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 compound
Use a digital device to search the symbols of certain elements
Appreciate the use of symbols in naming 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
Sample labelled containers of different
substances
indicating the common elements
as part of the 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

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

MIXTURES, ELEMENTS AND COMPOUNDS

Applications of common elements
Package labels

By the end of the lesson, the learner should be able to:
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
Define the term package labels
Search in the internet example of package labels
Appreciate the information on package labels

Discuss the difference between elements
and compounds,
Assign appropriate symbols to common elements
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
Sample labelled containers of different
substances
indicating the common elements
as part of the ingredients
The learner is guided to
Assign appropriate symbols to common elements and compounds
their symbols first 13 elements of
Discuss importance and market value of
nutrients, mineral elements, medals among
others
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. 20
?

Reflections Model Making Explorations Experiments Investigation Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio

MIXTURES, ELEMENTS AND COMPOUNDS

STRUCTURE OF THE ATOM 7
Atomic number

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

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

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

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

MIXTURES, ELEMENTS AND COMPOUNDS

Mass number
Metals and non- metals
Importance of elements
OXYGEN

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

able to:
Classify elements into metals and non -metals
Watch a video showing steps of grouping elements into metals and non -metals
Appreciate the importance of classifying elements into metals and non-metals
ableto:
Differentiatebetweenmetalsandnon-metals
Playgamesinvolvingmetalsandnon-metals
Appreciatetheimportanceofcommonme

able to:
Identify the importance of elements
Search in the internet the importance of elements
Appreciate the value of different elements in daily lives
lesson
Prepare oxygen in the laboratory
Investigate the physical properties of oxygen
Appreciate the role of oxygen in day to day life

The learner is guided to:
Discuss the meaning of the atom and
illustrate its structure (protons, neutrons,
and 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
into 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
illustrate its structure protons, neutrons,
and electrons
raw and discuss
the electron
them into metals and
use digital or print
int media to search for
?
selected
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 non
Discuss and illustrate the atomic number
and mass number of elements
first 13 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
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.

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 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 8pg. 66-67
Water
Spotlight Integrated Science Learner's Book Grade8 pg. 67-68Laboratory
and
Textbooks
Recording

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Game Playing Post Testing Model Making Explorations Experiments investigation Conventions, Journals Portfolio Oral or Aural Questions Learner's Project
Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Testing Model Making Explorations Experiments Investigations Conventions, Conferences, and

MIXTURES, ELEMENTS AND COMPOUNDS

PREPARATION OF OXYGEN
PHYSICAL PROPERTIES OF OXYGEN

By the end of the lesson, the learner should be able to:
lesson
Identify the uses of oxygen
Prepare the oxygen in the laboratory using hydrogen peroxide
Appreciate the role of oxygen in day to day life
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

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
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:
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
and
Software
Relevant reading materials
Digital Devices
?
Recording

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Model Making Explorations Experiments Investigatio Oral or Aural Questions Learner's Project

MIXTURES, ELEMENTS AND COMPOUNDS

CHEMICAL PROPERTY OF OXYGEN
ROLE OF OXYGEN IN COMBUSTION

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

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.

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

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

MIXTURES, ELEMENTS AND COMPOUNDS

CLASSES OF FIRE
CONTROL MEASURES

By the end of the lesson, the learner should be able to:
lesson
Identify classes of fires from their text books
Search in the intern various classes of fires
Appreciate the role of fire in combustion
Identify various ways of control ling fires
Search in the internet ways of controlling various classes of fires

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.
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
discuss videos and animations on the
different classes of fire.

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

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
selected specimens
and
Digital Devices
Recording

Written Test Assessment Rubrics Checklist Anecdotal Records Oral Questions and Answers Reflections Conventions, Conferences, and Debates Applications Teacher Observations Project Journals Portfolio

MIXTURES, ELEMENTS AND COMPOUNDS
Living things

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

By the end of the lesson, the learner should be able to:
lesson
Identify classes of fires and their control measures
Search in the internet ways of controlling various classes of fires
Appreciate the role of fire in combustion
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

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, use digital devices
to search, play and watch and
discuss videos and animations on the
different classes of fire.
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.

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
Selectedspecimens
Candlewax
SpotlightBasicLaboratory
Apparatus
IntegratedScienceLearner'sBookGrade8pg.69-70Laboratory
Apparatusand
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 Experiments Investigation Conventions, Conferences, and Debates Applications Teacher Observations
Applications Teacher Observations Project Journals Portfolio Oral or Aural Questions Learner's Project

Living things

Types of cells
Functions of a cell

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

In groups or in pairs, learners are guided to draw the structure of 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

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
Textbook

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

Living things

Difference between plant and Animal cell
Organelles

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

In groups or in pairs, learners are
guided to state the differences between a plant cell and an animal cell.
 
In groups or in pairs, learners are
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

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

Living things

Organelles in plant cell
Organelles in animal

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

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

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

Difference between the plant and animal cell
Nucleus
Functions of nucleus
Functions of nucleus

By the end of the lesson, the learner should be able to:
Compare plant and animal cell as observed under a light microscope
Identify the difference between plant and animal cell
Appreciate the use of a light microscope in microscope in magnification
Define the term nucleus
Draw the nucleus as seen under light microscope
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
Appreciate the use of a light microscope in microscope in magnification

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

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

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

Living things and their environment

Magnification of a cell as seen under the light microscope
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 magnification.
State the formula of calculating magnification.
Calculate the magnification of a microscope.
Appreciate the importance of magnification.
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 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.
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

How do you calculate the magnification of a microscope?

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. 63-64

Oral questions Oral Report Observation

Living things and their environment

Properties of a cell membrane
Effects of heat 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.

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.

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

Oral questions Oral Report Observation

Living things and their environment

Effects of alkali on the cell membrane
Effects of dilute acid on the cell membrane

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

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.
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.

How does alkali affect the functioning of the cell membrane?

Mentor; Integrated Science Learner's Book Grade 8 pg. 66-68
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 68-70

Oral questions Oral Report Observation

Living things and their environment

Diffusion
How to demonstrate diffusion

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

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.

What is diffusion?

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

Oral questions Oral Report Observation

Living things and their environment

Factors that affect diffusion
Role of diffusion in living organism

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

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.
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.

What are the factors that affect diffusion?

Mentor; Integrated Science Learner's Book Grade 8 pg. 72-73
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 73-75

Oral questions Oral Report Observation

Living things and their environment

Osmosis
How to demonstrate osmosis using plant materials
Factors that affect osmosis
Role of osmosis in living organisms

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

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.

What is osmosis?
What factors affect osmosis?

Mentor; Integrated Science Learner's Book Grade 8 pg. 75-77
Pictures
Charts
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 78-80
Realia
Mentor; Integrated Science Learner's Book Grade 8 pg. 80-81
Pictures
Charts
Realia
Computing devices
Mentor; Integrated Science Learner's Book Grade 8 pg. 81-82

Oral questions Oral Report Observation

Living things and their environment

Changes that occur in the plant leaves at different times
Observing the changes that occur on plant leaves at different times.

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

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.
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.

What do plants utilize to make food?

Mentor; Integrated Science Learner's Book Grade 8 pg. 82
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Mentor; Integrated Science Learner's Book Grade 8 pg. 83-84

Oral questions Oral Report Observation

Force and energy

Force and Energy: Transformation of energy; Forms of energy
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.

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.

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

Non-renewable energy sources
Classification of renewable and non-renewable energy sources

By the end of the lesson, the learner should be able to:
Explain the meaning of non-renewable energy sources.
Recognise the importance of non-renewable energy sources.
Appreciate the use of non-renewable energy sources.
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.

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.
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.

What are non-renewable energy sources?

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

Force and energy

Energy transformations in nature.
Energy transformations using materials in their locality
Energy transformations using materials in their locality
Energy transformations using materials in their locality

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

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.
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.

What is energy transformation?
What form of energy does the stone possess when moving downwards from its highest point?

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

Oral questions Oral Report Observation

Force and energy

Appliances whose working relies on energy transformations.
Digital Activity

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

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.

What is the use of an electric heater? What is a diode?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 138-139
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 139

Oral questions Oral Report Observation

Force and energy

Safety measures associated with energy transformation.
Safety measures associated with energy transformation.

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

Why is it important to observe safety measures associated with energy transformation?

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

Oral questions Oral Report Observation

Force and energy

Application of energy transformation.
Pressure

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.

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.

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

Oral questions Oral Report Observation

Force and energy

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

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

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.
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.

Between the blunt and sharp pencil, which one easily pierces the carton box?
What have you observed from the experiment?

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

Oral questions Oral Report Observation

Force and energy

Determining pressure in solids and liquids
Determining pressure in solids

By the end of the lesson, the learner should be able to:
State the formula of pressure, P
Work out SI unit of pressure.
Have a desire to learn more about pressure in solids.
State the materials and requirements needed to investigate pressure in solids.
Investigate pressure in solids.
Appreciate the importance of pressure in solids.

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.
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.

What is the formula of pressure?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 154
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 155

Oral questions Oral Report Observation

Force and energy

To determine pressure in a regular solid
To determine pressure in similar solids.

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

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

Relate the area of the faces with pressure they have calculated. What do you notice?

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

Oral questions Oral Report Observation

Force and energy

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.

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

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.

What is variation of pressure?

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

Oral questions Oral Report Observation

Force and energy

Solving numerical problems involving pressure.
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 to solve numerical problems involving pressure in solids.
Work out the surface area of the smallest face in m
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.
Solve numerical problems involving 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.

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
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 surface area of the smallest face in m
What is the formula of working pressure in liquids?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 161-163
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 163-164
Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166
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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