ELEMENTS, MIXTURES AND COMPOUNDS

Introduction to Matter

By the end of the lesson, the learner should be able to:
lesson learner :
Define matter
Identify some matter within our class
Watch a video clip on states of matter and how they change
Appreciate the importance of changes of state

The learner is guided to

How does the movement of particles in matter affect its physical properties

Laboratory
Apparatus and
Equipment
Textbook
Software
Relevant reading material
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 1-2

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

ELEMENTS, MIXTURES AND COMPOUNDS
ELEMENTS, MIXTURES AND COMPOUNDS
MIXTURES, ELEMENTS AND COMPOUNDS

Classification of matter
Properties of solids
Properties of liquids
Properties of gases
Temporary and permanent changes
Elements and compound

By the end of the lesson, the learner should be able to:
lesson learner
Describe properties of different states of matter
Carry out an experiment on how matter changes from one form to another
Appreciate the importance of various changes of states
lesson able t
Identify properties of solids as a state of matter
Perform a simple experiment on heating on solids
Appreciate applications of changes of state in our day to day life
lesson learner :
Demonstrate diffusion in liquids
Perform experiments to demonstrate diffusion in liquids
Appreciate the applications of changes of states in our daily lives
lesson learner :
Identify properties of gases
Perform simple experiments on cooling on gases
demonstrate diffusion in
liquids,
Appreciate the applications of cooling of gases
Distinguish between temporary and permanent changes
Watch a video on how temporary and permanent changes occur
Appreciate the applications of state in our daily live
Distinguish between an element and compound
Display written examples of element and compound
Appreciate the importance of packaging in labels

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

How does the movement of particles in matter affect its physical properties

Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 3-4
Equipment
Spotlight Integrated Science Learner's Book Grade 8 pg. 7
Textbook
Spotlight Integrated Science Learner's Book Grade 8 pg. 8
Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Digital Devices
Recording
Spotlight Integrated Science Learner's Book Grade 8 pg. 9
?
Spotlight Integrated Science Learner's Book Grade 8 pg. 15
Spotlight Integrated Science Learner's Book Grade 8 pg. 16-17

Reflections Game Playing Pre- Post Testing Model Making Explorations Experiments Applications Teacher Observations Project Journal Oral or Aural Questions Learner's Project
Reflections Game Play Model Making Explorations Experiment Journals Portfolio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Common elements and their symbols
Applications of common elements
Packaging labels

By the end of the lesson, the learner should be able to:
Distinguish between an element and compound
Use a digital device to search the symbols of certain elements
Appreciate the use of symbols in naming elements and compounds
Identify the common elements and their symbols
Display their work to the class
Use a digital device to search for the symbols of common elements
Appreciate the applications of common elements in our day to day lives
Outline the applications of common elements in day to day life
Play games involving elements and their symbols
Appreciate the information on packaging labels of commonly consumed substances

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

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

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

Reflections Game Playing testing Investigation Conventions, Conferences, and Debates Applications Teacher Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

Package labels
Common elements and their symbols
Common elements and their symbols

By the end of the lesson, the learner should be able to:
Define the term package labels
Search in the internet example of package labels
Appreciate the information on package labels
Identify the common elements and their symbols
Search in the internet the common elements and their symbols
Appreciate the importance of common elements in day to day life
Differentiate between mixtures and elements
Search in the internet the symbols of compounds and elements
Appreciate the use of common elements and compounds

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

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

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

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

MIXTURES, ELEMENTS AND COMPOUNDS

STRUCTURE OF THE ATOM 7
Atomic number
Mass number
Metals and non- metals
Metals and non -metals
Metals and non- metals
Importance of elements

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

able to:
Describe the structures of an atom and electron arrangements of elements
Draw the structure of an atom and electron arrangements of elements
Appreciate the use of electron and elements
ableto:
Definethetermatomicnumber
Determinetheatomicnumberandmassnumberofelements
Roleplaygamesinvolvingatomicnumberandmassnumber
Appreciatetheimportanceofatomicnumbersinelements
ableto:
Classifyelementsintometalsandnon-metals
Watchavideoshowingstepsofgroupingelementsintometalsandnon-metals
Appreciatetheimportanceofclassifyingelementsintometalsandnon-metals
ableto:
Differentiatebetweenmetalsandnon-metals
Playgamesinvolvingmetalsandnon-metals
Appreciatetheimportanceofcommonme

able to:
Draw the structure of metals and non -metals
Determine the atomic mass and number of elements
Appreciate the importance of mixture and compounds
ableto:
Describethestructureofanatomandelectronarrangementsofelements
Drawthestructureofmetalsandnon-metals
Appreciatetheimportanceofnon-metalsinourdailylives
ableto:
Identifytheimportanceofelements
Searchintheinternettheimportanceofelements
Appreciatethevalueofdifferentelementsindailylives

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

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

Course book
Basic Laboratory
Apparatus
Equipment
Selected specimens
Ice
Candle wax
Water/salty water
Spotlight Integrated Science Learner's Book Grade 7 pg. 66-67
Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67
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
Spotlight Integrated Science Learner's Book Grade 8pg. 66-67

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

MIXTURES, ELEMENTS AND COMPOUNDS

OXYGEN
PREPARATION OF OXYGEN
PHYSICAL PROPERTIES OF OXYGEN

By the end of the lesson, the learner should be able to:
lesson
Prepare oxygen in the laboratory
Investigate the physical properties of oxygen
Appreciate the role of oxygen in day to day life
Identify the uses of oxygen
Prepare the oxygen in the laboratory using hydrogen peroxide
Differentiate between physical and chemical properties of oxygen
Draw the experiment used in preparation of oxygen
Appreciate the role of oxygen in day to day 9life

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

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

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

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

MIXTURES, ELEMENTS AND COMPOUNDS

CHEMICAL PROPERTY OF OXYGEN
ROLE OF OXYGEN IN COMBUSTION
CLASSES OF FIRE

By the end of the lesson, the learner should be able to:
lesson
Investigate the physical and chemical properties of oxygen
Search in the internet ways of preparing oxygen
Appreciate the role of oxygen in day to day life
Explain the role of oxygen in combustion
Identify classes of fires and their control measures
Appreciate the role of oxygen in day to day life
Identify classes of fires from their text books
Search in the intern various classes of fires
Appreciate the role of fire in combustion

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

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

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

Spotlight Basic Laboratory
Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
and

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

MIXTURES, ELEMENTS AND COMPOUNDS
Living things

CONTROL MEASURES
CLASSES OF FIRE AND CONTROL MEASUE
Importance of controlling fires
The cell
Components of a cell
Types of cells

By the end of the lesson, the learner should be able to:
lesson
Identify various ways of control ling fires
Search in the internet ways of controlling various classes of fires
Appreciate the role of fire in combustion
Identify classes of fires and their control measures
Examine various importance controlling of fires
Role play games involving fire control measures
Define the term cell
Compare plant and animal cell as observed under a light microscope
Calculate the magnification of cells seen under light microscope
Appreciate the use of a light microscope in microscope in magnification
Identify the components of a cell
Appreciate the importance of using light microscope
Draw the animal and plant cell
Appreciate the importance of using the light microscope

The learner is guided to:
Carry out experiment using hydrogen
peroxide/potassium permanganate to
prepare oxygen,
Discuss the role of oxygen in
Combustion and the spread of
Classify fire according to the cause
and suggest control measures,
Practise fire control measures
breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable discuss the role of oxygen in every life
where possible, u
se digital devices
to search, play and watch and
discuss videos and animations on the
different classes of fire.
Carry out experiment using hydrogen peroxide/potassium permanganate to prepare oxygen.
Classify fire according to the cause and suggest control measures
breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable
discuss the role of oxygen in every life
where possible, use digital devices
Classify fire according to the cause and suggest control measures.
breaking the fire triangle and use of fire extinguishers Discuss rights to safety and access to information on flammable discuss the role
of oxygen in every life
where possible.
In groups or in pairs, learners are
guided to identify the cell membrane found in a cell. 
In groups or in pairs, learners are
guided to state the structures of the cell membrane.
guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8
and watch the video.
 
guided to describe the properties of a cell membrane.
 
guided to investigate the structures of the cell membrane.
In groups or in pairs, learners are guided to draw the structure of a
cell 

how is oxygen important in day to day life What are the different classes of fire
Why is light microscope important in our day to day life

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

Selected specimens
and
Equipment
Selectedspecimens
and
Selected specimens
Candle wax
Water
Spotlight Basic Laboratory
Apparatus
Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
Apparatus and
Equipment Integrated Science Learner's Book Grade8 pg. 69-70

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Applications Teacher Observations Project Journals Portfolio
Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

Living things

Functions of a cell
Difference between plant and Animal cell
Organelles

By the end of the lesson, the learner should be able to:
Identify the components of a cell
Compare plant and animal cell as observed under a light microscope
Calculate the magnification of cells seen under light microscope
Appreciate the use of a light microscope in microscope in magnification
Draw plant and animal cell
Identify the organelles in a plant cell
Draw the major organelles in a cell

In groups or in pairs, learners are
guided to draw an animal cell.
 
In groups or in pairs, learners are
guided to. name the structures of an animal cell
guided to state the differences between a plant cell and an animal cell.
guided to recognise the differences between plant and animal cell.
guided to identify the requirements needed to observe a plant cell under a
light microscope.
guided to outline the procedure of observing a plant cell under a light
microscope.
guided to observe a plant cell under a light microscope.

Why is light microscope important in our day to day life

Selected specimens
Candle wax
Water
Spotlight Basic Laboratory
Apparatus
Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
Apparatus and
Equipment
Textbook
Equipment Integrated Science Learner's Book Grade8 pg. 69-70

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

Living things

Organelles in plant cell
Organelles in animal
Difference between the plant and animal cell

By the end of the lesson, the learner should be able to:
Identify the functions of the major organelles in a plant cell
Watch a video showing the plant cell
Appreciate the use of a light microscope in microscope in magnification
Identify the major organelles in animal cell
Draw the major organelles in an animal cell
Compare plant and animal cell as observed under a light microscope
Identify the difference between plant and animal cell

In groups or in pairs, learners are
guided to draw a plant cell.
 
In groups or in pairs, learners are
guided to name the structures of a plant cell.
 
In groups or in pairs, learners are
guided to state the functions of the parts of a plant cell.
guided to draw an animal cell.
guided to. name the structures of an animal cell
guided to state the differences between a plant cell and an animal cell.
guided to recognise the differences between plant and animal cell.

Why is light microscope important in our day to day life

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

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

Living things
Living things and their environment

Nucleus
Functions of nucleus
Functions of nucleus
Magnification of a cell as seen under the light microscope
Assessment
Movement of materials un and out of the cells; The cell membrane

By the end of the lesson, the learner should be able to:
Define the term nucleus
Draw the nucleus as seen under light microscope
Appreciate the use of a light microscope in microscope in magnification
Identify the functions of nucleus
Search in the internet the functions of nucleus
Appreciate the use of a light microscope in microscope in magnification
Define the term cell
Compare plant and animal cells as observed under a light microscope
Calculate the magnification of cells seen under light microscope
Define the term magnification.
State the formula of calculating magnification.
Calculate the magnification of a microscope.
Appreciate the importance of magnification.
Answer topical questions correctly.
Identify the cell membrane found in a cell.
State the structures of the cell membrane.
Draw the structure of a cell as shown in learner's book 8 page 63
Appreciate the structure of a cell.

In groups or in pairs, learners are
guided to draw a nucleus
 
In groups or in pairs, learners are
guided to. name the structures of a nucleus
guided to draw a nucleus and name various parts of a nucleus
guided to name various functions of parts of a nucleus
In groups or in pairs, learners are guided to define the term magnification.
In groups or in pairs, learners are guided to state the formula of calculating magnification.
In groups or in pairs, learners are guided to calculate the magnification of a microscope.
Learners are guided to answer topical questions correctly
In groups or in pairs, learners are guided to identify the cell membrane found in a cell.
In groups or in pairs, learners are guided to state the structures of the cell membrane.
In groups or in pairs, learners are guided to draw the structure of a cell as shown in learner's book 8 page 63

Why is light microscope important in our day to day life
How do you calculate the magnification of a microscope?

Selected specimens
Candle wax
Water
Spotlight Basic Laboratory
Apparatus
Equipment Integrated Science Learner's Book Grade8 pg. 69-70 Laboratory
Apparatus and
Equipment
Textbooks
Software
Relevant reading materials
Spotlight Basic Laboratory
and
and
?
Mentor; Integrated Science Learner's Book Grade 8 pg. 60-61
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 62
Assessment books.
Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64

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

Living things and their environment

Properties of a cell membrane
Effects of heat on the cell membrane
Effects of alkali on the cell membrane

By the end of the lesson, the learner should be able to:
Use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video.
Describe the properties of a cell membrane.
Investigate the structures of the cell membrane.
Appreciate the properties of a cell membrane.
State the requirements needed to investigate how heat affects the functioning of the cell membrane.
Outline the procedure of investigating how heat affects the functioning of the cell membrane.
Investigate how heat affects the functioning of the cell membrane.
Appreciate effects of heat on the cell membrane.
State the requirements needed to investigate how alkali affects the functioning of the cell membrane.
Outline the procedure of investigating how alkali affects the functioning of the cell membrane.
Investigate how alkali affects the functioning of the cell membrane.
Appreciate effects of alkali on the cell membrane.

In groups or in pairs, learners are guided to use the link: https://www.youtube.com/watch?v=fJfTDc3WzQ8 and watch the video.
In groups or in pairs, learners are guided to describe the properties of a cell membrane.
In groups or in pairs, learners are guided to investigate the structures of the cell membrane.
In groups or in pairs, learners are guided to state the requirements needed to investigate how heat affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how heat affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to investigate how heat affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to state the requirements needed to investigate how alkali affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how alkali affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to investigate how alkali affects the functioning of the cell membrane.

What are the properties of a cell membrane?

Mentor; Integrated Science Learner's Book Grade 8 pg. 63-64
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 64-66
Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68

Oral questions Oral Report Observation

Living things and their environment

Effects of dilute acid on the cell membrane
Diffusion
How to demonstrate diffusion
Factors that affect diffusion

By the end of the lesson, the learner should be able to:
State the requirements needed to investigate how dilute acids affects the functioning of the cell membrane.
Outline the procedure of investigating how dilute acids affects the functioning of the cell membrane.
Investigate how dilute acids affects the functioning of the cell membrane.
Appreciate effects of dilute acids on the cell membrane.
Explain the meaning of diffusion.
Discuss the meaning of aroma.
Do Activity 3 in learner's book 8 page 71
Have a desire to learn more about diffusion.
Outline the procedure of demonstrating diffusion.
State the safety precautions to be observed.
Demonstrate the process of diffusion.
Appreciate the importance of diffusion.
Describe the factors that affect diffusion.
State the factors that increase the rate of diffusion.
Recognise the factors that decrease the rate of diffusion.
Appreciate the factors that affect diffusion.

In groups or in pairs, learners are guided to state the requirements needed to investigate how dilute acids affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to outline the procedure of investigating how dilute acids affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to investigate how dilute acids affects the functioning of the cell membrane.
In groups or in pairs, learners are guided to explain the meaning of diffusion.
In groups or in pairs, learners are guided to discuss the meaning of aroma.
In groups or in pairs, learners are guided to do Activity 3 in learner's book 8 page 71
In groups or in pairs, learners are guided to outline the procedure of demonstrating diffusion.
In groups or in pairs, learners are guided to state the safety precautions to be observed.
In groups or in pairs, learners are guided to demonstrate the process of diffusion.
In groups or in pairs, learners are guided to describe the factors that affect diffusion.
In groups or in pairs, learners are guided to state the factors that increase the rate of diffusion.
In groups or in pairs, learners are guided to recognise the factors that decrease the rate of diffusion.

How does dilute acids affect the functioning of the cell membrane?

Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 71
Mentor; Integrated Science Learner's Book Grade 8 pg. 71-72
Mentor; Integrated Science Learner's Book Grade 8 pg. 72-73

Oral questions Oral Report Observation

Living things and their environment

Role of diffusion in living organism
Osmosis
How to demonstrate osmosis using plant materials
Factors that affect osmosis
Role of osmosis in living organisms
Changes that occur in the plant leaves at different times

By the end of the lesson, the learner should be able to:
Use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs.
Discuss role of diffusion in plants.
Explain the role of diffusion in living organisms.
Enjoy using digital devices.
Explain the meaning of osmosis.
State the process of osmosis.
Demonstrate the process of osmosis.
Have a desire to learn more about osmosis.
State the requirements needed to demonstrate osmosis using plant materials.
Outline the procedure to demonstrate osmosis using plant materials.
Demonstrate osmosis using plant materials.
Have fun and enjoy the experiment.
Describe the factors that affect osmosis.
Identify the factors that increase the rate of osmosis.
Recognise the factors that decrease the rate of osmosis.
Appreciate the factors that affect osmosis.
Explain the role of osmosis in living organisms.
Discuss the role of osmosis in living plants.
Recognise the role of osmosis in living animals.
Appreciate the role of osmosis in living organisms.
State the importance of plants.
Name the process that affects plants when making food.
Investigate what affects plants when making food.
Appreciate the importance of plants.

In groups or in pairs, learners are guided to use the link: https://youtu.be/6qnSsV2syUE to watch how gases are exchanged in human lungs.
In groups or in pairs, learners are guided to discuss role of diffusion in plants.
In groups or in pairs, learners are guided to explain the role of diffusion in living organisms.
In groups or in pairs, learners are guided to explain the meaning of osmosis.
In groups or in pairs, learners are guided to state the process of osmosis.
In groups or in pairs, learners are guided to demonstrate the process of osmosis.
In groups or in pairs, learners are guided to state the requirements needed to demonstrate osmosis using plant materials.
In groups or in pairs, learners are guided to outline the procedure to demonstrate osmosis using plant materials.
In groups or in pairs, learners are guided to demonstrate osmosis using plant materials.
In groups or in pairs, learners are guided to describe the factors that affect osmosis.
In groups or in pairs, learners are guided to identify the factors that increase the rate of osmosis.
In groups or in pairs, learners are guided to recognise the factors that decrease the rate of osmosis.
In groups or in pairs, learners are guided to explain the role of osmosis in living organisms.
In groups or in pairs, learners are guided to discuss the role of osmosis in living plants.
In groups or in pairs, learners are guided to recognise the role of osmosis in living animals.
In groups or in pairs, learners are guided to state the importance of plants.
In groups or in pairs, learners are guided to name the process that affects plants when making food.
In groups or in pairs, learners are guided to investigate what affects plants when making food.

What is the role of diffusion in plants?
What factors affect osmosis?

Mentor; Integrated Science Learner's Book Grade 8 pg. 73-75
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Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77
Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81
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Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82
Mentor; Integrated Science Learner's Book Grade 8 pg. 82

Oral questions Oral Report Observation

Living things and their environment

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

By the end of the lesson, the learner should be able to:
Draw the diagrams in leaner's book 8 page 83
Observe the changes that occur on plant leaves at different times.
Describe the observable changes on the leaves at different times.
Appreciate the changes that occur on plant leaves at different times.
Observe the changes that take place in the plant leaves at different times.
State the importance of diffusion in one's body.
Appreciate the importance of diffusion.
Answer topical questions correctly.

In groups or in pairs, learners are guided to draw the diagrams in leaner's book 8 page 83
In groups or in pairs, learners are guided to observe the changes that occur on plant leaves at different times.
In groups or in pairs, learners are guided to describe the observable changes on the leaves at different times.
In groups or in pairs, learners are guided to observe the changes that take place in the plant leaves at different times.
In groups or in pairs, learners are guided to state the importance of diffusion in one's body.
Learners are guided to answer topical questions correctly

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

Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84
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Mentor; Integrated Science Learner's Book Grade 8 pg. 84
Mentor; Integrated Science Learner's Book Grade 8 pg. 85
Assessment books

Oral questions Oral Report Observation

Living things and their environment.
Living things and their environment
Living things and their environment

Menstrual cycle in human beings
Menstrual cycle in human beings
Menstrual cycle in human beings

By the end of the lesson, the learner should be able to:
Discuss human menstrual cycle using flashcards with information about human menstruation.
Describe the menstrual cycle in human beings.
Appreciate menstruation in human beings
Search the internet for information about menstrual cycle
Watch a video on the menstrual cycle and note down the findings
Enjoy presenting their findings in class.
Name menstrual phases in a human menstrual cycle in a wheel chart.
Write down the events that take place in the phases of the human menstrual cycle.
Describe the events that take place in the phases identified
Appreciate the human menstrual cycle.

Learners are guided in pairs, in groups or individually to discuss human menstrual cycle using flashcards with information about human menstruation.
Learners are guided in pairs, in groups or individually to write down the meaning of menstruation and human menstruation cycle.
Learners are guided in pairs, in groups or individually to describe the menstrual cycle in human beings.
Learners are guided in pairs, in groups or individually to search the internet for information about menstrual cycle.
Learners are guided in pairs, in groups or individually to watch a video on the menstrual cycle and note down the findings
Learners are guided in pairs, in groups or individually to name menstrual phases in a human menstrual cycle in a wheel chart.
Learners are guided in pairs, in groups or individually to describe the events that take place in the phases identified.
Learners are guided in pairs, in groups or individually to write down the events that take place in the phases of the human menstrual cycle.

What is the meaning of menstruation?

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

Living things and their environment

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

By the end of the lesson, the learner should be able to:
Identify the major challenges in relation to menstruation
Describe challenges related to the menstrual cycle
Appreciate the human menstrual cycle.
Make discussion cards with information on challenges related to menstrual cycle
Write down short notes on how to manage challenges related to menstrual cycle
Appreciate the ways to manage the challenges related to the human menstrual cycle.
Draw and cut out sanitary towel template and trace the sanitary towel
Improvise a sanitary towel using cotton fabrics, face towels and safety pins
Take pride in and display the improvised sanitary towel.
Name the two main processes in the reproductive process
Use digital devices to observe animations showing fertilization and implantation
Appreciate reproduction in human beings.
Discuss the events that take place during implantation process
Present on a table the stages, time after fertilization and the process taking place in the human body
Say the meaning of the terms: hermaphrodite and intersex people
Describe how hermaphrodite and intersex persons differ from a normal male or female
Reflect on sex related challenges .

Learners are guided in pairs, in groups or individually to identify the major challenges in relation to menstruation.

Learners are guided in pairs, in groups or individually to discuss various challenges related to the menstrual cycle and write short notes.
Learners are guided in pairs, in groups or individually to describe challenges related to the menstrual cycle.
Learners are guided in pairs, in groups or individually to make discussion cards with information on challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to search the internet for information on how to manage challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to write down short notes on how to manage challenges related to menstrual cycle.
Learners are guided in pairs, in groups or individually to draw and cut out sanitary towel template and trace the sanitary towel
Learners are guided in pairs, in groups or individually to improvise a sanitary towel using cotton fabrics, face towels and safety pins and display the improvised sanitary towel.
Learners are guided in pairs, in groups or individually to name the two main processes in the reproductive process.
Learners are guided in pairs, in groups or individually to use digital devices to observe animations showing fertilization and implantation.
Individually, learners to write down how fertilization takes place in human beings.
Learners are guided in pairs, in groups or individually to read reference materials with information about implantation in human beings
Learners are guided in pairs, in groups or individually to discuss the events that take place during implantation process.
Learners are guided in pairs, in groups or individually to present on a table the stages, time after fertilization and the process taking place in the human body.
Learners are guided in pairs, in groups or individually to say the meaning of the terms: hermaphrodite and intersex people.
Learners are guided in pairs, in groups or individually to describe how hermaphrodite and intersex persons differ from a normal male or female.
Learners are guided in pairs, in groups or individually to write short notes about how to manage sex related challenges.

What challenges are associated with the menstruation in human beings?
How does reproduction occur in human beings? What are the names of the cells that fuse during fertilization?

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

Force and energy

Force and Energy: Transformation of energy; Forms of energy
Renewable energy sources
Non-renewable energy sources

By the end of the lesson, the learner should be able to:
Identify the forms of energy in their environment.
Study the pictures in learner's book 8 involving various forms of energy.
Appreciate the forms of energy in their environment.
Explain the meaning of renewable energy sources.
Recognise the importance of renewable energy sources.
Appreciate the use of renewable energy sources.
Explain the meaning of non-renewable energy sources.
Recognise the importance of non-renewable energy sources.
Appreciate the use of non-renewable energy sources.

In their groups, learners are guided to identify the forms of energy in their environment.
In their groups, learners are guided to study the pictures in learner's book 8 involving various forms of energy.
In their groups, learners are guided to do the tasks in learner's book 8 page 131
In groups, learners are guided to explain the meaning of renewable energy sources.
In groups, learners are guided to recognise the importance of renewable energy sources.
In groups, learners are guided to give examples of renewable energy sources.
In groups, learners are guided to explain the meaning of non-renewable energy sources.
In groups, learners are guided to recognise the importance of non-renewable energy sources.
In groups, learners are guided to give examples of non-renewable energy sources.

What is energy? What are the forms of energy in the environment?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 130-132
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Curriculum design; Integrated Science Grade 8

Oral questions Oral Report Observation

Force and energy

Classification of renewable and non-renewable energy sources
Energy transformations in nature.
Energy transformations using materials in their locality

By the end of the lesson, the learner should be able to:
State the difference between renewable and non-renewable energy sources.
Classify energy sources in nature into renewable and non-renewable energy sources.
Appreciate the importance of energy sources in nature.
Explain the meaning of energy transformation.
Demonstrate energy transformations using locally available materials.
Have a desire to learn more about energy transformation.
State the materials needed to demonstrate the energy transformations in a falling object.
Demonstrate the energy transformations in a falling object.
Have fun and enjoy doing the experiment.

In groups, learners are guided to state the difference between renewable and non-renewable energy sources.
In groups, learners are guided to outline the importance of renewable and non-renewable energy sources.
In groups, learners are guided to classify energy sources in nature into renewable and non-renewable energy sources.
In groups, learners are guided to explain the meaning of energy transformation.
In groups, learners are guided to identify energy transformations in nature.
In groups, learners are guided to demonstrate energy transformations using locally available materials.
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a falling object.
In groups, learners are guided to outline the procedure of investigating energy transformations in a falling object.
In groups, learners are guided to demonstrate the energy transformations in a falling object.

What are the importance of energy sources in the environment?

Curriculum design; Integrated Science Grade 8
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 132
Spotlight; Integrated Science Learner's Book Grade 8 pg. 133

Oral questions Oral Report Observation

Force and energy

Energy transformations using materials in their locality
Energy transformations using materials in their locality
Appliances whose working relies on energy transformations.
Digital Activity
Safety measures associated with energy transformation.
Safety measures associated with energy transformation.

By the end of the lesson, the learner should be able to:
State the materials needed to demonstrate the energy transformations in a swinging objects.
Demonstrate the energy transformations in a swinging objects.
Have fun and enjoy doing the experiment.
State the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
Demonstrate the energy transformations in a simple steam-driven turbine.
Identify appliances whose working relies on energy transformations.
Draw the appliances in learner's book 8.
Appreciate the use of appliances whose working relies on energy transformations.
Use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them.
Write down their findings.
Appreciate the use of digital devices.
Discuss the safety measures associated with energy transformation.
Study the pictures in learner's book 8
Appreciate the safety measures associated with energy transformation.
Read the report in learner's book 8
Demonstrate the steps to follow when lighting a gas cooker.
Appreciate the importance of preventing dangers associated with energy transformation.

In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a swinging objects.
In groups, learners are guided to outline the procedure of investigating energy transformations in a swinging objects.
In groups, learners are guided to demonstrate the energy transformations in a swinging objects.
In groups, learners are guided to state the materials needed to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to outline the procedure of investigating energy transformations in a simple steam-driven turbine.
In groups, learners are guided to demonstrate the energy transformations in a simple steam-driven turbine.
In groups, learners are guided to identify appliances whose working relies on energy transformations.
In groups, learners are guided to draw the appliances in learner's book 8 page 138
In groups, learners are guided to discuss and write the energy transformations that take place when the appliances are in use.
As a class, learners are guided to use their digital devices, learners to search the internet for information on dangers associated with energy transformation and strategies of preventing them.
As a class, learners are guided to write down their findings.
In groups, learners to share their findings with their classmates.
In groups, learners to discuss the safety measures associated with energy transformation.
In groups, learners to study the pictures in learner's book 8 page 141
In groups, learners to state the importance of observing safety measures associated with energy transformation.
In groups, learners are guided to read the report in learner's book 8 page 142
In groups, learners are guided to list the dangers associated with the energy transformations processes and state their preventive measures.
In groups, learners are guided to demonstrate the steps to follow when lighting a gas cooker.

What form of energy does the stone possess when moving downwards from its highest point?
What have you learnt about the dangers associated with energy transformation?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139
Spotlight; Integrated Science Learner's Book Grade 8 pg. 139
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 141-142
Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144

Oral questions Oral Report Observation

Force and energy

Application of energy transformation.
Pressure
Describing pressure in solids
Describing pressure in liquids

By the end of the lesson, the learner should be able to:
Read the paragraph in learner's book 8
Make a poster appreciating the application of energy transformation processes.
Appreciate the application of energy transformation.
Discuss the meaning of pressure.
Read the discussion in learner's book 8
Have a desire to learn more about pressure.
State the materials needed to demonstrate and describe pressure in solids.
Demonstrate pressure in solids.
Have fun and enjoy doing the experiment.
State the materials and requirements needed to investigate pressure in liquids.
Investigate pressure in liquids.
Appreciate the importance of pressure in liquids.

In groups, learners are guided to read the paragraph in learner's book 8 page 144
In groups, learners are guided to give examples of applications of energy transformation.
In groups, learners are guided to make a poster appreciating the application of energy transformation processes.
In groups, learners are guided to discuss the meaning of pressure.
In groups, learners are guided to read the discussion in learner's book 8 page 148
In groups, learners are guided to answer the questions that follows.
In groups, learners are guided to state the materials needed to demonstrate and describe pressure in solids.
In groups, learners are guided to outline the procedure of demonstrating pressure in solids.
In groups, learners are guided to demonstrate pressure in solids.
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids.
In groups, learners are guided to investigate pressure in liquids.
In groups, learners are guided to describe pressure in liquids.

What are some of the applications of energy transformation?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
Spotlight; Integrated Science Learner's Book Grade 8 pg. 149-151
Spotlight; Integrated Science Learner's Book Grade 8 pg. 151-152

Oral questions Oral Report Observation

Force and energy

To describe pressure in liquids using glass tubes and balloons
To describe pressure in liquids using a tin.
Determining pressure in solids and liquids

By the end of the lesson, the learner should be able to:
State the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons.
Investigate pressure in liquids using glass tubes and balloons.
Have fun and enjoy conducting the experiment.
State the materials and requirements needed to investigate pressure in liquids using a tin.
Investigate pressure in liquids using a tin.
Appreciate the importance of pressure in liquids.
State the formula of pressure, P
Work out SI unit of pressure.
Have a desire to learn more about pressure in solids.

In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using glass tubes and balloons.
In groups, learners are guided to investigate pressure in liquids using glass tubes and balloons.
In groups, learners are guided to describe pressure in liquids using glass tubes and balloons.
In groups, learners are guided to state the materials and requirements needed to investigate pressure in liquids using a tin.
In groups, learners are guided to investigate pressure in liquids using a tin.
In groups, learners are guided to describe pressure in liquids using a tin.
In groups, learners are guided to state the formula of pressure, P
In groups, learners are guided to explain the meaning of SI unit of force.
In groups, learners are guided to work out SI unit of pressure.

What have you observed from the experiment?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 152-153
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 153-154
Spotlight; Integrated Science Learner's Book Grade 8 pg. 154

Oral questions Oral Report Observation

Force and energy

Determining pressure in solids
To determine pressure in a regular solid
To determine pressure in similar solids.
Determining pressure in liquids; Using a tin to investigate variation of pressure in liquids.
To investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
Solving numerical problems involving pressure.

By the end of the lesson, the learner should be able to:
State the materials and requirements needed to investigate pressure in solids.
Investigate pressure in solids.
Appreciate the importance of pressure in solids.
State the materials and requirements needed to determine pressure in a regular solid.
Investigate pressure in a regular solid.
Have fun and enjoy the experiment.
State the materials and requirements needed to investigate pressure in similar solids.
Investigate pressure in similar solids.
Appreciate the importance of pressure in similar solids.
State the materials and requirements needed to investigate variation of pressure in liquids.
Investigate variation of pressure in liquids.
Appreciate the importance of variation of pressure in liquids.
State the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
Investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
Appreciate the importance of pressure in liquids to its depth and density using a tall glass jar.
State the formula to solve numerical problems involving pressure in solids.
Work out the surface area of the smallest face in m

In groups, learners are guided to state the materials and requirements needed to investigate pressure in solids.
In groups, learners are guided to investigate pressure in solids.
In groups, learners are guided to determine pressure in solids.
In groups, learners are guided to state the materials and requirements needed to determine pressure in a regular solid.
In groups, learners are guided to investigate pressure in a regular solid.
In groups, learners are guided to calculate the pressure exerted by each surface area using the formula.
In groups, learners are guided to state the materials and requirements needed to investigate pressure in similar solids.
In groups, learners are guided to investigate pressure in similar solids.
In groups, learners are guided to copy and complete the table in learner's book 8 page 158
In groups, learners are guided to state the materials and requirements needed to investigate variation of pressure in liquids.
In groups, learners are guided to investigate variation of pressure in liquids.
In groups, learners are guided to copy and complete the table in learner's book 8 page 160
In groups, learners are guided to state the materials and requirements needed to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to investigate the relationship of pressure in liquids to its depth and density using a tall glass jar.
In groups, learners are guided to discuss their observations with their classmates.
In groups, learners are guided to state the formula to solve numerical problems involving pressure in solids.

In groups, learners are guided to work out the surface area of the smallest face in m

What have you learnt about pressure in solids?
What is variation of pressure?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 155
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 155-157
Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163

Oral questions Oral Report Observation

Force and energy

Solving numerical problems involving pressure using a formula
Pressure formula in liquids.
Solve numerical problems involving pressure using formula
Applications of pressure in solids.
Applications of pressure in liquids.

By the end of the lesson, the learner should be able to:
State the formula of working out pressure
Solve numerical problems involving pressure using the formula.
Enjoy solving numerical problems involving pressure using the formula.
State the formula to solve numerical problems involving pressure in liquids.
Work out pressure in liquids.
Enjoy solving numerical problems involving pressure in liquids.
State the formula of working out pressure using the formula.
Appreciate the importance of numerical problems.
Identify the applications of pressure in solids.
Summarise the applications of pressure in solids.
Appreciate the applications of pressure in solids.
Identify the applications of pressure in liquids.
Summarise the applications of pressure in liquids.
Appreciate the applications of pressure in liquids.

Individually, learners are guided to state the formula of working out pressure
Individually, learners are guided to solve numerical problems involving pressure using the formula.
Individually, learners are guided to show their work to their teacher.
In groups, learners are guided to state the formula to solve numerical problems involving pressure in liquids.
In groups, learners are guided to work out pressure in liquids.
In groups, learners are guided to work out the examples in learner's book 8 page 166
Individually, learners are guided to state the formula of working out pressure using the formula, P = H
In groups, learners are guided to identify the applications of pressure in solids.
In groups, learners are guided to study the pictures in learner's book 8 page 168
In groups, learners are guided to summarise the applications of pressure in solids.
In groups, learners are guided to identify the applications of pressure in liquids.
In groups, learners are guided to study the pictures in learner's book 8 page 169.
In groups, learners are guided to summarise the applications of pressure in liquids.

What is the formula of working out the surface area?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169
Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171

Oral questions Oral Report Observation