral presentation - Written notes

Living Things and their Environment

The female reproductive cell
The process of fertilisation
Cell division after fertilisation

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

- Describe the structure of an egg cell (ovum)
- Explain the function of the egg in reproduction
- Recognise that the egg provides nutrients for early embryo development

- Describe the process of fertilisation
- Explain how sperm and egg fuse to form a zygote
- Understand that fertilisation is when genetic material from both parents combines

In groups, learners are guided to:
- Study diagrams of egg cells
- Identify parts: cell membrane, cytoplasm, nucleus
- Compare size of egg to sperm
- Discuss how the egg is released during ovulation
- Study illustrations showing fertilisation process
- Explain how sperm travels to meet the egg in fallopian tube
- Describe fusion of sperm nucleus with egg nucleus
- Discuss formation of zygote

What is the structure and function of the egg cell?
How does fertilisation occur in human beings?

- Spotlight Integrated Science Learner's Book Grade 8
- Egg cell diagrams
- Digital devices
- Reference materials
- Spotlight Integrated Science Learner's Book Grade 8
- Fertilisation diagrams
- Digital devices
- Charts
- Cell division diagrams
- Reference books

- Diagram labelling - Written notes - Oral questions
- Diagram interpretation - Oral questions - Written summary

Living Things and their Environment

Implantation

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

- Describe the process of implantation
- Explain how the blastocyst attaches to the uterus wall
- Understand that successful implantation marks the beginning of pregnancy

In groups, learners are guided to:
- Study illustrations showing implantation
- Explain how blastocyst embeds in uterine wall
- Discuss importance of the thickened uterine lining
- Describe what happens if implantation does not occur

How does the blastocyst implant in the uterus?

- Spotlight Integrated Science Learner's Book Grade 8
- Implantation diagrams
- Digital devices
- Charts

- Diagram labelling - Written explanation - Oral questions

Living Things and their Environment

Introduction to STIs

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

- Define sexually transmitted infections (STIs)
- List common STIs
- Recognise that STIs are preventable health conditions

In groups, learners are guided to:
- Search for information on STIs from print and non-print materials
- Define STIs and explain how they spread
- List common STIs: HIV/AIDS, gonorrhea, syphilis, herpes
- Discuss importance of STI awareness

What are sexually transmitted infections?

- Spotlight Integrated Science Learner's Book Grade 8
- Health education materials
- Digital devices
- Reference books

- Oral questions - Written notes - Group discussion

Living Things and their Environment

Symptoms of HIV/AIDS

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

- Outline symptoms of HIV/AIDS
- Explain the difference between HIV and AIDS
- Know that early testing and treatment help people with HIV live healthy lives

In groups, learners are guided to:
- Search for information on HIV/AIDS symptoms
- Discuss initial symptoms: fever, fatigue, swollen lymph nodes
- Explain progression to AIDS if untreated
- Discuss importance of testing and treatment

What are the symptoms of HIV/AIDS?

- Spotlight Integrated Science Learner's Book Grade 8
- HIV/AIDS education materials
- Digital devices
- Charts

- Written notes - Oral questions - Class discussion

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

Symptoms of gonorrhea, syphilis, and herpes
Prevention of STIs - Abstinence and faithfulness
Prevention of STIs - Other measures
Forms of energy in nature

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

- Describe symptoms of gonorrhea, syphilis, and herpes
- Explain that symptoms may vary between males and females
- Understand that seeking treatment early prevents complications

- Describe additional STI prevention measures
- Explain the importance of regular health check-ups
- Take responsibility for personal health decisions

In groups, learners are guided to:
- Discuss symptoms of gonorrhea in males and females
- Explain symptoms of syphilis at different stages
- Describe symptoms of genital herpes
- Emphasise importance of seeking medical attention
- Discuss proper use of protection during intercourse
- Explain importance of regular STI testing
- Discuss avoiding sharing needles and sharp objects
- Emphasise seeking immediate treatment if infected

What are the symptoms of common bacterial and viral STIs?
What other measures help prevent STIs?

- Spotlight Integrated Science Learner's Book Grade 8
- Health education materials
- Digital devices
- Reference books
- Prevention posters
- Spotlight Integrated Science Learner's Book Grade 8
- Health education materials
- Digital devices
- Reference books
- Spotlight Integrated Science pg. 130
- Digital resources
- Internet access

- Written summary - Oral questions - Group presentation
- Written notes - Oral questions - Group discussion

Force and Energy

Forms of energy - Chemical and electrical energy
Forms of energy - Mechanical energy

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

- Describe chemical energy and give examples
- Explain electrical energy and its sources
- Connect chemical energy to common items like batteries and food

In groups, learners are guided to:
- Discuss chemical energy and substances that contain it
- Explain electrical energy and how it is generated
- Identify devices that use chemical and electrical energy at home

How is chemical energy stored in substances?

- Spotlight Integrated Science pg. 130
- Batteries
- Electrical appliances
- Spotlight Integrated Science pg. 131
- Small stones
- Balls
- Working surface

- Oral questions - Observation - Practical assessment

Force and Energy

Forms of energy - Heat, light and sound energy
Energy transformation - Introduction
Energy transformation - Potential to kinetic energy

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

- Describe heat, light and sound energy
- Identify sources of heat, light and sound energy
- Connect these energy forms to daily experiences like warming food and listening to music

In groups, learners are guided to:
- Discuss heat energy and its sources
- Explain light energy and how it is produced
- Describe sound energy and how vibrations produce it

How do we experience heat, light and sound energy daily?

- Spotlight Integrated Science pg. 132
- Candles
- Torches
- Musical instruments
- Digital resources
- Charts
- Spotlight Integrated Science pg. 133
- Small stones
- Working table
- Stopwatch

- Oral questions - Observation - Written questions

Force and Energy

Energy transformation - Chemical to heat and light energy
Energy transformation - Electrical to heat energy

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

- Demonstrate transformation of chemical energy to heat and light
- Explain energy transformation in burning substances
- Connect this transformation to cooking with charcoal or gas

In groups, learners are guided to:
- Light a candle and observe the energy transformation
- Discuss the energy changes from chemical to heat and light
- Record observations and share with peers

How does burning transform chemical energy?

- Spotlight Integrated Science pg. 133
- Candles
- Matchsticks
- Working surface
- Spotlight Integrated Science pg. 134
- Electric water heater
- Beaker
- Water

- Practical assessment - Observation - Written questions

Force and Energy

Energy transformation - Kinetic to sound energy
Energy transformation - Chemical to electrical to light energy
Energy transformation - Using a pendulum

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

- Demonstrate transformation of kinetic energy to sound energy
- Explain how clapping produces sound
- Connect this transformation to musical instruments and daily sounds

- Demonstrate energy transformation using a pendulum
- Explain the continuous transformation between potential and kinetic energy
- Connect pendulum motion to playground swings and clock mechanisms

In groups, learners are guided to:
- Clap hands and observe the energy transformation
- Discuss how kinetic energy produces sound energy
- Identify other examples of kinetic to sound energy transformation
- Set up a simple pendulum
- Observe and discuss energy transformation at different points
- Record the energy changes at points A, B and C

How does movement produce sound?
How does a pendulum demonstrate continuous energy transformation?

- Spotlight Integrated Science pg. 134
- Musical instruments
- Digital resources
- Cells
- Switch
- Wires
- Bulb
- Spotlight Integrated Science pg. 135
- String
- Bob
- Retort stand

- Practical assessment - Observation - Oral questions

Force and Energy

Energy transformation in appliances - Gas cylinder and electric cooker

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

- Explain energy transformation in gas cylinders and electric cookers
- Compare energy transformations in different cooking appliances
- Connect these transformations to kitchen activities at home

In groups, learners are guided to:
- Study pictures of gas cylinder and electric cooker
- Discuss the energy transformations that occur when in use
- Compare the energy changes in both appliances

How do different cooking appliances transform energy?

- Spotlight Integrated Science pg. 138
- Charts showing appliances
- Digital resources

- Oral questions - Written assignments - Observation

Force and Energy

Energy transformation in appliances - Generators and dynamos
Energy transformation in appliances - Solar panels and microphones

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

- Explain energy transformation in diesel generators
- Describe how a bicycle dynamo works
- Relate generators to power supply during blackouts

In groups, learners are guided to:
- Study pictures of diesel generator and bicycle dynamo
- Discuss the energy transformations in each appliance
- Identify the input and output energy forms

How do generators provide electricity during power outages?

- Spotlight Integrated Science pg. 138
- Bicycle with dynamo
- Charts
- Digital resources
- Digital resources
- Internet access

- Oral questions - Observation - Written questions

Force and Energy

Energy transformation in appliances - Electric heaters and LEDs

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

- Explain energy transformation in electric heaters
- Describe how light emitting diodes (LEDs) work
- Relate LEDs to energy-efficient lighting in homes and streets

In groups, learners are guided to:
- Study pictures of electric heaters and LED torches
- Discuss the energy transformations in each device
- Compare energy efficiency of different devices

Why are LED bulbs preferred for lighting?

- Spotlight Integrated Science pg. 140
- LED torch
- Electric heater
- Charts

- Oral questions - Observation - Written questions

Force and Energy

Safety measures - Road accidents and seat belts
Safety measures - Bright light and loud sounds

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

- Explain dangers of energy transformation related to road accidents
- Describe how seat belts protect passengers
- Connect safety measures to daily travel in vehicles

- Explain dangers of bright light to the eyes
- Describe how to protect against loud sounds
- Relate eye and ear protection to workplace safety and concerts

In groups, learners are guided to:
- Discuss dangers associated with kinetic energy in moving vehicles
- Explain how seat belts and speed governors prevent injuries
- Discuss road safety measures
- Discuss health hazards from bright light such as solar eclipse
- Explain protection measures like sunglasses and earmuffs
- Discuss situations requiring eye and ear protection

How do seat belts protect us during accidents?
How can we protect our eyes and ears from harmful energy?

- Spotlight Integrated Science pg. 141
- Charts on road safety
- Digital resources
- Spotlight Integrated Science pg. 142
- Sunglasses
- Earmuffs
- Charts

- Oral questions - Written assignments - Observation
- Oral questions - Observation - Written questions

Force and Energy

Safety measures - Fire and electrical accidents
Applications of energy transformation - Daily life examples

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

- Explain dangers of fire caused by energy transformation
- Describe safety measures when using electrical appliances
- Connect fire safety to kitchen and workshop practices

In groups, learners are guided to:
- Discuss accidents caused by fire and electricity
- Explain prevention and mitigation strategies
- Practice safety measures when lighting a gas cooker

What precautions should we take when using fire and electricity?

- Spotlight Integrated Science pg. 143
- Charts on fire safety
- Digital resources
- Spotlight Integrated Science pg. 144
- Charts

- Oral questions - Written assignments - Observation

Force and Energy

Applications of energy transformation - Poster making
Meaning of pressure - Introduction

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

- Create posters appreciating energy transformation
- Present applications of energy transformation to classmates
- Relate energy transformation to career opportunities in engineering and technology

In groups, learners are guided to:
- Make posters appreciating energy transformation
- Present findings to classmates
- Discuss career opportunities related to energy

How can we share knowledge about energy transformation with others?

- Spotlight Integrated Science pg. 145
- Manila papers
- Markers
- Charts
- Spotlight Integrated Science pg. 147
- Different types of shoes
- Sandy surface

- Project assessment - Peer assessment - Oral presentations

Force and Energy

Meaning of pressure - Formula and SI unit
Pressure in solids - Using toothpick and rubber

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

- State the formula for calculating pressure
- Identify the SI unit of pressure
- Relate pressure formula to practical situations like using sharp tools

In groups, learners are guided to:
- Derive the formula for pressure
- Discuss the SI unit of pressure (Pascal)
- Calculate simple pressure problems

How do we calculate pressure?

- Spotlight Integrated Science pg. 149
- Charts
- Calculators
- Toothpicks
- Rubber
- Scissors

- Oral questions - Written assignments - Observation

Force and Energy

Pressure in solids - Using pin and softboard
Pressure in solids - Effect of force variation
Pressure in liquids - Using a tin can
Pressure in liquids - Using glass tubes and balloons
Pressure in liquids - Variation with density

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

- Demonstrate pressure using a pin and softboard
- Compare pressure exerted by sharp and blunt ends
- Relate this to pinning notices on boards

- Demonstrate pressure in liquids using balloons
- Explain how depth affects pressure in liquids
- Connect this to diving and swimming at different depths

In groups, learners are guided to:
- Push the sharp end of a pin against a softboard
- Push the blunt end using the same force
- Discuss and record observations
- Connect balloons to glass tubes
- Lower the tubes to different depths in water
- Observe the inflation of balloons at different depths

How does surface area affect the pressure exerted by an object?
How does depth affect the pressure exerted by a liquid?

- Spotlight Integrated Science pg. 150
- Pins
- Softboard
- Carton box
- Pencils
- Sharpener
- Spotlight Integrated Science pg. 151
- Tall tin can
- Sellotape
- Nail and hammer
- Basin
- Spotlight Integrated Science pg. 152
- Glass tubes
- Balloons
- Tall glass vessel
- Spotlight Integrated Science pg. 158
- Tin can
- Water
- Brine (salt solution)
- Ruler

- Practical assessment - Observation - Written questions
- Practical assessment - Observation - Oral questions

Force and Energy

Determining pressure in solids - Using wooden block and sand
Determining pressure - Calculating pressure of regular solids

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

- Determine pressure in solids experimentally
- Measure depth of impression in sand
- Connect this to why tractors have wide tyres

In groups, learners are guided to:
- Place a wooden block on sand using smallest surface area
- Measure the depth of the hole formed
- Repeat using the largest surface area and compare

How does surface area affect the depth an object sinks into sand?

- Spotlight Integrated Science pg. 155
- Wooden block
- Basins with sand
- Ruler
- Spotlight Integrated Science pg. 156
- Regular wooden block
- Weighing machine

- Practical assessment - Observation - Written assignments

Force and Energy

Determining pressure - Effect of weight on pressure

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

- Investigate how weight affects pressure
- Calculate pressure for stacked wooden blocks
- Relate this to stacking heavy loads safely

In groups, learners are guided to:
- Stack two wooden blocks together
- Calculate the pressure exerted compared to one block
- Discuss the relationship between weight and pressure

How does increasing the weight of an object affect the pressure it exerts?

- Spotlight Integrated Science pg. 157
- Wooden blocks
- Weighing machine
- Ruler

- Practical assessment - Written assignments - Observation

Force and Energy

Pressure calculations - Problems on solids

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

- Solve numerical problems involving pressure in solids
- Apply the formula P = F/A correctly
- Connect calculations to real situations like standing on floors

- Calculate pressure when force and area are given
- Solve problems involving learners standing on floors
- Work through examples with different surface areas

How do we solve problems involving pressure in solids?

- Spotlight Integrated Science pg. 161
- Calculators
- Exercise books

- Written assignments - Oral questions - Problem-solving exercises

Force and Energy

Pressure calculations - More problems on solids
Pressure formula in liquids - Derivation and calculations
Applications of pressure in solids - Cutting tools and tyres
Applications of pressure in liquids - Dams, submarines and project

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

- Calculate maximum and minimum pressure
- Solve problems involving elephants and heavy objects
- Relate calculations to wildlife conservation and building design

- Explain applications of pressure in cutting tools
- Describe why trucks have many wide tyres
- Connect applications to kitchen knives, scissors and vehicles

In groups, learners are guided to:
- Calculate pressure exerted by an elephant standing on all feet
- Determine maximum and minimum pressure for blocks
- Solve problems involving desks and tables
- Discuss how cutting tools use small surface area to increase pressure
- Explain why school bags have wide straps
- Identify why trucks have many wide tyres

When does an object exert maximum pressure on a surface?
Why are knife edges made thin and sharp?

- Spotlight Integrated Science pg. 162
- Calculators
- Charts
- Spotlight Integrated Science pg. 164
- Charts
- Calculators
- Spotlight Integrated Science pg. 167
- Cutting tools
- School bags
- Charts
- Spotlight Integrated Science pg. 169
- Charts
- Pictures of dams and submarines
- Materials for hand washing equipment

- Written assignments - Oral questions - Problem-solving exercises
- Oral questions - Written assignments - Observation