MIXTURES ,ELEMENTS AND COMPOUNDS

Packaging lables

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

distinguish between
an
element and a
compound,
relate common
elements to their
symbols,
outline the
ap
plications of
common elements
in
day
-
to
-
day life,
appreciate the
information on
packag
ing labels
of
commonly consumed
substances

rner
is
guided to
:
d
iscuss the difference between elements
and compounds,
a
ssign appropriate symbols to common
elemen
ts and compounds cover (
copper,
aluminium, iron,silver, table salt, and
water
),
discuss the names of common elements and
their symbols (the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
latin names only where applicabl,
d
iscuss the importance and market value of
common elements and compounds in
society (
jewellery, iron, toiletries, food
nutrients,mineral elements, medals among
others
),
S
ample labelled containers of different
substances
indicating the common elements
as part of the ingredients

How are symbols assigned to elements? 2. What is the value of elements in day - t

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

Reflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Packaging lables
Package labels

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

distinguish between
an
element and a
compound,
relate common
elements to their
symbols,
outline the
ap
plications of
common elements
in
day
-
to
-
day life,
appreciate the
information on
packag
ing labels
of
commonly consumed
substances

rner
is
guided to
:
d
iscuss the difference between elements
and compounds,
a
ssign appropriate symbols to common
elemen
ts and compounds cover (
copper,
aluminium, iron,silver, table salt, and
water
),
discuss the names of common elements and
their symbols (the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
latin names only where applicabl,
d
iscuss the importance and market value of
common elements and compounds in
society (
jewellery, iron, toiletries, food
nutrients,mineral elements, medals among
others
),
S
ample labelled containers of different
substances
indicating the common elements
as part of the ingredients

How are symbols assigned to elements? 2. What is the value of elements in day - t

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

Reflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Package labels

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

distinguish between
an
element and a
compound,
relate common
elements to their
symbols,
outline the
ap
plications of
common elements
in
day
-
to
-
day life,
appreciate the
information on
packag
ing labels
of
commonly consumed
substances

rner
is
guided to
:
d
iscuss the difference between elements
and compounds,
a
ssign appropriate symbols to common
elemen
ts and compounds cover (
copper,
aluminium, iron,silver, table salt, and
water
),
discuss the names of common elements and
their symbols (the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
latin names only where applicabl,
d
iscuss the importance and market value of
common elements and compounds in
society (
jewellery, iron, toiletries, food
nutrients,mineral elements, medals among
others
),
S
ample labelled containers of different
substances
indicating the common elements
as part of the ingredients

How are symbols assigned to elements? 2. What is the value of elements in day - t

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

Reflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Common elements and their symbols

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

distinguish between
an
element and a
compound,
relate common
elements to their
symbols,
outline the
ap
plications of
common elements
in
day
-
to
-
day life,
appreciate the
information on
packag
ing labels
of
commonly consumed
substances

rner
is
guided to
:
d
iscuss the difference between elements
and compounds,
a
ssign appropriate symbols to common
elemen
ts and compounds cover (
copper,
aluminium, iron,silver, table salt, and
water
),
discuss the names of common elements and
their symbols (the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
latin names only where applicabl,
d
iscuss the importance and market value of
common elements and compounds in
society (
jewellery, iron, toiletries, food
nutrients,mineral elements, medals among
others
),
S
ample labelled containers of different
substances
indicating the common elements
as part of the ingredients

How are symbols assigned to elements? 2. What is the value of elements in day - t

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

Reflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Common elements and their symbols

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

distinguish between
an
element and a
compound,
relate common
elements to their
symbols,
outline the
ap
plications of
common elements
in
day
-
to
-
day life,
appreciate the
information on
packag
ing labels
of
commonly consumed
substances

rner
is
guided to
:
d
iscuss the difference between elements
and compounds,
a
ssign appropriate symbols to common
elemen
ts and compounds cover (
copper,
aluminium, iron,silver, table salt, and
water
),
discuss the names of common elements and
their symbols (the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
latin names only where applicabl,
d
iscuss the importance and market value of
common elements and compounds in
society (
jewellery, iron, toiletries, food
nutrients,mineral elements, medals among
others
),
S
ample labelled containers of different
substances
indicating the common elements
as part of the ingredients

How are symbols assigned to elements? 2. What is the value of elements in day - t

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

Reflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Common elements and their symbols

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

distinguish between
an
element and a
compound,
relate common
elements to their
symbols,
outline the
ap
plications of
common elements
in
day
-
to
-
day life,
appreciate the
information on
packag
ing labels
of
commonly consumed
substances

rner
is
guided to
:
d
iscuss the difference between elements
and compounds,
a
ssign appropriate symbols to common
elemen
ts and compounds cover (
copper,
aluminium, iron,silver, table salt, and
water
),
discuss the names of common elements and
their symbols (the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
latin names only where applicabl,
d
iscuss the importance and market value of
common elements and compounds in
society (
jewellery, iron, toiletries, food
nutrients,mineral elements, medals among
others
),
S
ample labelled containers of different
substances
indicating the common elements
as part of the ingredients

How are symbols assigned to elements? 2. What is the value of elements in day - t

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

Reflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Common elements and their symbols

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

distinguish between
an
element and a
compound,
relate common
elements to their
symbols,
outline the
ap
plications of
common elements
in
day
-
to
-
day life,
appreciate the
information on
packag
ing labels
of
commonly consumed
substances

rner
is
guided to
:
d
iscuss the difference between elements
and compounds,
a
ssign appropriate symbols to common
elemen
ts and compounds cover (
copper,
aluminium, iron,silver, table salt, and
water
),
discuss the names of common elements and
their symbols (the first 13 elements of the
periodic table and commonly used metals:
zinc, lead, tin, gold, mercury
and limited to
the
latin names only where applicabl,
d
iscuss the importance and market value of
common elements and compounds in
society (
jewellery, iron, toiletries, food
nutrients,mineral elements, medals among
others
),
S
ample labelled containers of different
substances
indicating the common elements
as part of the ingredients

How are symbols assigned to elements? 2. What is the value of elements in day - t

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

Reflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

STRUCTURE OF THE ATOM 7

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner'
s Book Grade 7 pg. 66-67

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Atomic number

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Atomic number

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Mass number

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Mass number

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Metals and non metals

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Metals and non metals
Metals and non metals

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Metals and non metals

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Metals and non metals

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Importance of elements

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Importance of elements

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

Importance of elements

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

The learner is guided to:
.
d
iscuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and electrons),
.
d
raw and discuss
the electron
arrangements of elements and classify
them into metals and non
-
metals
(
first
20
elements of the periodic table
),
.
d
iscuss and illustrate the atomic number
and mass number of elements (
first 13
elements of the periodic table
),
.
use digital or pr
int media to search for
information on the
structure of an atom,
electron arrangement, atomic number
and mass number of elements,
.
Project:
model the atomic structure of
selected elements of the periodic table
using locally available materials

hat is the structure of an atom? 2. How do atoms gain stability

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

MIXTURES ,ELEMENTS AND COMPOUNDS

OXYGEN

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

learner is guided to:
.
carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
.
d
iscuss the role of oxygen in
co
mbustion and the spread of fire,
.
c
lassify fire according to the cause
and suggest control measures,
.
p
ractise fire control measures
(
breaking the fire triangle and use of
fire extinguishers
),
.
d
iscuss rights to safety and access to
information on flammable
s
ubstances,
.
discuss the role
of oxygen in every life
.
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the
different classes of fire.

how is oxygen important in day to day life ? 2. What are the different classes of fire

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

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and AnswersReflections . Game Playing . Pre - Post T esting . Model Making . Explorations . Experiments . Investigations . Conventions, Conferences, and Debates . Applications . Teacher Observations . Project . Journals . Portfolio . Oral or Aural Questions . Learner' s Project

Living Things and Their Environment.

Reproduction in Human Beings. ( The Human Menstrual Cycle.

By the end of the lesson, the learner should be able to:
iscuss the meaning of menstruation and the menstruation cycle. describe the menstrual cycle. 

In groups,pairs,learners are guided to;
use dictionary or ict devices to search and discuss the meaning of menstruation and the menstruation cycle.
describe the menstrual cycle.
draw the menstruation cycle and identify the phases in menstrual cycle.

What is menstruation and menstrual cycle? How many days does it take for menstruation cycle to reoccur?

Digital devices.
Dictionary.
Top Scholar Integrated Science pg 77-79.
Chart.

Assessment rubric. Written test. Checklist.

Living Things and Their Environment.

Reproduction in Human Beings. ( The Human Menstrual Cycle.

By the end of the lesson, the learner should be able to:
iscuss the meaning of menstruation and the menstruation cycle. describe the menstrual cycle. 

In groups,pairs,learners are guided to;
use dictionary or ict devices to search and discuss the meaning of menstruation and the menstruation cycle.
describe the menstrual cycle.
draw the menstruation cycle and identify the phases in menstrual cycle.

What is menstruation and menstrual cycle? How many days does it take for menstruation cycle to reoccur?

Digital devices.
Dictionary.
Top Scholar Integrated Science pg 77-79.
Chart.

Assessment rubric. Written test. Checklist.

Living Things and Their Environment.

Reproduction in Human Beings. ( The Human Menstrual Cycle.

By the end of the lesson, the learner should be able to:
iscuss the meaning of menstruation and the menstruation cycle. describe the menstrual cycle. 

In groups,pairs,learners are guided to;
use dictionary or ict devices to search and discuss the meaning of menstruation and the menstruation cycle.
describe the menstrual cycle.
draw the menstruation cycle and identify the phases in menstrual cycle.

What is menstruation and menstrual cycle? How many days does it take for menstruation cycle to reoccur?

Digital devices.
Dictionary.
Top Scholar Integrated Science pg 77-79.
Chart.

Assessment rubric. Written test. Checklist.

Living Things and Their Environment.

Reproduction in Human Beings. ( Challenges Related to Menstrual Cycle.

By the end of the lesson, the learner should be able to:
identify the challenges related to the menstrual cycle. discuss the challenges related to the menstrual cycle.

In groups,pairs,learners are guided to:
identify the challenges related to the menstrual cycle.
discuss the challenges related to the menstrual cycle.
search for more information on challenges related to menstrual cycle from textbooks and internet and record their findings.
discuss what one should do if she had the challenges related to menstrual cycle.

What challenges are associated with the menstrual cycle? How best can we manage issues related to the menstrual cycle?

Top Scholar Integrated Science pg 80-82.
Digital devices.

Written test. oral questions. Assessment rubric.

Living Things and Their Environment.

Reproduction in Human Beings. ( Challenges Related to Menstrual Cycle.
Reproduction in human beings. ( The process of fertilisation and implantation.

By the end of the lesson, the learner should be able to:
identify the challenges related to the menstrual cycle. discuss the challenges related to the menstrual cycle.
escribe the observable structures of the sex cells. draw and label the structures of male and female sex cells

In groups,pairs,learners are guided to:
identify the challenges related to the menstrual cycle.
discuss the challenges related to the menstrual cycle.
search for more information on challenges related to menstrual cycle from textbooks and internet and record their findings.
discuss what one should do if she had the challenges related to menstrual cycle.
In groups, pairs, individually,learners are guided to:
discuss the intersex conditions.
identify the male and female sex cell.
describe the observable structures of the sex cells.
draw and label the structures of male and female sex cells.
search for more information from the textbooks and internet about the structure of the female and male sex cells and their functions.

What challenges are associated with the menstrual cycle? How best can we manage issues related to the menstrual cycle?
What is the male sex cell called? what is the female sex cell called?

Top Scholar Integrated Science pg 80-82.
Digital devices.
Digital devices.
Top Scholar Integrated Science pg 82-83.
Chart.

Written test. oral questions. Assessment rubric.
Assessment rubric. Checklist. oral questions. written test.

Living Things and Their Environment.

Reproduction in human beings. ( The process of fertilisation and implantation.

By the end of the lesson, the learner should be able to:
escribe the observable structures of the sex cells. draw and label the structures of male and female sex cells

In groups, pairs, individually,learners are guided to:
discuss the intersex conditions.
identify the male and female sex cell.
describe the observable structures of the sex cells.
draw and label the structures of male and female sex cells.
search for more information from the textbooks and internet about the structure of the female and male sex cells and their functions.

What is the male sex cell called? what is the female sex cell called?

Digital devices.
Top Scholar Integrated Science pg 82-83.
Chart.

Assessment rubric. Checklist. oral questions. written test.

Living Things and Their Environment.

Reproduction in human beings. ( Process of fertilization and implantation.

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

define the terms: fusion, fertilization, zygote and implantation.
describe the process of fertilization and implantation.
identify where the process of fertilisation and implantation takes place from a diagram of uterus.

In groups, pairs, learners are guided to;
use digital devices or dictionary to search the meaning of fusion, fertilisation, zygote and implantation.
watch a video on the movement of sperms, fusion and implantation of the zygote in the uterus.
draw the movement of the fertilised egg from the fallopian tube to the uterus for implantation.

What is fertilisation and implantation? How does the process of fertilisation and implantation takes place?

Top Scholar Integrated Science pg 83-85
Digital devices.
Charts on fertilization.

Assessment rubric. Written test. oral questions.

Living Things and Their Environment.

Human Excretory system-Skin (. Identifying parts of Human Skin.

By the end of the lesson, the learner should be able to:
xplain the term excretion. name the organs responsible for removal of wastes. describe the human skin

In groups,pairs,learners are guided to:
explain the term excretion.
name the organs responsible for removal of wastes.
describe the human skin.
study the diagram of a skin and brainstorm on the parts of the skin.
use digital device to search for a well labelled diagram of the human skin.
draw and label the parts of the human skin on charts and display the drawings in class.

What is excretion? why is excretion important to the human body?

Top Scholar Integrated Science pg 87-88.
Charts.
Digital devices.
Diagrams.

Assessment rubric. Checklist. Written test. oral questions.

Living Things and Their Environment.

Human Excretory system-Skin (. Identifying parts of Human Skin.

By the end of the lesson, the learner should be able to:
xplain the term excretion. name the organs responsible for removal of wastes. describe the human skin

In groups,pairs,learners are guided to:
explain the term excretion.
name the organs responsible for removal of wastes.
describe the human skin.
study the diagram of a skin and brainstorm on the parts of the skin.
use digital device to search for a well labelled diagram of the human skin.
draw and label the parts of the human skin on charts and display the drawings in class.

What is excretion? why is excretion important to the human body?

Top Scholar Integrated Science pg 87-88.
Charts.
Digital devices.
Diagrams.

Assessment rubric. Checklist. Written test. oral questions.

Living Things and Their Environment.

Human Excretory system-Skin (. Identifying parts of Human Skin.

By the end of the lesson, the learner should be able to:
xplain the term excretion. name the organs responsible for removal of wastes. describe the human skin

In groups,pairs,learners are guided to:
explain the term excretion.
name the organs responsible for removal of wastes.
describe the human skin.
study the diagram of a skin and brainstorm on the parts of the skin.
use digital device to search for a well labelled diagram of the human skin.
draw and label the parts of the human skin on charts and display the drawings in class.

What is excretion? why is excretion important to the human body?

Top Scholar Integrated Science pg 87-88.
Charts.
Digital devices.
Diagrams.

Assessment rubric. Checklist. Written test. oral questions.

Living Things and Their Environment.

Human Excretory System - Skin. (. Functions of parts of the skin.

By the end of the lesson, the learner should be able to:
discuss the functions of the the different parts of the skin

In groups,pairs,learners are guided to:
use digital devices to search the internet on the functions of the different parts of skin.
discuss the functions of the the different parts of the skin.
use a hand lens to observe the external parts of the skin.

Why is the skin important in humans? what is the composition of the sweat excreted through the skin?

Top Scholar Integrated Science pg 89-91.
Digital devices

Assessment rubric. Written test. oral questions. Checklist.

Living Things and Their Environment.

The Human skin. (. Lifestyle to promote a healthy skin.

By the end of the lesson, the learner should be able to:
identify lifestyles that promote a healthy skin. discuss the health practices that promote and help maintain a healthy skin.

In groups,pairs,learners are guided to;
identify lifestyles that promote a healthy skin.
discuss the health practices that promote and help maintain a healthy skin.
search for more information from the internet on practices that maintain a healthy skin.

How can we maintain a healthy skin?

Top Scholar Integrated Science pg 92-94.
Pictures.
Digital devices.

Assessment rubric. Written test. Oral questions.

Living Things and Their Environment.

The Human skin. (. Lifestyle to promote a healthy skin.

By the end of the lesson, the learner should be able to:
identify lifestyles that promote a healthy skin. discuss the health practices that promote and help maintain a healthy skin.

In groups,pairs,learners are guided to;
identify lifestyles that promote a healthy skin.
discuss the health practices that promote and help maintain a healthy skin.
search for more information from the internet on practices that maintain a healthy skin.

How can we maintain a healthy skin?

Top Scholar Integrated Science pg 92-94.
Pictures.
Digital devices.

Assessment rubric. Written test. Oral questions.

Living Things and Their Environment.

Human Excretory System-Skin. (. Proper use of cosmetics.

By the end of the lesson, the learner should be able to:
give examples of cosmetics. search from the internet and other relevant materials the importance of proper use of cosmetics. discuss the importance of proper use of cosmetics.

In groups,pairs, learners are guided to:
give examples of cosmetics.
search from the internet and other relevant materials the importance of proper use of cosmetics.
discuss the importance of proper use of cosmetics.

Why is proper use of cosmetics important? What is the importance of using cosmetics to our skin?

Top Scholar Integrated Science pg 94-95.
Digital devices.

Assessment rubric. oral questions.

Living Things and Their Environment.

Human Excretory System-Skin. (. Proper use of cosmetics.

By the end of the lesson, the learner should be able to:
give examples of cosmetics. search from the internet and other relevant materials the importance of proper use of cosmetics. discuss the importance of proper use of cosmetics.

In groups,pairs, learners are guided to:
give examples of cosmetics.
search from the internet and other relevant materials the importance of proper use of cosmetics.
discuss the importance of proper use of cosmetics.

Why is proper use of cosmetics important? What is the importance of using cosmetics to our skin?

Top Scholar Integrated Science pg 94-95.
Digital devices.

Assessment rubric. oral questions.

Living Things and Their Environment.

Human Excretory System -Skin. (. Identifying effects of cosmetics on the human body.

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

identify the effects of cosmetics on the human body.
discuss the effects of cosmetics on the human body.
use locally available materials to make a cosmetic.

In groups,pairs,learners are guided to:
use digital devices with internet to search on the effects of skin lightners.
discuss the findings and present in class.
identify the various forms of cosmetics and discuss how they are applied.
make a cosmetic from the locally available materials.

What are the effects of cosmetics on the human body? What are the advantages of using locally made cosmetics? How can the locally made cosmetics be used or improved?

Top Scholar Integrated Science pg 96-97.
Realia.
Digital devices.

Assessment rubric. Checklists. Observation schedule.

Living Things and Their Environment.

Human Excretory System -Skin. (. Identifying effects of cosmetics on the human body.
Human Excretory System -Skin. (. Importance and proper use of comsetics for consumer protection.

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

identify the effects of cosmetics on the human body.
discuss the effects of cosmetics on the human body.
use locally available materials to make a cosmetic.

give  the uses of cosmetics. identify the harmful effects of cosmetics.

In groups,pairs,learners are guided to:
use digital devices with internet to search on the effects of skin lightners.
discuss the findings and present in class.
identify the various forms of cosmetics and discuss how they are applied.
make a cosmetic from the locally available materials.
In groups,pairs,learners are guided to:
search the internet on how cosmetics can be used for skin protection, skin repair and skin treatment.
discuss their findings , write th em down and present in class.
brainstorm on the possible harmful effects of the use of cosmetics on human health.

What are the effects of cosmetics on the human body? What are the advantages of using locally made cosmetics? How can the locally made cosmetics be used or improved?
What are the harmful effects of the use of cosmetics on human health?

Top Scholar Integrated Science pg 96-97.
Realia.
Digital devices.
Digital devices.
Top Scholar Integrated Science pg 98.

Assessment rubric. Checklists. Observation schedule.
Oral report. Assessment rubric. Checklists. Written test.

Living Things and Their Environment.

Human Excretory System -Skin. (. Importance and proper use of comsetics for consumer protection.

By the end of the lesson, the learner should be able to:
give  the uses of cosmetics. identify the harmful effects of cosmetics.

In groups,pairs,learners are guided to:
search the internet on how cosmetics can be used for skin protection, skin repair and skin treatment.
discuss their findings , write th em down and present in class.
brainstorm on the possible harmful effects of the use of cosmetics on human health.

What are the harmful effects of the use of cosmetics on human health?

Digital devices.
Top Scholar Integrated Science pg 98.

Oral report. Assessment rubric. Checklists. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Parts of the Urinary system.

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

identify the waste product excreted by the urinary system.
identify the parts of the urinary system.
discuss the parts of the urinary system(external appearance of the kidney)
draw and label the parts of the urinary system.

In groups,pairs,learners are guided to;
study the diagram of the urinary system and brainstorm on the its external parts.
search for information from other reference materials and internet on the parts of the urinary system.
discuss the parts of the urinary system.
draw and label the vessels and external parts of the urinary system.

What are the parts of the urinary system?

Top Scholar Integrated Science pg 98-99.
Charts.
Pictures.
Digital devices.

Assessment rubric. oral questions. Checklists. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Functions of the parts of the urinary system.

By the end of the lesson, the learner should be able to:
 use digital devices and reference materials to search for information on the functions of the parts of the urinary system.

In groups, pairs,learners are guided to;
brainstorm on the functions of the different parts of the urinary system.
use digital devices and reference materials to search for information on the functions of the parts of the urinary system.
discuss the functions of the parts of the urinary system.

What are the functions of the parts of the urinary system?

Top Scholar Integrated Science pg 99-100.
Digital devices.
Charts.

Assessment rubric. oral questions. Written test. Checklists.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Functions of the parts of the urinary system.

By the end of the lesson, the learner should be able to:
 use digital devices and reference materials to search for information on the functions of the parts of the urinary system.

In groups, pairs,learners are guided to;
brainstorm on the functions of the different parts of the urinary system.
use digital devices and reference materials to search for information on the functions of the parts of the urinary system.
discuss the functions of the parts of the urinary system.

What are the functions of the parts of the urinary system?

Top Scholar Integrated Science pg 99-100.
Digital devices.
Charts.

Assessment rubric. oral questions. Written test. Checklists.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Functions of the parts of the urinary system.

By the end of the lesson, the learner should be able to:
 use digital devices and reference materials to search for information on the functions of the parts of the urinary system.

In groups, pairs,learners are guided to;
brainstorm on the functions of the different parts of the urinary system.
use digital devices and reference materials to search for information on the functions of the parts of the urinary system.
discuss the functions of the parts of the urinary system.

What are the functions of the parts of the urinary system?

Top Scholar Integrated Science pg 99-100.
Digital devices.
Charts.

Assessment rubric. oral questions. Written test. Checklists.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Kidney Disorders.

By the end of the lesson, the learner should be able to:
explain the meaning of kidney disorders. use digital devices to search some of the examples of kidney disorders. identify and discuss the practices that may cause kidney disorders.

In groups,pairs, learners are guided to:
explain the meaning of kidney disorders.
use digital devices to search some of the examples of kidney disorders.
identify and discuss the practices that may cause kidney disorders.

What are some of the practices that may cause kidney disorders?

Top Scholar Integrated Science pg 101-102.
Digital devices.
Posters.

Assessment rubric. Portfolios. Checklists. Written tests. oral questions.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Identifying lifestyles that promote a healthy kidney and prevent kidney disorders.

By the end of the lesson, the learner should be able to:
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders. use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.

In groups,pairs,learners are guided to;
search the internet and other relevant materials for lifestyles that promote a healthy kidney and prevent kidney disorders.
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders.
use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.

which healthy lifestyles can we adopt to promote healthy kidneys?

Top Scholar Integrated Science pg 102-103
Digital devices.
Charts.

Assessment rubric. observation schedule. Checklists. oral questions. Portfolios. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary system. (. Identifying lifestyles that promote a healthy kidney and prevent kidney disorders.

By the end of the lesson, the learner should be able to:
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders. use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.

In groups,pairs,learners are guided to;
search the internet and other relevant materials for lifestyles that promote a healthy kidney and prevent kidney disorders.
identify and discuss the lifestyles that promote a healthy kidney and prevent kidney disorders.
use digital devices to create awareness on the lifestyles that promote a healthy kidney and prevent kidney disorders.

which healthy lifestyles can we adopt to promote healthy kidneys?

Top Scholar Integrated Science pg 102-103
Digital devices.
Charts.

Assessment rubric. observation schedule. Checklists. oral questions. Portfolios. Written test.

Living Things and Their Environment.

Human Excretory System - Urinary System. (.Project.

By the end of the lesson, the learner should be able to:
 identify the appropriate locally available materials to model the urinary system

In groups,pairs,learners are guided to:
identify the appropriate locally available materials to model the urinary system.
model the urinary system using the locally available materials and display in class.

Which locally available materials can be used to model the urinary system?

Realia.
Digital devices.
Top Scholar Integrated Science pg 103 & 100.

Checklist. portfolios. observation schedule.

Living Things and Their Environment.

Human Excretory System - Urinary System. (.Project.

By the end of the lesson, the learner should be able to:
 identify the appropriate locally available materials to model the urinary system

In groups,pairs,learners are guided to:
identify the appropriate locally available materials to model the urinary system.
model the urinary system using the locally available materials and display in class.

Which locally available materials can be used to model the urinary system?

Realia.
Digital devices.
Top Scholar Integrated Science pg 103 & 100.

Checklist. portfolios. observation schedule.