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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Atoms, elements, molecules and compounds
|
By the end of the
lesson, the learner
should be able to:
- Define the terms atom, element, molecule and compound - Distinguish between atoms, elements, molecules and compounds - Appreciate the role of atoms and elements in the composition of matter |
In groups, learners are guided to:
- Discuss the meaning of atoms, elements, molecules and compounds - Collaboratively sample labelled containers and identify elements or compounds - Use digital or print media to observe simulations of atoms, elements and compounds |
What is the relationship between atoms, elements, molecules and compounds?
|
Active Integrated Science Grade 8 pg. 26
Labelled containers of substances Internet access Reference books |
Observation
Oral questions
|
|
| 2 | 2 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Difference between an element and a compound
Elements and Compounds - Symbols of common elements |
By the end of the
lesson, the learner
should be able to:
- Define an element as a pure substance that cannot be broken down by chemical means - Define a compound as a pure substance made up of two or more elements chemically combined - Show interest in identifying elements and compounds in everyday substances |
In groups, learners are guided to:
- Carry out an activity to make iron sulphide from iron filings and sulphur powder - Use a magnet to distinguish the mixture from the compound formed - Discuss how properties of a compound differ from those of its constituent elements |
How do elements and compounds differ in composition and properties?
|
Active Integrated Science Grade 8 pg. 26
Iron filings Sulphur powder Magnet Source of heat Active Integrated Science Grade 8 pg. 29 Periodic table chart Internet access Reference books |
Observation
Oral questions
Written assignments
|
|
| 2 | 3 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Symbols of common elements from Latin names
|
By the end of the
lesson, the learner
should be able to:
- Identify symbols of elements derived from Latin names such as Fe, Au, Cu, Na, K - Use chemical symbols correctly in scientific writing - Appreciate the international standardisation of element symbols |
In groups, learners are guided to:
- Search for information on symbols derived from Latin names using digital devices - Complete tables of elements with their Latin names and symbols - Share and compare completed tables with classmates and make corrections |
How are symbols of elements derived from Latin names different from English-name symbols?
|
Active Integrated Science Grade 8 pg. 29
Internet access Reference books Periodic table |
Observation
Written assignments
|
|
| 2 | 4 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Symbols of common compounds
|
By the end of the
lesson, the learner
should be able to:
- Write chemical formulae of common compounds such as H₂O, NaCl and CO₂ - Identify elements that combine to form common compounds - Show interest in representing compounds using chemical formulae |
In groups, learners are guided to:
- Assign symbols to common compounds: sodium chloride, water, carbon (IV) oxide - Discuss the meaning of a chemical formula and use of subscripts - Use a digital device to find and verify chemical formulae of common compounds |
How is the chemical formula of a compound derived from its constituent elements?
|
Active Integrated Science Grade 8 pg. 33
Internet access Reference books |
Observation
Oral questions
Written tests
|
|
| 2 | 5 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Word equations for reactions of elements to form compounds
Elements and Compounds - Word equations for formation of compounds |
By the end of the
lesson, the learner
should be able to:
- Write word equations to represent reactions of selected elements to form compounds - Identify reactants and products in word equations - Appreciate the use of word equations in representing chemical reactions |
In groups, learners are guided to:
- Use word equations to represent reactions e.g. sodium + chlorine → sodium chloride - Discuss how to write word equations for formation of water, carbon dioxide and copper oxide - Practise writing word equations for given reactions in groups |
How do word equations help us represent what happens during a chemical reaction?
|
Active Integrated Science Grade 8 pg. 33
Reference books Charts showing word equations Internet access |
Oral questions
Written assignments
|
|
| 3 | 1 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Uses of some common elements in society
|
By the end of the
lesson, the learner
should be able to:
- Outline applications of common elements in society including jewellery, construction, electricity and food nutrients - Relate specific elements to their uses in everyday life - Appreciate the value of elements in supporting societal needs |
In groups, learners are guided to:
- Explore the importance and market value of common elements such as gold, copper, iron and aluminium - Identify items in the school compound made from common elements - Discuss why items made of certain elements are more valuable than others |
How do common elements support the needs of society?
|
Active Integrated Science Grade 8 pg. 34
Items made of common elements Internet access Reference books |
Observation
Oral questions
|
|
| 3 | 2 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Mineral elements and their functions in plants and animals
|
By the end of the
lesson, the learner
should be able to:
- Identify mineral elements found in soil and food - Describe the importance of nitrogen, phosphorus, potassium, calcium, sulphur, iron and magnesium in plants and animals - Appreciate the nutritional value of mineral elements |
In groups, learners are guided to:
- Search the internet or use reference books for information on mineral elements - Discuss the functions of mineral elements in plants and animals using Table 1.19 - Create a table showing mineral elements and their importance |
Why are mineral elements essential for the growth and functioning of living things?
|
Active Integrated Science Grade 8 pg. 34
Internet access Reference books Agriculture textbook |
Oral questions
Written assignments
|
|
| 3 | 3 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Uses of neon, fluorine, sodium, potassium and copper
|
By the end of the
lesson, the learner
should be able to:
- Describe uses of neon, fluorine, sodium, potassium and copper in society - Link elements to specific industrial and domestic applications - Show interest in learning about the economic importance of elements |
In groups, learners are guided to:
- Discuss uses of neon in advertisement lights, fluorine in toothpaste, copper in electrical cables - Identify elements used in items commonly found at home and school - Present findings on the uses of assigned elements to classmates |
How does knowledge of elements help us make better use of natural resources?
|
Active Integrated Science Grade 8 pg. 34
Internet access Reference books |
Observation
Oral questions
Presentations
|
|
| 3 | 4 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Importance of information on product labels and packaging
|
By the end of the
lesson, the learner
should be able to:
- Identify elements and compounds listed on packaging labels of common products - Explain the importance of information on packaging labels for consumer safety - Appreciate the role of labelling in informed decision-making |
In groups, learners are guided to:
- Study packaging labels of toothpaste, water bottles, salt, flour, soap and cooking oil - Identify elements and compounds indicated on the labels - Discuss why manufacturers are required to provide information on product labels |
Why is it important to read the information on packaging labels of products?
|
Active Integrated Science Grade 8 pg. 36
Empty containers and packaging materials Internet access |
Observation
Oral questions
|
|
| 3 | 5 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Importance of information on product labels and packaging
|
By the end of the
lesson, the learner
should be able to:
- Identify elements and compounds listed on packaging labels of common products - Explain the importance of information on packaging labels for consumer safety - Appreciate the role of labelling in informed decision-making |
In groups, learners are guided to:
- Study packaging labels of toothpaste, water bottles, salt, flour, soap and cooking oil - Identify elements and compounds indicated on the labels - Discuss why manufacturers are required to provide information on product labels |
Why is it important to read the information on packaging labels of products?
|
Active Integrated Science Grade 8 pg. 36
Empty containers and packaging materials Internet access |
Observation
Oral questions
|
|
| 4 | 1 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Interpreting safety information on product labels
|
By the end of the
lesson, the learner
should be able to:
- Interpret safety information and precautions on packaging materials - Describe how label information guides farmers in choosing fertilisers - Appreciate the ethical responsibility of manufacturers to inform consumers |
In groups, learners are guided to:
- Read and interpret actual product labels for safety information - Discuss the importance of expiry dates, storage conditions and usage instructions - Educate family members about reading product labels |
How does information on product labels help consumers make safe and healthy choices?
|
Active Integrated Science Grade 8 pg. 36
Packaging materials of common products Internet access |
Oral questions
Written assignments
|
|
| 4 | 2 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Structure of an atom and subatomic particles
|
By the end of the
lesson, the learner
should be able to:
- Define the term atom as the smallest particle of an element that can take part in a chemical change - Identify the three subatomic particles: protons, electrons and neutrons and their locations - Show interest in learning about the sub-atomic structure of matter |
In groups, learners are guided to:
- Discuss the meaning of an atom and its role as the building block of elements - Study diagrams showing the structure of an atom - Identify particles in the nucleus and those in energy levels using Table 1.20 |
What makes up an atom and how are its particles arranged?
|
Active Integrated Science Grade 8 pg. 40
Charts showing atomic structure Internet access |
Observation
Oral questions
|
|
| 4 | 3 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Structure of an atom and subatomic particles
|
By the end of the
lesson, the learner
should be able to:
- Define the term atom as the smallest particle of an element that can take part in a chemical change - Identify the three subatomic particles: protons, electrons and neutrons and their locations - Show interest in learning about the sub-atomic structure of matter |
In groups, learners are guided to:
- Discuss the meaning of an atom and its role as the building block of elements - Study diagrams showing the structure of an atom - Identify particles in the nucleus and those in energy levels using Table 1.20 |
What makes up an atom and how are its particles arranged?
|
Active Integrated Science Grade 8 pg. 40
Charts showing atomic structure Internet access |
Observation
Oral questions
|
|
| 4 | 4 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Electron arrangement of elements
|
By the end of the
lesson, the learner
should be able to:
- Describe the rules for distributing electrons in energy levels - Draw electron arrangement diagrams for elements from hydrogen to calcium - Appreciate that electron arrangement determines the chemical properties of elements |
In groups, learners are guided to:
- Discuss electron arrangement rules: 1st energy level holds 2, 2nd holds 8, 3rd holds 8 electrons - Draw electron arrangement diagrams using dots or crosses for given elements - Compare diagrams with classmates and make corrections |
How does the arrangement of electrons in an atom determine its chemical behaviour?
|
Active Integrated Science Grade 8 pg. 42
Charts showing electron arrangement Reference books |
Observation
Written tests
|
|
| 4 | 5 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Atomic numbers and mass numbers of elements
|
By the end of the
lesson, the learner
should be able to:
- Define atomic number as the number of protons and mass number as the total of protons and neutrons - Use atomic number and mass number to determine the composition of an atom - Show interest in using atomic notation to represent elements |
In groups, learners are guided to:
- Study a chart showing atomic notation for sodium - Discuss what the atomic number and mass number represent - Complete Table 1.21 of atomic numbers, mass numbers and neutrons for elements H to Ca |
What information does the atomic number give about an element?
|
Active Integrated Science Grade 8 pg. 43
Periodic table Reference books |
Oral questions
Written assignments
|
|
| 5 | 1 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Classifying elements into metals and non-metals
|
By the end of the
lesson, the learner
should be able to:
- Classify elements into metals and non-metals based on their physical properties - Describe physical properties that distinguish metals from non-metals - Appreciate the importance of classifying elements into groups |
In groups, learners are guided to:
- Discuss physical properties of metals: lustre, malleability, conductivity and ductility - Compare properties of metals and non-metals using a table - Use digital devices to search for information on classification of elements |
What physical properties can be used to distinguish metals from non-metals?
|
Active Integrated Science Grade 8 pg. 46
Samples of metals and non-metals Internet access |
Observation
Oral questions
Written tests
|
|
| 5 | 2 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Classifying elements into metals and non-metals
|
By the end of the
lesson, the learner
should be able to:
- Classify elements into metals and non-metals based on their physical properties - Describe physical properties that distinguish metals from non-metals - Appreciate the importance of classifying elements into groups |
In groups, learners are guided to:
- Discuss physical properties of metals: lustre, malleability, conductivity and ductility - Compare properties of metals and non-metals using a table - Use digital devices to search for information on classification of elements |
What physical properties can be used to distinguish metals from non-metals?
|
Active Integrated Science Grade 8 pg. 46
Samples of metals and non-metals Internet access |
Observation
Oral questions
Written tests
|
|
| 5 | 3 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Classifying elements into metals and non-metals
|
By the end of the
lesson, the learner
should be able to:
- Classify elements into metals and non-metals based on their physical properties - Describe physical properties that distinguish metals from non-metals - Appreciate the importance of classifying elements into groups |
In groups, learners are guided to:
- Discuss physical properties of metals: lustre, malleability, conductivity and ductility - Compare properties of metals and non-metals using a table - Use digital devices to search for information on classification of elements |
What physical properties can be used to distinguish metals from non-metals?
|
Active Integrated Science Grade 8 pg. 46
Samples of metals and non-metals Internet access |
Observation
Oral questions
Written tests
|
|
| 5 | 4 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Value of different elements in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Describe the economic and practical value of selected elements in day-to-day life - Relate the market value of elements to their properties and uses - Appreciate the contribution of elements to economic development |
In groups, learners are guided to:
- Discuss why gold and silver are used in jewellery and medals - Research the market value of elements such as gold, platinum and copper - Discuss how the value of items depends on the element from which they are made |
Why are some elements more economically valuable than others?
|
Active Integrated Science Grade 8 pg. 50
Internet access Reference books |
Oral questions
Presentations
|
|
| 5 | 5 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Kinetic theory of matter
|
By the end of the
lesson, the learner
should be able to:
- Describe the characteristics of particles in solids, liquids and gases - Explain the kinetic theory of matter - Show interest in relating particle behaviour to the properties of matter |
In groups, learners are guided to:
- Carry out activities to demonstrate the characteristics of particles in the three states of matter - Discuss the meaning of the kinetic theory of matter - Use digital media to search for information on movement of particles in different states |
How does the movement of particles in matter affect its properties?
|
Active Integrated Science Grade 8 pg. 2
Internet access Reference books |
Observation
Oral questions
|
|
| 6 | 1 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Properties of solids, liquids and gases
|
By the end of the
lesson, the learner
should be able to:
- Describe properties of solids, liquids and gases in terms of shape, volume and compressibility - Compare the properties of the three states of matter - Appreciate that matter's physical state depends on particle arrangement and movement |
In groups, learners are guided to:
- Carry out activities to investigate shape and volume in solids, liquids and gases - Observe and record the behaviour of solids, liquids and gases in different containers - Discuss the relationship between particle arrangement and observable properties |
How do the properties of solids, liquids and gases differ and why?
|
Active Integrated Science Grade 8 pg. 2
Various containers Samples of solids, liquids and gases |
Observation
Oral questions
Written tests
|
|
| 6 | 2 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Properties of solids, liquids and gases
|
By the end of the
lesson, the learner
should be able to:
- Describe properties of solids, liquids and gases in terms of shape, volume and compressibility - Compare the properties of the three states of matter - Appreciate that matter's physical state depends on particle arrangement and movement |
In groups, learners are guided to:
- Carry out activities to investigate shape and volume in solids, liquids and gases - Observe and record the behaviour of solids, liquids and gases in different containers - Discuss the relationship between particle arrangement and observable properties |
How do the properties of solids, liquids and gases differ and why?
|
Active Integrated Science Grade 8 pg. 2
Various containers Samples of solids, liquids and gases |
Observation
Oral questions
Written tests
|
|
| 6 | 3 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Compressibility and density of matter
|
By the end of the
lesson, the learner
should be able to:
- Determine compressibility and density as distinguishing properties of the three states of matter - Explain why gases are more compressible than liquids and solids - Show interest in using scientific methods to investigate properties of matter |
In groups, learners are guided to:
- Perform simple experiments to demonstrate compressibility in gases using syringes - Compare densities of different liquids such as cooking oil and water - Record and discuss results of density comparisons |
Why can gases be compressed more easily than solids and liquids?
|
Active Integrated Science Grade 8 pg. 2
Syringes Measuring cylinders Different liquids |
Observation
Written assignments
|
|
| 6 | 4 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Compressibility and density of matter
|
By the end of the
lesson, the learner
should be able to:
- Determine compressibility and density as distinguishing properties of the three states of matter - Explain why gases are more compressible than liquids and solids - Show interest in using scientific methods to investigate properties of matter |
In groups, learners are guided to:
- Perform simple experiments to demonstrate compressibility in gases using syringes - Compare densities of different liquids such as cooking oil and water - Record and discuss results of density comparisons |
Why can gases be compressed more easily than solids and liquids?
|
Active Integrated Science Grade 8 pg. 2
Syringes Measuring cylinders Different liquids |
Observation
Written assignments
|
|
| 6 | 5 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Ability to flow as a property of matter
|
By the end of the
lesson, the learner
should be able to:
- Explain ability to flow as a property of liquids and gases - Describe how particle spacing determines whether a substance can flow - Appreciate that fluidity of matter has practical applications in daily life |
In groups, learners are guided to:
- Carry out activities to demonstrate the ability of liquids and gases to flow - Observe and discuss why solids do not flow - Relate the ability to flow to particle arrangement and inter-particle forces |
What determines whether a substance can flow?
|
Active Integrated Science Grade 8 pg. 7
Liquids Containers of different shapes Reference books |
Observation
Oral questions
|
|
| 7 | 1 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Diffusion in liquids
|
By the end of the
lesson, the learner
should be able to:
- Define diffusion and explain it in terms of the kinetic theory - Demonstrate diffusion in liquids using potassium manganate (VII) crystals - Show interest in observing diffusion as evidence of particle movement |
In groups, learners are guided to:
- Perform an experiment using potassium manganate (VII) in water to illustrate diffusion in liquids - Observe and record the spreading of colour in water over time - Discuss how diffusion provides evidence for the kinetic theory of matter |
How does the movement of particles in liquids explain the process of diffusion?
|
Active Integrated Science Grade 8 pg. 11
Potassium manganate (VII) Water Beakers Straw |
Observation
Oral questions
Written tests
|
|
| 7 | 2 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Diffusion in liquids
|
By the end of the
lesson, the learner
should be able to:
- Define diffusion and explain it in terms of the kinetic theory - Demonstrate diffusion in liquids using potassium manganate (VII) crystals - Show interest in observing diffusion as evidence of particle movement |
In groups, learners are guided to:
- Perform an experiment using potassium manganate (VII) in water to illustrate diffusion in liquids - Observe and record the spreading of colour in water over time - Discuss how diffusion provides evidence for the kinetic theory of matter |
How does the movement of particles in liquids explain the process of diffusion?
|
Active Integrated Science Grade 8 pg. 11
Potassium manganate (VII) Water Beakers Straw |
Observation
Oral questions
Written tests
|
|
| 7 | 3 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Diffusion in liquids and gases
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate diffusion in gases and compare with diffusion in liquids - Explain why diffusion occurs faster in gases than in liquids - Appreciate the role of diffusion in natural processes |
In groups, learners are guided to:
- Perform experiments to demonstrate diffusion in gases - Discuss factors that affect the rate of diffusion such as temperature and molecular size - Use digital media to observe simulations of diffusion in gases and liquids |
Why does diffusion occur faster in gases than in liquids?
|
Active Integrated Science Grade 8 pg. 13
Ammonia solution Internet access Reference books |
Observation
Oral questions
|
|
| 7 | 4 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Physical changes (temporary changes)
|
By the end of the
lesson, the learner
should be able to:
- Define a physical change and give examples from daily life - Describe the characteristics of physical changes: reversible, no new substance formed, no heat change - Show interest in identifying physical changes in the environment |
In groups, learners are guided to:
- Discuss examples of physical changes such as melting ice, dissolving sugar and stretching a rubber band - Carry out experiments to demonstrate physical changes and their reversibility - Distinguish physical changes from chemical changes based on their characteristics |
How can we identify a physical change in a substance?
|
Active Integrated Science Grade 8 pg. 13
Ice Sugar Water Source of heat |
Observation
Oral questions
Written assignments
|
|
| 7 | 4-5 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Physical changes (temporary changes)
|
By the end of the
lesson, the learner
should be able to:
- Define a physical change and give examples from daily life - Describe the characteristics of physical changes: reversible, no new substance formed, no heat change - Show interest in identifying physical changes in the environment |
In groups, learners are guided to:
- Discuss examples of physical changes such as melting ice, dissolving sugar and stretching a rubber band - Carry out experiments to demonstrate physical changes and their reversibility - Distinguish physical changes from chemical changes based on their characteristics |
How can we identify a physical change in a substance?
|
Active Integrated Science Grade 8 pg. 13
Ice Sugar Water Source of heat |
Observation
Oral questions
Written assignments
|
|
| 8 |
Mid-term break |
||||||||
| 9 | 1 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Chemical changes (permanent changes)
|
By the end of the
lesson, the learner
should be able to:
- Define a chemical change and give examples from daily life - Describe characteristics of chemical changes: irreversible, new substance formed, change in heat - Appreciate that chemical changes produce entirely new substances with different properties |
In groups, learners are guided to:
- Carry out experiments to demonstrate chemical changes e.g. burning, rusting and heating copper (II) nitrate - Record observations showing evidence of new substance formation - Discuss the differences between physical and chemical changes |
What evidence shows that a chemical change has taken place in a substance?
|
Active Integrated Science Grade 8 pg. 18
Iron nails Copper (II) nitrate Boiling tube Source of heat |
Observation
Oral questions
Written tests
|
|
| 9 | 2 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Comparing physical and chemical changes
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between physical and chemical changes using experimental evidence - Classify given changes as either physical or chemical - Show interest in using observation as a tool for scientific inquiry |
In groups, learners are guided to:
- Compile Table 1.9 comparing characteristics of physical and chemical changes - Classify given examples of changes as physical or chemical - Discuss and justify classifications in groups |
How do the characteristics of physical and chemical changes help us classify them?
|
Active Integrated Science Grade 8 pg. 20
Reference books Charts comparing changes |
Observation
Written assignments
|
|
| 9 | 3 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Comparing physical and chemical changes
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between physical and chemical changes using experimental evidence - Classify given changes as either physical or chemical - Show interest in using observation as a tool for scientific inquiry |
In groups, learners are guided to:
- Compile Table 1.9 comparing characteristics of physical and chemical changes - Classify given examples of changes as physical or chemical - Discuss and justify classifications in groups |
How do the characteristics of physical and chemical changes help us classify them?
|
Active Integrated Science Grade 8 pg. 20
Reference books Charts comparing changes |
Observation
Written assignments
|
|
| 9 | 4 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Heating curve
|
By the end of the
lesson, the learner
should be able to:
- Draw and interpret a heating curve for a pure substance - Explain changes of state using trends on a heating curve - Appreciate the importance of heating curves in understanding phase transitions |
In groups, learners are guided to:
- Perform an experiment to determine the boiling point of water and draw a heating curve - Draw the heating curve and discuss the trends including the plateau at boiling point - Discuss what happens to temperature during changes of state |
What does a heating curve reveal about the changes of state of a substance?
|
Active Integrated Science Grade 8 pg. 20
Thermometer Source of heat Water Beaker |
Observation
Oral questions
Written tests
|
|
| 9 | 5 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Effects of impurities on boiling and melting points
|
By the end of the
lesson, the learner
should be able to:
- Describe the effects of impurities on the boiling point and melting point of a substance - Carry out experiments to compare boiling and melting points of pure and impure substances - Appreciate the significance of purity in scientific measurements |
In groups, learners are guided to:
- Perform experiments to determine the boiling point of pure water and salt solution - Compare the melting point of pure ice and ice with added salt - Discuss practical applications such as gritting roads and making ice cream |
How do impurities affect the boiling and melting points of substances?
|
Active Integrated Science Grade 8 pg. 20
Thermometer Salt Pure water Source of heat |
Observation
Oral questions
Written assignments
|
|
| 10 | 1 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Interpreting results on effects of impurities
|
By the end of the
lesson, the learner
should be able to:
- Interpret experimental data on the effects of impurities on boiling and melting points - Explain why impurities raise the boiling point and lower the melting point - Show interest in applying scientific knowledge to everyday situations |
In groups, learners are guided to:
- Analyse and discuss data from experiments on pure and impure substances - Relate findings to practical applications such as antifreeze in car radiators - Construct tables and graphs of temperature against time for pure and impure substances |
Why does the presence of impurities change the boiling and melting points of a substance?
|
Active Integrated Science Grade 8 pg. 20
Graph paper Data from experiments Reference books |
Observation
Written tests
|
|
| 10 | 2 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Interpreting results on effects of impurities
|
By the end of the
lesson, the learner
should be able to:
- Interpret experimental data on the effects of impurities on boiling and melting points - Explain why impurities raise the boiling point and lower the melting point - Show interest in applying scientific knowledge to everyday situations |
In groups, learners are guided to:
- Analyse and discuss data from experiments on pure and impure substances - Relate findings to practical applications such as antifreeze in car radiators - Construct tables and graphs of temperature against time for pure and impure substances |
Why does the presence of impurities change the boiling and melting points of a substance?
|
Active Integrated Science Grade 8 pg. 20
Graph paper Data from experiments Reference books |
Observation
Written tests
|
|
| 10 | 3 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Applications of change of state in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Identify and describe applications of change of state of matter in day-to-day life - Explain how evaporation, condensation and freezing are used in everyday processes - Appreciate the practical relevance of change of state in technology and food preservation |
In groups, learners are guided to:
- Discuss applications of change of state: refrigeration, cooking, distillation and making ice cream - Relate concept of change of state to food preservation in agriculture - Use digital media to search for industrial applications of change of state |
How are changes of state of matter applied in day-to-day life?
|
Active Integrated Science Grade 8 pg. 22
Reference books Internet access |
Oral questions
Written assignments
|
|
| 10 | 4 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Applications of change of state in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Identify and describe applications of change of state of matter in day-to-day life - Explain how evaporation, condensation and freezing are used in everyday processes - Appreciate the practical relevance of change of state in technology and food preservation |
In groups, learners are guided to:
- Discuss applications of change of state: refrigeration, cooking, distillation and making ice cream - Relate concept of change of state to food preservation in agriculture - Use digital media to search for industrial applications of change of state |
How are changes of state of matter applied in day-to-day life?
|
Active Integrated Science Grade 8 pg. 22
Reference books Internet access |
Oral questions
Written assignments
|
|
| 10 | 5 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Applications of physical and chemical changes
|
By the end of the
lesson, the learner
should be able to:
- Outline applications of physical and chemical changes in industry and daily life - Explain how physical and chemical changes are used in food processing, construction and manufacturing - Appreciate the role of chemical changes in producing useful materials |
In groups, learners are guided to:
- Discuss applications of physical changes such as distillation, crystallisation and filtration - Discuss applications of chemical changes such as combustion in engines and cement production - Present group findings on applications of physical and chemical changes |
How are physical and chemical changes applied in industrial processes and everyday activities?
|
Active Integrated Science Grade 8 pg. 22
Internet access Reference books |
Oral questions
Written tests
Presentations
|
|
| 11 | 1 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Applications in conservation and the environment
|
By the end of the
lesson, the learner
should be able to:
- Describe how knowledge of physical and chemical changes can be used to conserve the environment - Identify harmful chemical changes such as rusting and pollution - Show interest in applying science to solve environmental challenges |
In groups, learners are guided to:
- Discuss how recycling uses physical and chemical changes to recover useful materials - Identify chemical changes that lead to environmental damage e.g. burning of fossil fuels - Suggest ways of preventing harmful chemical changes in the environment |
How can understanding physical and chemical changes help us protect the environment?
|
Active Integrated Science Grade 8 pg. 22
Internet access Reference books |
Oral questions
Written assignments
|
|
| 11 | 2 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Applications in conservation and the environment
|
By the end of the
lesson, the learner
should be able to:
- Describe how knowledge of physical and chemical changes can be used to conserve the environment - Identify harmful chemical changes such as rusting and pollution - Show interest in applying science to solve environmental challenges |
In groups, learners are guided to:
- Discuss how recycling uses physical and chemical changes to recover useful materials - Identify chemical changes that lead to environmental damage e.g. burning of fossil fuels - Suggest ways of preventing harmful chemical changes in the environment |
How can understanding physical and chemical changes help us protect the environment?
|
Active Integrated Science Grade 8 pg. 22
Internet access Reference books |
Oral questions
Written assignments
|
|
| 11 | 3 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Kinetic theory: temperature and particle energy
|
By the end of the
lesson, the learner
should be able to:
- Explain the relationship between temperature and the kinetic energy of particles - Describe how increasing temperature affects the speed of particle movement - Appreciate that temperature is a measure of average kinetic energy of particles |
In groups, learners are guided to:
- Discuss how temperature changes affect particle movement in solids, liquids and gases - Carry out experiments to observe the effect of temperature on diffusion rates - Use digital simulations to visualise particle movement at different temperatures |
How does temperature affect the kinetic energy and movement of particles?
|
Active Integrated Science Grade 8 pg. 2
Digital simulations Internet access Reference books |
Observation
Oral questions
|
|
| 11 | 4 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Identifying physical and chemical changes in daily life
|
By the end of the
lesson, the learner
should be able to:
- Identify and classify physical and chemical changes that occur in daily life - Describe observable signs of physical and chemical changes - Show interest in applying scientific knowledge to explain everyday observations |
In groups, learners are guided to:
- Identify and classify changes observed in daily activities such as cooking, burning, dissolving and rusting - Discuss signs indicating a chemical change e.g. colour change, gas production, heat change - Present findings to classmates with explanations |
What changes occur around us in daily life and how can we classify them as physical or chemical?
|
Active Integrated Science Grade 8 pg. 13
Reference books Internet access |
Observation
Oral questions
Written assignments
|
|
| 11 | 5 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Identifying physical and chemical changes in daily life
|
By the end of the
lesson, the learner
should be able to:
- Identify and classify physical and chemical changes that occur in daily life - Describe observable signs of physical and chemical changes - Show interest in applying scientific knowledge to explain everyday observations |
In groups, learners are guided to:
- Identify and classify changes observed in daily activities such as cooking, burning, dissolving and rusting - Discuss signs indicating a chemical change e.g. colour change, gas production, heat change - Present findings to classmates with explanations |
What changes occur around us in daily life and how can we classify them as physical or chemical?
|
Active Integrated Science Grade 8 pg. 13
Reference books Internet access |
Observation
Oral questions
Written assignments
|
|
| 12 | 1 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Uses of physical and chemical changes at home and school
|
By the end of the
lesson, the learner
should be able to:
- Describe uses of physical and chemical changes in household activities - Relate specific household processes to physical or chemical changes - Appreciate that science explains everyday phenomena |
In groups, learners are guided to:
- Identify physical and chemical changes in household activities such as cooking, cleaning and painting - Discuss how knowledge of physical and chemical changes improves safety at home - Prepare a poster showing examples of physical and chemical changes in the home |
How is knowledge of physical and chemical changes useful in our homes and schools?
|
Active Integrated Science Grade 8 pg. 13
Reference books Poster materials |
Oral questions
Presentations
|
|
| 12 | 2 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Summative assessment and consolidation
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate understanding of kinetic theory, heating curves, physical and chemical changes and their applications - Solve structured questions integrating all sub-strand 1.2 concepts - Show confidence in applying integrated knowledge of physical and chemical changes |
In groups, learners are guided to:
- Complete a written assessment covering kinetic theory, heating curves, effects of impurities and physical and chemical changes - Discuss assessment answers in groups after marking - Review areas of difficulty and seek clarification from the teacher |
How well can we apply our understanding of physical and chemical changes to explain phenomena in our world?
|
Active Integrated Science Grade 8 pg. 25
Assessment questions Reference books |
Written tests
Observation
|
|
| 12 | 3 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Summative assessment and consolidation
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate understanding of kinetic theory, heating curves, physical and chemical changes and their applications - Solve structured questions integrating all sub-strand 1.2 concepts - Show confidence in applying integrated knowledge of physical and chemical changes |
In groups, learners are guided to:
- Complete a written assessment covering kinetic theory, heating curves, effects of impurities and physical and chemical changes - Discuss assessment answers in groups after marking - Review areas of difficulty and seek clarification from the teacher |
How well can we apply our understanding of physical and chemical changes to explain phenomena in our world?
|
Active Integrated Science Grade 8 pg. 25
Assessment questions Reference books |
Written tests
Observation
|
|
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