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

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Force and energy

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.

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 are non-renewable energy sources?

Curriculum design; Integrated Science Grade 8
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Force and energy

Classification of renewable and non-renewable energy sources
Energy transformations in nature.

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.

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.

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

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Force and energy

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:
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.

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.
Have fun and enjoy doing the experiment.

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.

Which other locally available can you use to demonstrate the energy transformations in a falling objects?
Which other locally available can you use to demonstrate the energy transformations in a simple steam-driven turbine?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 133
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 134-135
Spotlight; Integrated Science Learner's Book Grade 8 pg. 135-138
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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

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Force and energy

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.

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.

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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Oral questions Oral Report Observation

Force and energy

Safety measures associated with energy transformation.
Application of energy transformation.

By the end of the lesson, the learner should be able to:
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.
Read the paragraph in learner's book 8
Make a poster appreciating the application of energy transformation processes.
Appreciate the application of 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.
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.

What are some of the preventive measures against the dangers associated with energy transformation?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 142-144
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 144-147

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Force and energy

Pressure
Describing pressure in solids
Describing pressure in liquids

By the end of the lesson, the learner should be able to:
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 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 is force? What is pressure.
What have you observed from the experiment?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 147-149
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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
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Force and energy

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 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 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.

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

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Force and energy

Determining pressure in solids and liquids

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.

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 is the formula of pressure?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 154
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Oral questions Oral Report Observation

Force and energy

Determining pressure in solids
To determine pressure in a regular solid

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.

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.

What have you learnt about pressure in solids?

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

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Force and energy

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.

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

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.

Relate the weight of the blocks of wood with the calculated pressure. What do you notice?
What is the relationship of pressure in liquids to its depth and density?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 157-158
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 158-160
Spotlight; Integrated Science Learner's Book Grade 8 pg. 160-161
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Force and energy

Solving numerical problems involving pressure.
Solving numerical problems involving pressure using a formula

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.

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.

What is the surface area of the smallest face in m

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

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Force and energy

Pressure formula in liquids.

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

State the formula to solve numerical problems involving pressure in liquids.
Work out pressure in liquids.
Enjoy solving numerical problems involving pressure in liquids.

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

What is the formula of working pressure in liquids?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 164-166
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Oral questions Oral Report Observation

Force and energy

Solve numerical problems involving pressure using formula
Applications of pressure in solids.

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

Individually, learners are guided to state the formula of working out pressure using the formula, P = HXDXG    Where h- height, d- density, g - gravity.
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.

What is the formula of working out the pressure in solids?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 167
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Spotlight; Integrated Science Learner's Book Grade 8 pg. 167-169

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Force and energy
Mixtures, element and compounds.

Applications of pressure in liquids.
Structure of an atom.

By the end of the lesson, the learner should be able to:
Identify the applications of pressure in liquids.
Summarise the applications of pressure in liquids.
Appreciate the applications of pressure in liquids.

-Define the term atom.
-Describe the structure of an atom.
-Draw the structure of an atom.
-Appreciate the structure of an atom.
-Differentiate between atomic number and mass number.
-Determine the mass number of the first twenty elements in the periodic table.
-Prepare charts showing the mass number of the twenty elements.

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.
In groups or pairs, learners are guided to: -
-Discuss and give the meaning of an atom.
-Use digital or print resources to search for information about the structure of an atom.
-Draw the structure of an atom.
-Use digital devices or print resources to find the meaning of atomic and mass numbers.
-Discuss the difference between mass and atomic number.
-Work out the mass number of the first twenty elements collaboratively.

What are other applications of pressure in liquids?
-What is the difference between mass number and atomic number? -How do we Determine the mass numbers of elements?

Spotlight; Integrated Science Learner's Book Grade 8 pg. 169-171
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integrated science learner
Sportlight
integrated science studies learner

Oral questions Oral Report Observation
-Written test. -Observation. -Oral questions. -Assessment rubrics.

Mixtures, element and compounds.

Structure of an atom.
Structure of an atom.

By the end of the lesson, the learner should be able to:
-Define the term electron arrangement.
-Draw the electron arrangement in an atom using crosses or dots diagrams.
-Show interest in drawing electron arrangement in atoms using crosses or dots diagrams.
-Draw electronic arrangement of the first twenty elements on charts and books.
-Enjoy drawing the electron arrangement of the first twenty elements in periodic table.

-Explain the meaning of electron arrangement and energy level.
-Observe the teacher or video clip on drawing electron arrangement in atoms using dots or cross diagrams.
-Illustrate the electron arrangement in atoms using dot or cross diagrams.
-Draw electron arrangement of the first twenty elements using dots or cross diagrams on charts and excises books.
-Display their charts in class and peers to assess them and give feedback.

What is electron arrangement?

Sportlight
integrated science studies learner

-Oral questions. -Observation. -Checklists. -Illustration. -Written questions.

Mixtures, element and compounds.

Structure of an atom.

By the end of the lesson, the learner should be able to:
-Identify the features used to distinguish metals and non-metals based on their tendency to lose or gain electrons.
-Search for information on How you can classify elements based on electron arrangement.

-Use digital devices to Search for information on which feature one can Use to distinguish metals based on electron arrangement.
-Discuss How number of valence electrons distinguishes metals and non-metals based on their tendency to lose or gain electrons.
-Watch video clips on How one can distinguish elements as metal or non-metals.

How can one distinguish metals and non-metals elements based on electron arrangement?

Sportlight
integrated science studies learner

-Observation. -Oral questions. -Written questions. -Assessment rubrics.

Mixtures, element and compounds.

Structure of an atom.
Structure of an atom.

By the end of the lesson, the learner should be able to:
-classify elements in metals and non-metals based on the electron arrangement.
-Prepare charts showing the metal and non-metal elements.
-Show interest in classifying elements into metals and non-metals.
-Identify some locally available materials used in modelling the atomic structure selected elements of the periodic table.
-Model the atomic structure of the selected elements of the periodic table using locally available materials.
-Enjoy modelling the atomic structure of the selected elements of the periodic table using locally available materials.

-Use electron arrangement to classify the first twenty elements into metals and non-metals.
-Collaborate on preparing charts showing classification of elements into metals and non-metals.
-Collaborate on discussing on the suitable locally available materials to Use in modeling elements.
-Collect the locally available materials needed to Model the elements.
-Collaborate in modelling the twenty elements of the periodic table.
-Display their models in call for peer assessment.

How can one determine an element is a metal or non-metal?

Sportlight
integrated science studies learner

-Observation. -Checklists. -Assessment rubrics. -Oral questions and answers. -Written exercise.

Mixtures, element and compounds.

Structure of an atom assessment.
Metals and alloys.

By the end of the lesson, the learner should be able to:
-Attempt the questions on the sub-strand; structure of the atom.
-Identify the physical properties of metals.
-Describe the physical properties of metals.
-Search the internet for more information on the physical properties of metals.
-Appreciate the physical properties of the metals.
-Carry out experiments to Show the physical properties of metals.
-Enjoy carrying out the experiments to Show the physical properties of metals.

Answer questions on the sub-strand; structure of the atom correctly.
-Use digital or print resources to Search for information on the physical properties of metals.
-Identify the physical properties of metals.
-Prepare posters or charts showing the physical properties of metals and Display in class.
-Study the procedure for conducting the experiments on physical properties of metals.
-Collaborate in carrying out experiments to demonstrate the physical properties of metals.
-Observe record and Discuss the observation they made.
-Present their findings for assessment.

Which experiment can one conduct to determine the physical properties of metals.

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integrated science studies learner

-Written questions. -Assessment rubrics. -Checklists.
-Demonstration. -Checklists. -Observation. -Oral questions. -Assessment rubrics.

Mixtures, element and compounds.

Metals and alloys.
Metals and alloys.

By the end of the lesson, the learner should be able to:
-Define the composition of alloys.
-Identify the alloys in the locality.
-Discuss the uses of common alloys in the environment.
-Appreciate the uses of different metals in the society.
-Enjoy collecting the metals in the locality.
-Identify uses of different metals in day-to-day life.
-Discuss the uses of different metals.
-Make flashcards or charts to Show the uses of metals in the society.
-Appreciate the uses of metals in the society.

-Discuss about the meaning of an alloy.
-Identify and Collect the alloys found in the locality.
-Discuss and Present the importance of metals in the community.
-Present their findings and Draw different items made of the alloys they collected.
-List some items made of metals in the locality.
-Use digital or print devices to Search for information on the uses of metals.
-Identify and Discuss the uses of the different metals.
-Prepare flashcards or charts showing uses of different metals.

-What is an alloy? -which examples of items are made of metals?

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integrated science studies learner

-Oral questions. -Checklists. -Written questions. -Assessment rubrics.

Mixtures, element and compounds.

Metals and alloys.

By the end of the lesson, the learner should be able to:
-Identify the uses of alloys in day-to-day life.
-Discuss the uses of the alloys in day-to-day life.
-Prepare charts and flashcards showing the uses of alloys in day-to-day life.
-Appreciate the uses of the different alloys in day-to-day life.

-Work together to Identify some of the items in the locality that are made of alloy.
-Use digital devices to Search for information on uses of common alloys.
-List and Discuss the uses of the common alloys in the locality.
-Prepare charts or flashcards showing the uses of common metals in the locality.

-What are the uses of common alloys in the locality? -What items are made of alloys in the locality?

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integrated science studies learner

-Checklists. -Oral questions. -Written tests. -Assessment rubrics.

Mixtures, element and compounds.

Metals and alloys.
Metals and alloys.

By the end of the lesson, the learner should be able to:
-Explain the meaning of rust in metals.
-Identify the causes of rusting in metals.
-Describe the causes of rusting in metals.
-Appreciate the causes of rusting in metals.
-Carry out simple experiment on the cause of rusting on metals.
-Enjoy carrying out the experiment on causes of rusting on metals.

-Observe rusted objects or items in the locality e.g. knives, nails, pangas etc.
-Discuss on the meaning of rusting and Present in class.
-Use digital or print devices to Search for information and causes of rusting in metals.
-Discuss the causes of rusting in metals.
-Prepare the requirements for the experiment.
-Work together in carrying out the experiment on causes of rusting.
-Observe, record and Discuss the observation made after a few days.

-What is rusting? -What are the causes of rusting?

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integrated science studies learner

-Assessment rubrics. -Checklists Written questions. -Oral questions. -Observation.

Mixtures, element and compounds.

Metals and alloys.
Metals and alloys.
Metals and alloys assessment.

By the end of the lesson, the learner should be able to:
-Identify the effects of rusting on metals.
- Discuss the effects of rusting on metals.
-Search the internet for information on the effects of rusting.
-Appreciate the effects of rusting on metals in the environment.
-State different ways of controlling rusting of metals in the environment.
-Discuss the different ways of controlling rusting of metals.
-Search on the internet for the information on ways of controlling rusting of metals.
-Appreciate the different ways controlling rusting of metals.
-Attempt assessment questions on the sub-strand; metals and alloys.

-Observe some of the metallic objects that have rusted.
-Identify the effects of rusting on metals.
-Use digital devices to Search for more information on the effects of rusting on metals.
-Discuss the effects of rusting on metals.
-Discuss the different ways of controlling rusting on metals.
-Use digital devices to Search for information on ways of controlling rusting on metals.
-Discuss the different ways of controlling rusting on metals.
-Answer the assessment question on the sub-strand; metals and alloys in their exercise books.

What are the effects of rusting on metals?

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integrated science studies learner

-Oral questions. -Written questions. -Checklists. -Observation. -Assessment rubrics.
-Written questions. -Checklists. -Assessment rubrics.

Mixtures, element and compounds.

Water hardness.
Water hardness.

By the end of the lesson, the learner should be able to:
-Identify the physical properties of water.
-Describe the -physical properties of water.
-Search the internet for more information on physical properties of water.
-Appreciate the physical properties of water.
-State the meaning of hard water.
-Discuss the properties of hard water.
-Search the internet for more information on properties of hardwater.
-Appreciate the properties of hardwater.

-Discuss the physical properties of water and present in class.
-Discuss the physical properties of water.
-Collect and observe water from different sources.
-Compare the water collected in terms of; appearance, odour, taste and boiling point and record the observation made and present it in class.
-Discuss the meaning of hardwater and Present in class.
-Use digital or print resources to Search for information on the properties of hardwater.
-Discuss the properties of hard water.

What are the physical properties of water?

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integrated science studies learner

-Written questions. -Oral questions. -Checklists. -Observation. -Assessment rubrics.

Mixtures, element and compounds.

Water hardness and softness.

By the end of the lesson, the learner should be able to:
-Explain the meaning of soft water.
-Discuss the properties of soft water.
-Search the internet for information on properties of soft water.
-Appreciate the properties of soft water.

-Discuss on the meaning of soft water and Present in class.
-Use digital devices to Search for information on properties of soft water.
-Discuss the properties of soft water.

What are the properties of soft water?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -Written questions. -Assessment rubrics.

Mixtures, element and compounds.

Water hardness.
Water hardness.

By the end of the lesson, the learner should be able to:
-Conduct the soap leather test to Differentiate between hard and soft water.
-Put in group the samples of water into hard and soft water.
-Enjoy carrying out the activity on sampling hard and soft water.
-Identify different methods of softening water.
-Describe boiling as a method of softening temporary hard water.
-Conduct activity to soften hard water using boiling method.
-Appreciate boiling as one of the methods of softening temporary hard water.

-Collaborate in identifying the materials and steps to follow in conducting the soap leather test.
-Carry out activities to Compare the leathering abilities of various samples of water.
-Observe, record and Discuss their Observation.
-group the samples of water into either hard or soft water and Present in class.
-Outline the steps to follow while drawing shaped blocks in oblique projection.
-the methods of softening temporary hard water in our day-to-day life.
-Use print or digital devices to Search for information on boiling as a method of softening hard water.
-Discuss boiling as a method of softening temporary hard water.

Which test can you carry out to determine hard and soft water?

Sportlight
integrated science studies learner

-Checklists. -Demonstration. -Observation. -Oral questions. -Written questions. -Practical activity.

Mixtures, element and compounds.

Water hardness.
Water hardness.

By the end of the lesson, the learner should be able to:
-Describe the addition of washing soda as a method of softening temporary hard water.
-Carry out an activity to soften temporary hard water using addition of washing soda.
-Appreciate the Use of washing soda as a method of softening temporary hard water.
-Describe distilling as a method of softening temporary hard water.
-Conduct an activity to softening temporary hard water by distilling method.
-Appreciate distilling as a method of softening temporary hard water.
-Outline the advantages and disadvantages of hard water.
-Discuss the advantages and disadvantages of hard water.
-Search the internet for information on the advantages and disadvantages of hard water.
-Appreciate the advantages and disadvantages of hard water.

-Use digital devices to Search for information on addition of washing soda as a method of softening temporary hard water.
-Discuss addition of washing soda as a method of softening temporary hard water.
-Collaborate in conducting an activity to soften temporary hard water by adding washing soda (sodium carbonate)
-Discuss and Present the meaning of distilling method.
-Use digital or print devices to Search for information on distilling as a method of softening temporary hard water.
-Discuss distilling method of softening temporary hard water.
-Carry out activity to soften temporary hard water using distilling method.
-Observe, record and Discuss their findings in class.
-Discuss on the advantages and disadvantages of hard water and Present them in class.
-Use digital devices and print resources to Search for advantages and disadvantages of hard water.
-Write their findings and Present them in class.

How do the addition of washing soda soften temporary hard water?
-Why is hard water preferred for drinking? -What are the advantages of hard water? -What are the disadvantages of hard water?

Sportlight
integrated science studies learner

-Checklists. -Practical activity. -Written questions. -observation schedule. -Demonstration. -Assessment rubrics.
-Checklists. -Oral questions. -observation rubrics. -Written questions.

Mixtures, element and compounds.

Water hardness.
Water hardness.

By the end of the lesson, the learner should be able to:
-Outline the advantages and disadvantages of soft water in our daily life.
-Discuss the advantages and disadvantages of soft water.
-Search in the internet for information on the advantages and disadvantages of soft water.
-Appreciate the advantages and disadvantages of soft water in our environment.
-State the application of soft water in our day-to-day life.
-Discuss the application of soft water in our daily life.
-Search the internet for application of soft water in our daily life.
-Appreciate the application of soft water in our daily life.

-Discuss the advantages and disadvantages of soft water and Present their findings in class.
-Use digital devices to Search for information on the advantages and disadvantages of soft water.
-Write down their findings of the advantages and disadvantages of soft water in our day-to-day life.
-Discuss their findings on the advantages and disadvantages of soft water and Present in class.
-Appreciate the advantages and disadvantages of soft water in our environment.
-Discuss and Present the application of soft water in our daily life.
-Use digital or print resources to Search for information on application of soft water in our daily life.
-Discuss the application of soft water in our daily life.
-Prepare charts and flashcards showing the application of soft water in our daily life.

-What are the advantages of soft water? -What are the disadvantages of soft water?

Sportlight
integrated science studies learner

-Checklists. -Oral questions. -Written questions. -Assessment rubrics.

Mixtures, element and compounds.

Water hardness.

By the end of the lesson, the learner should be able to:
-State the application of hard water in our daily life.
-Discuss the application of hard water in our daily life.
-Search the internet for the application of hard water in our daily life.
-Appreciate the Use of hard water in our daily life.

-Discuss and Present the application of hard water in our daily life.
-Use digital devices or print resources to Search for information on application of hard water in our daily life.
-Discuss the application of hard water in our daily life.
-Prepare charts and flashcards showing the application of hard water and Present in class.

What are the application of hard water in our daily life?

Sportlight
integrated science studies learner

-Checklists. -Observation. -Assessment rubrics. -Written questions.

Mixtures, element and compounds.
Living things and their environment.

Water hardness assessment.
Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Attempt the assessment questions based on the sub-strand; hardness.
-Identify the external parts of a leaf.
-Describe the external parts of a leaf.
-Draw and label the external parts of a leaf.
-Enjoy drawing and labelling of a leaf.

-Answer the assessment questions on the sub-strand; water hardness correctly.
-Use the hand lens to Observe parts of a fresh leaf of a plant.
-Identify the external parts of a leaf.
-Discuss the external parts of a leaf.
-Draw and label the external parts of a leaf on a chart and in exercise books.

Sportlight
integrated science studies learner

-Written questions. -Assessment rubrics.

Living things and their environment.

Nutrition in plants.
Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Identify the internal parts of a leaf.
-Describe the internal parts of a leaf.
-Draw and label the internal parts of a leaf.
-Enjoy drawing the internal parts of a leaf.
-State the adaptations of a leaf to photosynthesis.
-Discuss the adaptations of the leaf to photosynthesis.
-Prepare charts showing the applications of the leaf to photosynthesis.
-Appreciate the adaptations of the leaf to photosynthesis.
-Identify the parts of the chloroplast.
-Discuss the structure of the chloroplast and its role in photosynthesis.
-Draw and label the parts of the chloroplast.
-Appreciate the role chloroplast in photosynthesis.

-Use digital devices or Study diagrams showing the internal parts of a leaf.
-Identify the different internal parts of a leaf from the diagram.
-Discuss the functions of the internal parts of a leaf and their locations.
-Draw and label the internal parts of a leaf on books and on charts.
-Use digital devices or print resources to Search for information on the adaptation of a leaf to photosynthesis.
-Write down their findings in books.
-Discuss the adaptations of the leaf to photosynthesis.
-Discuss the adaptations of the leaf in relation to their roles in photosynthesis.
-Prepare charts showing the adaptations of the leaf to photosynthesis and Present in class.
-Observe the structure of the chloroplast on charts photomicrographs.
-Identify the parts of the chromoplasts.
-Discuss the role of the structure of the chloroplasts in photosynthesis.
-Draw and label the parts of the chloroplast on charts and exercise books.

Which internal parts of a leaf do you know?
How is the chloroplast adapted to its function?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Oral questions. -Written questions.
-Checklists. -Assessment rubrics. -Oral questions. -Written questions. -Observation.

Living things and their environment.

Nutrition in plants.
Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Define the term photosynthesis in plants.
-Describe the process of photosynthesis in plants.
-Search the internet for information on the process of photosynthesis in plants.
-Appreciate the process of photosynthesis in nature.
-Identify the conditions necessary for photosynthesis to occur in plants.
-Discuss the conditions necessary for photosynthesis to take place.
-Search the internet for information on the conditions necessary for photosynthesis to occur in plants.
-Appreciate the conditions necessary for photosynthesis to occur in green plants.

-Use books, dictionary or the internet to Search for the meaning of photosynthesis?
-Use print or digital devices to Search for information on the process and products of photosynthesis.
-Discuss the process of photosynthesis in plants and share their findings in class.
-Watch video clips on the process of photosynthesis.
-Use digital devices or print resources to Search for information on conditions necessary for photosynthesis to take place.
-Identify the conditions -necessary for photosynthesis to take place.
-Discuss the conditions necessary for photosynthesis to take place and Present their findings.
-Prepare posters or charts showing the conditions necessary for photosynthesis to occur.

-What is photosynthesis? -What are the products of photosynthesis?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Oral questions. -Written questions.

Living things and their environment.

Nutrition in plants.

By the end of the lesson, the learner should be able to:
-State the importance of photosynthesis in nature.
-Discuss the importance of photosynthesis in nature.
-Search the internet for more information on importance of photosynthesis in nature.
-Appreciate the importance of photosynthesis in nature.

-Discuss and Present the importance of photosynthesis in nature.
-Use digital or print resources to Search for information on the importance of photosynthesis in nature.
-Discuss the importance of photosynthesis in nature and Present in class.

What is the importance of photosynthesis in nature?

Sportlight
integrated science studies learner

-Checklists. -Assessment rubrics. -Written questions. -Oral questions. -Observation.

Living things and their environment.

Nutrition in plants.
Nutrition in plants.

By the end of the lesson, the learner should be able to:
-Outline the procedure for testing the necessity of light for photosynthesis (starch test)
-Carry out an experiment to Show that light is necessary for photosynthesis.
-Enjoy conducting the experiment showing the necessity of light in photosynthesis.
-Describe the procedure for testing the necessity of chlorophyll for photosynthesis to occur.
-Prepare an experiment to Show that chlorophyll is necessary for photosynthesis to occur.
-Enjoy carrying out the experiment.

-Identify the requirements for setting up the experiment.
-Outline the procedure to be followed when setting up an experiment to Show that light is necessary for photosynthesis.
-Collaborate in setting up the experiment to Show that light is necessary for photosynthesis.
-Observe, record and Discuss their findings from the experiment.
-Describe and Discuss the procedure for testing that chlorophyll is necessary for photosynthesis to take place.
-Identify and Prepare the requirements.
-Collaborate in setting up an experiment to Show that chlorophyll is necessary for photosynthesis to occur.
-Observe, record and Discuss their findings.

How can we determine that light is a necessary condition for photosynthesis to take place in plants?

Sportlight
integrated science studies learner

-Practical activity. -Demonstration. -Checklists. -Oral questions. -Assessment rubrics. -observation schedule.

Living things and their environment.

Nutrition in plants.
Nutrition in plants assessment.
Nutrition in animals.

By the end of the lesson, the learner should be able to:
-Outline the procedure for testing carbon (iv) oxide is necessary for photosynthesis to take place.
-Set up an experiment to Show that carbon (iv) oxide is necessary for photosynthesis to take place.
-Enjoy carrying out the experiment on the necessity of carbon (iv) oxide occurrence of photosynthesis.
-Attempt the assessment questions on the sub-strand; nutrition in plants.
-Identify the modes of nutrition in animals.
-Describe the parasitic and saprophytic as modes of nutrition in animals.
-Search the internet for information on parasitic and saprophytic as modes of nutrition in animals.
-Acknowledge the different modes of nutrition in animals.

-Outline and Discuss the procedure followed in testing that carbon (iv) oxide is necessary for photosynthesis to take place.
-Identify and Prepare the requirements needed to Carry out the experiment.
-Collaborate in setting up the experiment to Show that carbon (iv) oxide is necessary for photosynthesis to occur.
-Observe, record and Discuss on their Observation.
-Answer the questions on the sub-strand; nutrition in plants.
-Revise the assessment and correct themselves.
-Identify the different modes of nutrition in animals.
-Use print or digital resources to Search for information on parasitic and saprophytic as modes of nutrition in animals.
-Discuss parasitic saprophytic as modes of nutrition in animals and give examples.

How can we determine that carbon (iv) oxide is necessary for photosynthesis to occur?
How do animals feed?

Sportlight
integrated science studies learner

-Practical activity. -Checklists. -observation schedule. -Assessment rubrics. -Oral questions.
-Written questions. -Oral questions. -Checklists. -Oral discussion. -Assessment rubrics.