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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
|
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 |
Observation
Oral questions
Written assignments
|
|
| 2 | 3-4 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Symbols of common elements
Elements and Compounds - Symbols of common elements from Latin names Elements and Compounds - Symbols of common compounds |
By the end of the
lesson, the learner
should be able to:
- Assign correct symbols to common elements derived from English names - Explain how single-letter and two-letter symbols are assigned - Show interest in using internationally recognised symbols for elements - 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:
- Discuss how symbols are assigned to elements from their English names - Complete tables of elements and their symbols derived from English names - Share and compare symbol assignments with classmates - 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 |
Why is it important to use symbols for representing elements in day-to-day life?
How is the chemical formula of a compound derived from its constituent elements? |
Active Integrated Science Grade 8 pg. 29
Periodic table chart Internet access Reference books Periodic table Active Integrated Science Grade 8 pg. 33 Internet access Reference books |
Oral questions
Written tests
Observation Oral questions Written tests |
|
| 2 | 5 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Word equations for reactions of elements to form 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 |
Oral questions
Written assignments
|
|
| 3 | 1 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Word equations for formation of compounds
|
By the end of the
lesson, the learner
should be able to:
- Construct word equations for reactions producing aluminium oxide, copper oxide and sodium chloride - Identify elements in compounds containing only two elements - Show interest in constructing accurate word equations |
In groups, learners are guided to:
- Collaboratively write and discuss word equations for given reactions - Identify elements in selected compounds from their word equations - Use digital resources to verify word equations |
What information does a word equation give about a chemical reaction?
|
Active Integrated Science Grade 8 pg. 33
Internet access Reference books |
Observation
Written tests
|
|
| 3 | 2 |
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 | 3-4 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Mineral elements and their functions in plants and animals
Elements and Compounds - Uses of neon, fluorine, sodium, potassium and copper |
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 - 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:
- 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 - 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 |
Why are mineral elements essential for the growth and functioning of living things?
How does knowledge of elements help us make better use of natural resources? |
Active Integrated Science Grade 8 pg. 34
Internet access Reference books Agriculture textbook |
Oral questions
Written assignments
Observation Oral questions Presentations |
|
| 3 | 5 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Uses of neon, fluorine, sodium, potassium and copper
|
By the end of the
lesson, the learner
should be able to:
- Describe uses of neon, fluorine, sodium, potassium and copper in society - Link elements to specific industrial and domestic applications - Show interest in learning about the economic importance of elements |
In groups, learners are guided to:
- Discuss uses of neon in advertisement lights, fluorine in toothpaste, copper in electrical cables - Identify elements used in items commonly found at home and school - Present findings on the uses of assigned elements to classmates |
How does knowledge of elements help us make better use of natural resources?
|
Active Integrated Science Grade 8 pg. 34
Internet access Reference books |
Observation
Oral questions
Presentations
|
|
| 4 | 1 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Importance of information on product labels and packaging
|
By the end of the
lesson, the learner
should be able to:
- Identify elements and compounds listed on packaging labels of common products - Explain the importance of information on packaging labels for consumer safety - Appreciate the role of labelling in informed decision-making |
In groups, learners are guided to:
- Study packaging labels of toothpaste, water bottles, salt, flour, soap and cooking oil - Identify elements and compounds indicated on the labels - Discuss why manufacturers are required to provide information on product labels |
Why is it important to read the information on packaging labels of products?
|
Active Integrated Science Grade 8 pg. 36
Empty containers and packaging materials Internet access |
Observation
Oral questions
|
|
| 4 | 2 |
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 | 3-4 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Interpreting safety information on product labels
Elements and Compounds - Structure of an atom and subatomic particles |
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 - 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:
- Read and interpret actual product labels for safety information - Discuss the importance of expiry dates, storage conditions and usage instructions - Educate family members about reading product labels - Discuss 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 |
How does information on product labels help consumers make safe and healthy choices?
What makes up an atom and how are its particles arranged? |
Active Integrated Science Grade 8 pg. 36
Packaging materials of common products Internet access Active Integrated Science Grade 8 pg. 40 Charts showing atomic structure Internet access |
Oral questions
Written assignments
Observation Oral questions |
|
| 4 | 5 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3-4 |
Mixtures, Elements and Compounds
|
Elements and Compounds - Atomic numbers and mass numbers of elements
Elements and Compounds - Classifying elements into metals and non-metals |
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 - 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:
- 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 - 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 information does the atomic number give about an element?
What physical properties can be used to distinguish metals from non-metals? |
Active Integrated Science Grade 8 pg. 43
Periodic table Reference books Active Integrated Science Grade 8 pg. 46 Samples of metals and non-metals Internet access |
Oral questions
Written assignments
Observation Oral questions Written tests |
|
| 5 | 5 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3-4 |
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 | 5 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3-4 |
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 | 5 |
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
|
|
| 8 |
Midterm |
||||||||
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3-4 |
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
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 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
|
|
| 10 | 3-4 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Comparing physical and chemical changes
Physical and Chemical Changes - Heating curve |
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 - 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:
- 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 - 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 |
How do the characteristics of physical and chemical changes help us classify them?
What does a heating curve reveal about the changes of state of a substance? |
Active Integrated Science Grade 8 pg. 20
Reference books Charts comparing changes Active Integrated Science Grade 8 pg. 20 Thermometer Source of heat Water Beaker |
Observation
Written assignments
Observation Oral questions Written tests |
|
| 10 | 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
|
|
| 11 | 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
|
|
| 11 | 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
|
|
| 11 | 3-4 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Interpreting results on effects of impurities
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:
- 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 - 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:
- 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 - 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 |
Why does the presence of impurities change the boiling and melting points of a substance?
How are changes of state of matter applied in day-to-day life? |
Active Integrated Science Grade 8 pg. 20
Graph paper Data from experiments Reference books Active Integrated Science Grade 8 pg. 22 Reference books Internet access |
Observation
Written tests
Oral questions Written assignments |
|
| 11 | 5 |
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
|
|
| 12 | 1 |
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
|
|
| 12 | 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
|
|
| 12 | 3-4 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Applications in conservation and the environment
Physical and Chemical Changes - Kinetic theory: temperature and particle energy |
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 - 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 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 - 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 can understanding physical and chemical changes help us protect the environment?
How does temperature affect the kinetic energy and movement of particles? |
Active Integrated Science Grade 8 pg. 22
Internet access Reference books Active Integrated Science Grade 8 pg. 2 Digital simulations Internet access Reference books |
Oral questions
Written assignments
Observation Oral questions |
|
| 12 | 5 |
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
|
|
| 13 | 1 |
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
|
|
| 13 | 2 |
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
|
|
| 13 | 3-4 |
Mixtures, Elements and Compounds
|
Physical and Chemical Changes - Uses of physical and chemical changes at home and school
Physical and Chemical Changes - Summative assessment and consolidation |
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 - 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:
- 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 - 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 is knowledge of physical and chemical changes useful in our homes and schools?
How well can we apply our understanding of physical and chemical changes to explain phenomena in our world? |
Active Integrated Science Grade 8 pg. 13
Reference books Poster materials Active Integrated Science Grade 8 pg. 25 Assessment questions Reference books |
Oral questions
Presentations
Written tests Observation |
|
| 14 |
End Term |
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