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| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Introduction to Matter
|
By the end of the
lesson, the learner
should be able to:
Define matter Identify some matter within our class Watch a video clip on states of matter and how they change Appreciate the importance of changes of state |
The learner is guided to; Define matter. Identify some matter within their environment. Watch a video on state of matter and how they change. Appreciate the importance of changes of matter.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbook Software Relevant reading material Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 1-2 |
Reflections
Game Playing
Model Making
Explorations
Experiments
Invesigation
Conventions, Conferences, and
Debates
|
|
| 2 | 2 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Introduction to Matter
|
By the end of the
lesson, the learner
should be able to:
Define matter Identify some matter within our class Watch a video clip on states of matter and how they change Appreciate the importance of changes of state |
The learner is guided to; Define matter. Identify some matter within their environment. Watch a video on state of matter and how they change. Appreciate the importance of changes of matter.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbook Software Relevant reading material Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 1-2 |
Reflections
Game Playing
Model Making
Explorations
Experiments
Invesigation
Conventions, Conferences, and
Debates
|
|
| 2 | 3 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Classification of matter
|
By the end of the
lesson, the learner
should be able to:
Describe properties of different states of matter Carry out an experiment on how matter changes from one form to another Appreciate the importance of various changes of states |
The learner is guided to; Describe properties of different states of matter. Carry out experiments on how matter changes from one state to another.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 3-4 |
Reflections
Game Playing
Pre-
Post Testing
Model Making
Explorations
Experiments
Applications
Teacher Observations
Project
Journal
Oral or Aural Questions
Learner's Project
|
|
| 2 | 4 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Classification of matter
|
By the end of the
lesson, the learner
should be able to:
Describe properties of different states of matter Carry out an experiment on how matter changes from one form to another Appreciate the importance of various changes of states |
The learner is guided to; Describe properties of different states of matter. Carry out experiments on how matter changes from one state to another.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 3-4 |
Reflections
Game Playing
Pre-
Post Testing
Model Making
Explorations
Experiments
Applications
Teacher Observations
Project
Journal
Oral or Aural Questions
Learner's Project
|
|
| 2 | 5 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Classification of matter
|
By the end of the
lesson, the learner
should be able to:
Describe properties of different states of matter Carry out an experiment on how matter changes from one form to another Appreciate the importance of various changes of states |
The learner is guided to; Describe properties of different states of matter. Carry out experiments on how matter changes from one state to another.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 3-4 |
Reflections
Game Playing
Pre-
Post Testing
Model Making
Explorations
Experiments
Applications
Teacher Observations
Project
Journal
Oral or Aural Questions
Learner's Project
|
|
| 3 | 1 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Properties of solids
|
By the end of the
lesson, the learner
should be able to:
Identify properties of solids as a state of matter Perform a simple experiment on heating on solids Appreciate applications of changes of state in our day to day life |
The learner is guided to; Identify properties of solids as a state of matter. Preform a simple experiment on heading of solids. Appreciate application of changes of state of matter in our daily lives.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 7 |
Post testin
Model Making
Explorations
Experiments
Debates
Applications
Teacher Observations
Questions
Learner's Project
|
|
| 3 | 2 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Properties of solids
|
By the end of the
lesson, the learner
should be able to:
Identify properties of solids as a state of matter Perform a simple experiment on heating on solids Appreciate applications of changes of state in our day to day life |
The learner is guided to; Identify properties of solids as a state of matter. Preform a simple experiment on heading of solids. Appreciate application of changes of state of matter in our daily lives.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 7 |
Post testin
Model Making
Explorations
Experiments
Debates
Applications
Teacher Observations
Questions
Learner's Project
|
|
| 3 | 3 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Properties of liquids
|
By the end of the
lesson, the learner
should be able to:
Demonstrate diffusion in liquids. Perform experiments to demonstrate diffusion in liquids Appreciate the applications of changes of states in our daily lives |
The learner is guided to; Demonstrate diffusion in liquids. Perform experiment to demonstrate diffusion in liquids. Appreciate the applications of changes of state in our daily lives.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbook Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 8 |
Reflections
Game Playing
Post Testing
Model Making
Explorations
Experiments
Applications
Teacher Observations
Project
Journals
Portfolio
|
|
| 3 | 4 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Properties of liquids
|
By the end of the
lesson, the learner
should be able to:
Demonstrate diffusion in liquids. Perform experiments to demonstrate diffusion in liquids Appreciate the applications of changes of states in our daily lives |
The learner is guided to; Demonstrate diffusion in liquids. Perform experiment to demonstrate diffusion in liquids. Appreciate the applications of changes of state in our daily lives.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbook Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 8 |
Reflections
Game Playing
Post Testing
Model Making
Explorations
Experiments
Applications
Teacher Observations
Project
Journals
Portfolio
|
|
| 3 | 5 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Properties of gases
|
By the end of the
lesson, the learner
should be able to:
Identify properties of gases Perform simple experiments on cooling on gases demonstrate diffusion in liquids, Appreciate the applications of cooling of gases |
The learner is guided to; Identify properties of gases. Perform experiments on cooling of gases. Demonstrate diffusion in liquids. Appreciate the applications of cooling of gases.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 9 |
Reflections
Game Play
Model Making
Explorations
Experiment
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 4 | 1 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Temporary and permanent changes
|
By the end of the
lesson, the learner
should be able to:
Distinguish between temporary and permanent changes Watch a video on how temporary and permanent changes occur Appreciate the applications of state in our daily live |
The learner is guide to; Distinguish between temporary and permanent changes. Watch a video on how temporary and permanent changes occur. Appreciate the applications of state in our daily lives.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment ? Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 15 |
Reflections
Game Playing
Pre
Post
testing
Model Making
Explorations
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Learner's Project
|
|
| 4 | 2 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Temporary and permanent changes
|
By the end of the
lesson, the learner
should be able to:
Distinguish between temporary and permanent changes Watch a video on how temporary and permanent changes occur Appreciate the applications of state in our daily live |
The learner is guide to; Distinguish between temporary and permanent changes. Watch a video on how temporary and permanent changes occur. Appreciate the applications of state in our daily lives.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment ? Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 15 |
Reflections
Game Playing
Pre
Post
testing
Model Making
Explorations
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Learner's Project
|
|
| 4 | 3 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Temporary and permanent changes
|
By the end of the
lesson, the learner
should be able to:
Distinguish between temporary and permanent changes Watch a video on how temporary and permanent changes occur Appreciate the applications of state in our daily live |
The learner is guide to; Distinguish between temporary and permanent changes. Watch a video on how temporary and permanent changes occur. Appreciate the applications of state in our daily lives.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment ? Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 15 |
Reflections
Game Playing
Pre
Post
testing
Model Making
Explorations
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Learner's Project
|
|
| 4 | 4 |
ELEMENTS, MIXTURES AND COMPOUNDS
|
Temporary and permanent changes
|
By the end of the
lesson, the learner
should be able to:
Distinguish between temporary and permanent changes Watch a video on how temporary and permanent changes occur Appreciate the applications of state in our daily live |
The learner is guide to; Distinguish between temporary and permanent changes. Watch a video on how temporary and permanent changes occur. Appreciate the applications of state in our daily lives.
|
How does the
movement of
particles in
matter affect its
physical
properties
|
Laboratory
Apparatus and Equipment ? Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 15 |
Reflections
Game Playing
Pre
Post
testing
Model Making
Explorations
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Learner's Project
|
|
| 4 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Elements and compound
|
By the end of the
lesson, the learner
should be able to:
Distinguish between an element and compound Display written examples of element and compound Appreciate the importance of packaging in labels |
The learner is guide to
Assign appropriate symbols to common salt, and water discuss the names of common elements and the importance and market value of common elements Sample labelled containers of different substances indicating the common elements as part of the ingredients |
How are
symbols
assigned to
elements?
What is the
value of
elements in our day to day life.
|
Laboratory
Apparatus and Equipment Textbooks Software Relevant reading materials Digital Devices Recording Spotlight Integrated Science Learner's Book Grade 8 pg. 16-17 |
Reflections
Game Playing
Model Making
Explorations
Experiments
Investigation
Conventions, Conferences, and
Debates
Project
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Applications of common elements
|
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 |
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 |
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
|
|
| 6 | 1 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Common elements and their symbols
|
By the end of the
lesson, the learner
should be able to:
Identify the common elements and their symbols Search in the internet the common elements and their symbols Appreciate the importance of common elements in day to day life |
The learner is guide to
Discuss the difference between elements and compounds, Assign appropriate symbols to common elements and compounds cover copper, aluminium, iron, silver, table salt, and water discuss the names of common elements and their symbols the first 13 elements of the periodic table and commonly used metals: zinc, lead, tin, gold, mercury and limited to the Latin names only where applicable Discuss the importance and market value of common elements and compounds in society jewellery, iron, toiletries, food nutrients, mineral elements 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. 22 |
Reflections
Game Playing
Making
Explorations
Investigation
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 6 | 2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Common elements and their symbols
|
By the end of the
lesson, the learner
should be able to:
Identify the common elements and their symbols Search in the internet the common elements and their symbols Appreciate the importance of common elements in day to day life |
The learner is guide to
Discuss the difference between elements and compounds, Assign appropriate symbols to common elements and compounds cover copper, aluminium, iron, silver, table salt, and water discuss the names of common elements and their symbols the first 13 elements of the periodic table and commonly used metals: zinc, lead, tin, gold, mercury and limited to the Latin names only where applicable Discuss the importance and market value of common elements and compounds in society jewellery, iron, toiletries, food nutrients, mineral elements 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. 22 |
Reflections
Game Playing
Making
Explorations
Investigation
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 6 | 3 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Common elements and their symbols
|
By the end of the
lesson, the learner
should be able to:
Identify the common elements and their symbols Search in the internet the common elements and their symbols Appreciate the importance of common elements in day to day life |
The learner is guide to
Discuss the difference between elements and compounds, Assign appropriate symbols to common elements and compounds cover copper, aluminium, iron, silver, table salt, and water discuss the names of common elements and their symbols the first 13 elements of the periodic table and commonly used metals: zinc, lead, tin, gold, mercury and limited to the Latin names only where applicable Discuss the importance and market value of common elements and compounds in society jewellery, iron, toiletries, food nutrients, mineral elements 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. 22 |
Reflections
Game Playing
Making
Explorations
Investigation
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 6 | 4 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Common elements and their symbols
|
By the end of the
lesson, the learner
should be able to:
Identify the common elements and their symbols Search in the internet the common elements and their symbols Appreciate the importance of common elements in day to day life |
The learner is guide to
Discuss the difference between elements and compounds, Assign appropriate symbols to common elements and compounds cover copper, aluminium, iron, silver, table salt, and water discuss the names of common elements and their symbols the first 13 elements of the periodic table and commonly used metals: zinc, lead, tin, gold, mercury and limited to the Latin names only where applicable Discuss the importance and market value of common elements and compounds in society jewellery, iron, toiletries, food nutrients, mineral elements 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. 22 |
Reflections
Game Playing
Making
Explorations
Investigation
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 6 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Common elements and their symbols
|
By the end of the
lesson, the learner
should be able to:
Differentiate between mixtures and elements Search in the internet the symbols of compounds and elements Appreciate the use of common elements and compounds |
The learner is guided to
Discuss the difference between elements and compounds, Assign appropriate symbols to common aluminium, iron, silver, table salt, and water discuss the names of common elements and their symbols the first 13 elements of the periodic table and commonly used metals: zinc, lead, tin, gold, mercury and limited to the Latin names only where applicable Discuss the importance and market value of common elements and compounds in society jewellery, iron, toiletries, food nutrients, mineral elements, medals among others Sample labelled containers of different substances indicating the common elements as part of the ingredients |
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 |
Reflections
Game Playing
Post testing
Model Making
Experiments
Investigation
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 7 | 1 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
STRUCTURE OF THE ATOM
7
|
By the end of the
lesson, the learner
should be 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 |
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 |
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 |
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
|
|
| 7 | 2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
STRUCTURE OF THE ATOM
7
|
By the end of the
lesson, the learner
should be 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 |
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 |
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 |
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
|
|
| 7 | 3 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
STRUCTURE OF THE ATOM
7
|
By the end of the
lesson, the learner
should be 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 |
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 |
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 |
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
|
|
| 7 | 4 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Atomic number
|
By the end of the
lesson, the learner
should be able to:
Define the term atomic number Determine the atomic number and mass number of elements Role play games involving atomic number and mass number Appreciate the importance of atomic numbers in elements |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons, neutrons, and electrons) raw and discuss the electron arrangements of elements and classify them into metals and non metals Discuss and illustrate the atomic number and mass number of elements 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 |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game Playing
Model Making
Explorations
Experiments
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 7 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Atomic number
|
By the end of the
lesson, the learner
should be able to:
Define the term atomic number Determine the atomic number and mass number of elements Role play games involving atomic number and mass number Appreciate the importance of atomic numbers in elements |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons, neutrons, and electrons) raw and discuss the electron arrangements of elements and classify them into metals and non metals Discuss and illustrate the atomic number and mass number of elements 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 |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game Playing
Model Making
Explorations
Experiments
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 8 | 1 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Mass number
|
By the end of the
lesson, the learner
should be 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 |
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 |
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 |
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
|
|
| 8 | 2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Mass number
|
By the end of the
lesson, the learner
should be 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 |
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 |
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 |
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
|
|
| 8 | 1-2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Mass number
|
By the end of the
lesson, the learner
should be 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 |
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 |
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 |
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
|
|
| 8 |
mid- term break |
||||||||
| 9 | 1 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Metals and non- metals
|
By the end of the
lesson, the learner
should be able to:
Differentiate between metals and non-metals Play games involving metals and non-metals Appreciate the importance of common me |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure protons, neutrons, and electrons raw and discuss the electron arrangements of elements and classify them into metals and Discuss and illustrate the atomic number and mass number of elements first 13 elements of the periodic table use digital or print int media to search for information on the structure of an atom, electron arrangement, atomic number and mass number of elements, ? Project: model the atomic structure of selected elements of the periodic table using locally available materials |
hat is the
structure of an
atom
How do atoms
gain stability
|
Course book
Basic Laboratory Apparatus Equipment Selected specimens Ice Candle wax Water/salty water Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Making
Explorations
Experiments
Investigations
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 9 | 2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Metals and non- metals
|
By the end of the
lesson, the learner
should be able to:
Differentiate between metals and non-metals Play games involving metals and non-metals Appreciate the importance of common me |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure protons, neutrons, and electrons raw and discuss the electron arrangements of elements and classify them into metals and Discuss and illustrate the atomic number and mass number of elements first 13 elements of the periodic table use digital or print int media to search for information on the structure of an atom, electron arrangement, atomic number and mass number of elements, ? Project: model the atomic structure of selected elements of the periodic table using locally available materials |
hat is the
structure of an
atom
How do atoms
gain stability
|
Course book
Basic Laboratory Apparatus Equipment Selected specimens Ice Candle wax Water/salty water Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Making
Explorations
Experiments
Investigations
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 9 | 3 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Metals and non- metals
|
By the end of the
lesson, the learner
should be able to:
Differentiate between metals and non-metals Play games involving metals and non-metals Appreciate the importance of common me |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure protons, neutrons, and electrons raw and discuss the electron arrangements of elements and classify them into metals and Discuss and illustrate the atomic number and mass number of elements first 13 elements of the periodic table use digital or print int media to search for information on the structure of an atom, electron arrangement, atomic number and mass number of elements, ? Project: model the atomic structure of selected elements of the periodic table using locally available materials |
hat is the
structure of an
atom
How do atoms
gain stability
|
Course book
Basic Laboratory Apparatus Equipment Selected specimens Ice Candle wax Water/salty water Spotlight Integrated Science Learner's Book Grade 8 pg. 66-67 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Making
Explorations
Experiments
Investigations
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 9 | 4 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Metals and non -metals
|
By the end of the
lesson, the learner
should be able to:
Draw the structure of metals and non -metals Determine the atomic mass and number of elements Appreciate the importance of mixture and compounds |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons, neutrons,and electrons raw and discuss the electron arrangements of elements and classify them into metals and elements of the periodic table use digital or internet media to search for information on the structure of an atom, electron arrangement, atomic number and mass number of elements, Project: model the atomic structure of selected elements of the periodic table using locally available materials |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Explorations
Experiments
Investigation
Conventions,
|
|
| 9 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Metals and non -metals
|
By the end of the
lesson, the learner
should be able to:
Draw the structure of metals and non -metals Determine the atomic mass and number of elements Appreciate the importance of mixture and compounds |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons, neutrons,and electrons raw and discuss the electron arrangements of elements and classify them into metals and elements of the periodic table use digital or internet media to search for information on the structure of an atom, electron arrangement, atomic number and mass number of elements, Project: model the atomic structure of selected elements of the periodic table using locally available materials |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Explorations
Experiments
Investigation
Conventions,
|
|
| 10 | 1 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Metals and non- metals
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of an atom and electron arrangements of elements Draw the structure of metals and non -metals Appreciate the importance of non -metals in our daily lives |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons,neutrons, and electrons), raw and discuss the electron arrangements of elements and classify them into metals and non metals 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 |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game Playing
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 10 | 2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Metals and non- metals
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of an atom and electron arrangements of elements Draw the structure of metals and non -metals Appreciate the importance of non -metals in our daily lives |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons,neutrons, and electrons), raw and discuss the electron arrangements of elements and classify them into metals and non metals 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 |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game Playing
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 10 | 3 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Metals and non- metals
|
By the end of the
lesson, the learner
should be able to:
Describe the structure of an atom and electron arrangements of elements Draw the structure of metals and non -metals Appreciate the importance of non -metals in our daily lives |
The learner is guided to:
Discuss the meaning of the atom and illustrate its structure (protons,neutrons, and electrons), raw and discuss the electron arrangements of elements and classify them into metals and non metals 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 |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game Playing
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
Oral or Aural Questions
Learner's Project
|
|
| 10 | 4 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Importance of elements
|
By the end of the
lesson, the learner
should be able to:
Identify the importance of elements Search in the internet the importance of elements Appreciate the value of different elements in daily lives |
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 |
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 8pg. 66-67 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers
Testing
Model Making
Explorations
Experiments
Investigations
Conventions, Conferences, and
|
|
| 10 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Importance of elements
|
By the end of the
lesson, the learner
should be able to:
Identify the importance of elements Search in the internet the importance of elements Appreciate the value of different elements in daily lives |
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 |
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 8pg. 66-67 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers
Testing
Model Making
Explorations
Experiments
Investigations
Conventions, Conferences, and
|
|
| 11 | 1 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
CLASSES OF FIRE
|
By the end of the
lesson, the learner
should be able to:
Identify classes of fires from their text books Search in the intern various classes of fires Appreciate the role of fire in combustion |
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. |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
|
|
| 11 | 2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
CLASSES OF FIRE
|
By the end of the
lesson, the learner
should be able to:
Identify classes of fires from their text books Search in the intern various classes of fires Appreciate the role of fire in combustion |
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. |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
|
|
| 11 | 3 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
CLASSES OF FIRE
|
By the end of the
lesson, the learner
should be able to:
Identify classes of fires from their text books Search in the intern various classes of fires Appreciate the role of fire in combustion |
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. |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Conventions, Conferences, and
Debates
Applications
Teacher Observations
Project
Journals
Portfolio
|
|
| 11 | 4 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
CONTROL MEASURES
|
By the end of the
lesson, the learner
should be able to:
Identify various ways of control ling fires Search in the internet ways of controlling various classes of fires Appreciate the role of fire in combustion |
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. |
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 Digital Devices Recording |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game Playing
Applications
Teacher Observations
Project
Journals
Portfolio
|
|
| 11 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
CONTROL MEASURES
|
By the end of the
lesson, the learner
should be able to:
Identify various ways of control ling fires Search in the internet ways of controlling various classes of fires Appreciate the role of fire in combustion |
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. |
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 Digital Devices Recording |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game Playing
Applications
Teacher Observations
Project
Journals
Portfolio
|
|
| 12 | 1 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
CLASSES OF FIRE
AND CONTROL MEASUE
|
By the end of the
lesson, the learner
should be able to:
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 |
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. |
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 Digital Devices Recording |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game
Experiments
Investigation
Conventions, Conferences, and
Debates
Applications
Teacher Observations
|
|
| 12 | 2 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
CLASSES OF FIRE
AND CONTROL MEASUE
|
By the end of the
lesson, the learner
should be able to:
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 |
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. |
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 Digital Devices Recording |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game
Experiments
Investigation
Conventions, Conferences, and
Debates
Applications
Teacher Observations
|
|
| 12 | 3 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
CLASSES OF FIRE
AND CONTROL MEASUE
|
By the end of the
lesson, the learner
should be able to:
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 |
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. |
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 Digital Devices Recording |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Game
Experiments
Investigation
Conventions, Conferences, and
Debates
Applications
Teacher Observations
|
|
| 12 | 4 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Importance of controlling fires
|
By the end of the
lesson, the learner
should be able to:
Examine various importance controlling of fires Role play games involving fire control measures Appreciate the role of fire in combustion |
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. |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Model Making
Explorations
Experiments
Applications
Project
Journals
Portfolio
|
|
| 12 | 5 |
MIXTURES, ELEMENTS AND COMPOUNDS
|
Importance of controlling fires
|
By the end of the
lesson, the learner
should be able to:
Examine various importance controlling of fires Role play games involving fire control measures Appreciate the role of fire in combustion |
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. |
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 |
Written Test
Assessment Rubrics
Checklist Anecdotal Records
Oral Questions and
Answers Reflections
Model Making
Explorations
Experiments
Applications
Project
Journals
Portfolio
|
|
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