Mixtures, Elements and Compounds

Elements and Compounds - Distinguishing between an element and a compound
Elements and Compounds - Rules for assigning symbols to elements
Elements and Compounds - Symbols derived from English names
Elements and Compounds - Symbols derived from Latin names
Elements and Compounds - Uses of elements in jewellery and construction
Elements and Compounds - Uses of elements in industry and medicine

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

- Define the terms element and compound
- Differentiate between elements and compounds using diagrams
- Relate elements and compounds to substances used at home such as table salt and water

- State the rules for assigning symbols to elements
- Write symbols of elements derived from English names
- Recognise element symbols on food packaging and medicine labels

In groups, learners are guided to:
- Discuss the meaning of elements and compounds
- Use digital or print media to search for information on differences between elements and compounds
- Study diagrams representing elements and compounds and identify which is which
- Discuss rules for assigning symbols to elements
- Play a fun activity to understand how symbols are derived
- Use reference materials to search for information on symbols of elements

What makes an element different from a compound?
How are chemical symbols of elements derived?

- Spotlight Integrated Science Learner's Book pg. 34
- Digital resources
- Charts showing elements and compounds
- Sample labelled containers
- Digital resources
- Spotlight Integrated Science Learner's Book pg. 36
- Periodic table
- Reference books
- Spotlight Integrated Science Learner's Book pg. 38
- Charts showing element symbols
- Reference materials
- Spotlight Integrated Science Learner's Book pg. 39
- Pictures of jewellery items
- Digital resources
- Spotlight Integrated Science Learner's Book pg. 40
- Samples of items containing elements

- Oral questions - Observation - Written assignments
- Oral questions - Written assignments - Group presentations

Mixtures, Elements and Compounds

Elements and Compounds - Elements as food nutrients and mineral elements
Elements and Compounds - Market value of common elements
Elements and Compounds - Reading packaging labels on commonly consumed products

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

- Identify elements present in food nutrients
- Explain the role of mineral elements in plant nutrition
- Connect elements in proteins and carbohydrates to foods eaten daily

In groups, learners are guided to:
- Discuss elements in proteins (carbon, hydrogen, nitrogen, oxygen)
- Discuss elements in carbohydrates and lipids
- Discuss mineral elements (N, P, K) as plant nutrients
- Discuss uses of water in day-to-day life

Which elements make up the proteins we eat?

- Spotlight Integrated Science Learner's Book pg. 40
- Food packaging labels
- Fertiliser packaging
- Spotlight Integrated Science Learner's Book pg. 41
- Pictures of medals
- Price lists of jewellery items
- Spotlight Integrated Science Learner's Book pg. 44
- Various product containers
- Food and medicine packaging

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Elements and Compounds - Importance of packaging label information
Elements and Compounds - Structure of an atom
Elements and Compounds - Sub-atomic particles

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

- Explain the importance of information on packaging labels
- Discuss consumer rights to information
- Make informed choices when purchasing household products

In groups, learners are guided to:
- Discuss the importance of information provided in packaging labels
- Discuss consumer rights to accurate product information
- Share findings about product ingredients with classmates

How does packaging information help consumers make safe choices?

- Spotlight Integrated Science Learner's Book pg. 44
- Various product containers
- Digital resources
- Spotlight Integrated Science Learner's Book pg. 47
- Charts showing atomic structure
- Spotlight Integrated Science Learner's Book pg. 48
- Models of atoms

- Oral questions - Written tests - Group presentations

Mixtures, Elements and Compounds

Elements and Compounds - Electron arrangement of elements
Elements and Compounds - Drawing electron arrangement diagrams

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

- Explain the rules for electron arrangement in atoms
- State the maximum number of electrons in each energy level
- Connect electron arrangement to how elements combine to form compounds

In groups, learners are guided to:
- Study Hawi's chart summarising information on electron arrangement
- Discuss that electrons occupy energy levels around the nucleus
- Discuss maximum electrons in each energy level (2, 8, 8)

How are electrons arranged in an atom?

- Spotlight Integrated Science Learner's Book pg. 49
- Charts showing electron arrangement
- Digital resources
- Spotlight Integrated Science Learner's Book pg. 50
- Drawing materials

- Oral questions - Diagrams - Written assignments

Mixtures, Elements and Compounds

Elements and Compounds - Atomic number and mass number of elements
Elements and Compounds - Illustrating atomic number and mass number
Elements and Compounds - Classifying elements as metals and non-metals
Physical and Chemical Changes - Properties of solids
Physical and Chemical Changes - Density of solids

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

- Define atomic number and mass number
- Calculate mass number from protons and neutrons
- Use atomic numbers to identify elements like a unique fingerprint

- Describe the properties of solids
- Explain why solids have definite shape and volume
- Connect properties of solids to rigid objects like furniture and buildings

In groups, learners are guided to:
- Study Table 1.18 showing atomic number and mass number
- Discuss relationship between protons and atomic number
- Discuss relationship between sum of protons and neutrons to mass number
- Carry out activities to determine if solids have definite volume
- Discuss that particles in solids are closely packed and vibrate in fixed positions
- Record observations in Table 1.2

What is the difference between atomic number and mass number?
Why do solids have a definite shape?

- Spotlight Integrated Science Learner's Book pg. 53
- Periodic table
- Reference materials
- Spotlight Integrated Science Learner's Book pg. 54
- Writing materials
- Spotlight Integrated Science Learner's Book pg. 56
- Spotlight Integrated Science Learner's Book pg. 1
- Small stone, string, measuring cylinder
- Water
- Spotlight Integrated Science Learner's Book pg. 3
- Wooden blocks, ruler
- Weighing machine

- Oral questions - Calculations - Written tests
- Practical assessment - Oral questions - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Density of irregularly shaped solids
Physical and Chemical Changes - Shape and flow of solids
Physical and Chemical Changes - Compressibility of solids

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

- Determine the volume of irregularly shaped solids by displacement method
- Calculate density of irregularly shaped solids
- Apply displacement method to find volume of items like fruits and stones

In groups, learners are guided to:
- Use Eureka can to determine volume of irregular solids
- Weigh the stone and calculate its density
- Discuss that solids have highest density compared to liquids and gases

How do you find the volume of an irregularly shaped object?

- Spotlight Integrated Science Learner's Book pg. 4
- Eureka can, stone, string
- Measuring cylinder, weighing machine
- Spotlight Integrated Science Learner's Book pg. 5
- Book, stone, pen, pencil
- Carton boxes, buckets
- Spotlight Integrated Science Learner's Book pg. 6
- Syringe, sand
- Rubber cork

- Practical assessment - Calculations - Oral questions

Mixtures, Elements and Compounds

Physical and Chemical Changes - Properties of liquids (density and volume)
Physical and Chemical Changes - Shape, flow and compressibility of liquids

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

- Demonstrate that liquids have density
- Show that liquids have definite volume
- Connect liquid properties to measuring cooking ingredients

In groups, learners are guided to:
- Determine density of water using beaker and weighing machine
- Transfer water between different containers to show definite volume
- Discuss arrangement of particles in liquids

Do liquids have definite volume?

- Spotlight Integrated Science Learner's Book pg. 8
- Beaker, measuring cylinder
- Volumetric flask, water
- Spotlight Integrated Science Learner's Book pg. 10
- Beaker, conical flask
- Syringe, water

- Practical assessment - Calculations - Written tests

Mixtures, Elements and Compounds

Physical and Chemical Changes - Properties of gases
Physical and Chemical Changes - Comparing properties of solids, liquids and gases

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

- Demonstrate that gases have no definite shape or volume
- Show that gases can flow and are easily compressible
- Relate gas properties to inflating balloons and tyres

In groups, learners are guided to:
- Inflate balloons of different shapes
- Use gas jars to show gases can flow
- Use syringe to demonstrate compressibility of gases

Why do gases fill the entire container they occupy?

- Spotlight Integrated Science Learner's Book pg. 12
- Balloons, gas jars
- Syringe, string
- Spotlight Integrated Science Learner's Book pg. 15
- Digital resources
- Reference materials

- Practical assessment - Oral questions - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Demonstrating diffusion in liquids
Physical and Chemical Changes - Distinguishing temporary and permanent changes
Physical and Chemical Changes - Temporary changes in water and candle wax
Physical and Chemical Changes - Temporary changes in zinc oxide and iodine
Physical and Chemical Changes - Temporary chemical changes in copper (II) sulphate

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

- Define the term diffusion
- Demonstrate diffusion using potassium manganate (VII) and water
- Relate diffusion to how tea colour spreads in hot water

- Demonstrate temporary changes by heating zinc oxide and iodine
- Observe colour changes on heating and cooling
- Relate sublimation of iodine to how mothballs disappear

In groups, learners are guided to:
- Set up apparatus with straw, beaker and potassium manganate (VII) crystal
- Observe the purple colour spreading through water
- Discuss that diffusion is movement from high to low concentration
- Heat zinc oxide and observe colour change
- Heat iodine crystals and observe sublimation
- Discuss characteristics of temporary (physical) changes

How does diffusion occur in liquids?
What happens when zinc oxide and iodine are heated?

- Spotlight Integrated Science Learner's Book pg. 16
- Beaker, straw
- Potassium manganate (VII), water
- Spotlight Integrated Science Learner's Book pg. 18
- Pictures of changes in substances
- Reference materials
- Spotlight Integrated Science Learner's Book pg. 20
- Conical flask, test tubes
- Water, candle wax, heat source
- Spotlight Integrated Science Learner's Book pg. 20
- Test tubes, boiling tube
- Zinc oxide, iodine, heat source
- Spotlight Integrated Science Learner's Book pg. 22
- Boiling tubes, delivery tube
- Copper (II) sulphate, heat source

- Practical assessment - Observation - Oral questions
- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Temporary chemical changes in cobalt (II) chloride
Physical and Chemical Changes - Permanent changes in potassium manganate (VII)
Physical and Chemical Changes - Permanent changes in copper (II) nitrate

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

- Demonstrate temporary chemical change using hydrated cobalt (II) chloride
- Observe colour change from pink to blue on heating
- Use cobalt chloride paper to test for moisture in weather forecasting

In groups, learners are guided to:
- Heat cobalt (II) chloride crystals
- Observe colour change from pink to blue
- Add water to anhydrous cobalt (II) chloride and observe colour change back to pink

Why does cobalt (II) chloride change colour when heated?

- Spotlight Integrated Science Learner's Book pg. 24
- Boiling tubes
- Cobalt (II) chloride, heat source
- Spotlight Integrated Science Learner's Book pg. 26
- Boiling tube, test tube holder
- Potassium manganate (VII), wooden splints
- Spotlight Integrated Science Learner's Book pg. 27
- Boiling tubes, test tube holder
- Copper (II) nitrate, heat source

- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Applications in making candles and ice
Physical and Chemical Changes - Applications in food preservation and ice cream making

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

- Explain applications of change of state of matter
- Describe how candles and ice cubes are made
- Apply knowledge to recycling candle wax at home

In groups, learners are guided to:
- Discuss how solid wax changes to liquid and back to solid in candle making
- Discuss how water changes to ice in freezer
- Carry out further activity on making ice cubes

How is change of state of matter applied in making candles?

- Spotlight Integrated Science Learner's Book pg. 28
- Used candles, sufuria
- Glass tumbler, wick
- Spotlight Integrated Science Learner's Book pg. 31
- Pictures of refrigerator, ice cream
- Digital resources

- Practical assessment - Oral questions - Project work

Mixtures, Elements and Compounds

Physical and Chemical Changes - Other applications of change of state
Physical and Chemical Changes - Characteristics of particles in three states
Physical and Chemical Changes - Determining boiling and melting points

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

- Explain use of mothballs and gel air fresheners
- Describe applications in drying clothes and melting snow on roads
- Connect sublimation to disappearance of mothballs in wardrobes

In groups, learners are guided to:
- Discuss how mothballs change from solid to gas (sublimation)
- Discuss how gel air fresheners work
- Discuss how salt is used to melt snow on roads
- Design placard with information on change of state of matter

What other applications of change of state exist in daily life?

- Spotlight Integrated Science Learner's Book pg. 31
- Mothballs, air freshener
- Manila paper, markers
- Spotlight Integrated Science Learner's Book pg. 1
- Ink, water, beaker
- Digital resources
- Thermometer, beaker
- Heat source, pure and impure substances

- Oral questions - Written tests - Project work

Mixtures, Elements and Compounds

Classes of Fire - Fire triangle components
Classes of Fire - Role of oxygen in combustion
Classes of Fire - Role of oxygen in spread of fire
Classes of Fire - Class A fires
Classes of Fire - Class B fires

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

- Identify the three components of fire triangle
- Explain the role of each component in fire
- Recognise fire hazards at home and take preventive measures

- Explain how oxygen supports spread of fire
- Describe conditions necessary for fire to continue burning
- Apply understanding to forest fire prevention and management

In groups, learners are guided to:
- Discuss possible causes of fire in nature
- Study the fire triangle diagram (oxygen, heat, fuel)
- Discuss the role of each component in the spread of fire
- Study pictures of fire in the forest
- Discuss how fire spreads from one point to another
- Discuss the fire triangle and continuous combustion

What are the components of the fire triangle?
How does oxygen contribute to the spread of fire?

- Spotlight Integrated Science Learner's Book pg. 69
- Charts showing fire triangle
- Digital resources
- Candles, gas jar
- Open-ended glass jar, lighter
- Spotlight Integrated Science Learner's Book pg. 70
- Pictures of forest fire
- Charts showing fire spread
- Spotlight Integrated Science Learner's Book pg. 71
- Charts showing classes of fire
- Digital resources
- Spotlight Integrated Science Learner's Book pg. 73
- Pictures of flammable materials

- Oral questions - Written assignments - Observation
- Oral questions - Written assignments - Group discussions

Mixtures, Elements and Compounds

Classes of Fire - Class C and D fires
Classes of Fire - Class K fires

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

- Identify Class C fires involving electrical appliances
- Identify Class D fires involving combustible metals
- Practice electrical safety to prevent Class C fires at home

In groups, learners are guided to:
- Discuss Class C fires caused by live electrical appliances and faulty wires
- Discuss Class D fires involving combustible metals like magnesium, sodium and potassium
- Identify places where these classes of fire are likely to occur

What causes Class C and Class D fires?

- Spotlight Integrated Science Learner's Book pg. 73
- Charts showing classes of fire
- Pictures of electrical appliances
- Spotlight Integrated Science Learner's Book pg. 72
- Pictures of kitchen fires

- Oral questions - Written assignments - Observation

Mixtures, Elements and Compounds

Classes of Fire - Control measures for Class A fires
Classes of Fire - Control measures for Class B fires
Classes of Fire - Control measures for Class C and D fires

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

- Describe control measures for Class A fires
- Explain how water and fire blankets work
- Use water appropriately to put out small fires safely

In groups, learners are guided to:
- Discuss use of fire blankets to smother Class A fires
- Discuss how water lowers temperature to quench the flame
- Practice fire control measures with teacher's guidance

How do you control Class A fires?

- Spotlight Integrated Science Learner's Book pg. 73
- Fire blanket
- Water, fire bucket
- Fire extinguisher (for demonstration)
- Charts showing fire control
- Fire bucket with sand

- Practical assessment - Oral questions - Observation

Mixtures, Elements and Compounds

Classes of Fire - Control measures for Class K fires
Classes of Fire - Breaking the fire triangle

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

- Describe control measures for Class K fires
- Explain how wet chemical fire extinguisher works
- Apply safe practices when frying food at home

In groups, learners are guided to:
- Discuss use of wet chemical fire extinguisher for Class K fires
- Explain why water makes cooking oil fires worse
- Discuss safe cooking practices to prevent kitchen fires

How do you safely put out a cooking oil fire?

- Spotlight Integrated Science Learner's Book pg. 73
- Charts showing fire control
- Pictures of kitchen safety
- Spotlight Integrated Science Learner's Book pg. 71
- Charts showing fire triangle
- Sand, blanket, water

- Oral questions - Written assignments - Group discussions

Mixtures, Elements and Compounds

Classes of Fire - Practicing fire control measures
Classes of Fire - Dangers of fires in nature
Classes of Fire - Rights to safety information on flammable substances
Classes of Fire - Creating awareness on flammable substances
Classes of Fire - Oxygen in respiration and medicine

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

- Practice using different fire control equipment
- Demonstrate safe fire control procedures
- Respond appropriately to small fire emergencies at home

- Create posters on fire safety
- Share fire safety information with others
- Promote fire safety awareness in the community

In groups, learners are guided to:
- Practice putting out small fires using sand, water and blanket
- Demonstrate use of fire extinguisher (with teacher guidance)
- Complete rating scale for fire control practice
- Study the poster on flammable substances awareness
- Create posters with information on fire safety
- Display posters on school noticeboard

Can you safely use a fire extinguisher?
How can you create awareness about fire safety?

- Spotlight Integrated Science Learner's Book pg. 74
- Fire extinguisher, fire blanket
- Sand bucket, water
- Spotlight Integrated Science Learner's Book pg. 71
- Pictures of fire damage
- Digital resources
- Spotlight Integrated Science Learner's Book pg. 76
- Chemical containers with labels
- Pictures of warning signs
- Spotlight Integrated Science Learner's Book pg. 77
- Manila paper, markers
- Coloured pencils
- Spotlight Integrated Science Learner's Book pg. 78
- Pictures of oxygen use
- Digital resources

- Practical assessment - Rating scale - Observation
- Project assessment - Oral questions - Poster evaluation

Mixtures, Elements and Compounds

Classes of Fire - Oxygen in combustion and industry
Classes of Fire - Preparing oxygen using hydrogen peroxide
Classes of Fire - Physical and chemical properties of oxygen

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

- Explain the role of oxygen in combustion
- Describe industrial uses of oxygen
- Relate oxygen to cooking and vehicle engines

In groups, learners are guided to:
- Discuss role of oxygen in burning fuels for cooking and engines
- Discuss use of oxygen in welding (oxy-acetylene flame)
- Discuss use of oxygen in steel making industry

How is oxygen used in industries?

- Spotlight Integrated Science Learner's Book pg. 79
- Pictures of welding, engines
- Digital resources
- Spotlight Integrated Science Learner's Book pg. 62
- Flat-bottomed flask, delivery tube
- Hydrogen peroxide, manganese (IV) oxide
- Spotlight Integrated Science Learner's Book pg. 65
- Gas jars of oxygen
- Wooden splints, elements (sodium, magnesium)

- Oral questions - Written tests - Observation

Living Things and their Environment

The Cell - The light microscope
The Cell - Functions of microscope parts
The Cell - Use and care for a light microscope
The Cell - Using the light microscope
The Cell - Preparing plant cell specimens

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

- Identify the parts of a light microscope
- State the functions of the parts of a light microscope
- Handle the light microscope with care and precision

In groups, learners are guided to:
- Observe a real light microscope and identify its parts
- Use reference materials to search for information on parts of a light microscope
- Draw a well-labelled diagram of a light microscope
- Take turns to locate parts on the actual microscope

What is the use of a light microscope?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 82
- Light microscope
- Charts showing parts of a microscope
- Digital devices
- Spotlight Integrated Science Learner's Book Grade 8 pg. 84
- Function charts
- Spotlight Integrated Science Learner's Book Grade 8 pg. 86
- Lens paper
- Microscope cover
- Spotlight Integrated Science Learner's Book Grade 8 pg. 87
- Transparent paper with writings
- Glass slides
- Spotlight Integrated Science Learner's Book Grade 8 pg. 89
- Onion bulb
- Glass slides and cover slips
- Distilled water
- Forceps, scalpel, mounted needle

- Observation - Oral questions - Drawing assessment

Living Things and their Environment

The Cell - Observing plant cells
The Cell - Components of a plant cell
The Cell - Observing animal cells
The Cell - Making animal cell models

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

- Observe onion epidermal cells under low and medium power
- Stain cells using iodine solution
- Relate cell observation skills to disease diagnosis in hospitals

In groups, learners are guided to:
- Examine slide under low power then medium power objective lens
- Repeat preparation using iodine solution instead of water
- Draw well-labelled diagrams of cells observed
- Compare stained and unstained cells

Why do we use stains when observing cells under a microscope?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 90
- Light microscope
- Prepared onion slides
- Iodine solution
- Droppers
- Spotlight Integrated Science Learner's Book Grade 8 pg. 91
- Plant cell charts
- Carton box, manila paper
- Pencil colours
- Scissors, glue
- Spotlight Integrated Science Learner's Book Grade 8 pg. 93
- Permanent slides of animal cells
- Lens paper
- Charts
- Spotlight Integrated Science Learner's Book Grade 8 pg. 94
- Carton box
- Manila papers
- Scissors, glue, scalpel

- Drawing assessment - Practical skills - Oral questions

Living Things and their Environment

The Cell - Functions of cell components
The Cell - Functions of vacuole and tonoplast
The Cell - Similarities between plant and animal cells
The Cell - Differences between plant and animal cells
The Cell - Meaning of magnification

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

- State the functions of cell membrane, cytoplasm, and nucleus
- Explain the role of chloroplasts and cell wall in plant cells
- Connect cell functions to everyday processes like digestion and energy production

- Identify similarities between plant and animal cells
- List components found in both cell types
- Recognise that all living things share common cellular features

In groups, learners are guided to:
- Read reference materials on functions of cell components
- Complete crossword puzzle identifying components by their functions
- Discuss how cell membrane controls movement of materials
- Search the Internet for animations on cell functions
- Compare models of plant and animal cells made earlier
- Use charts to identify common components
- List cell membrane, cytoplasm, and nucleus as shared components
- Discuss why both cells need these components

What are the functions of the components of a cell?
What do plant and animal cells have in common?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 95
- Digital devices
- Reference books
- Crossword puzzle worksheets
- Spotlight Integrated Science Learner's Book Grade 8 pg. 96
- Plant cell diagrams
- Reference materials
- Spotlight Integrated Science Learner's Book Grade 8 pg. 97
- Plant and animal cell models
- Comparison charts
- Digital devices
- Spotlight Integrated Science Learner's Book Grade 8 pg. 98
- Reference books
- Spotlight Integrated Science Learner's Book Grade 8 pg. 99
- Magnification pictures
- Digital devices
- Light microscope

- Written assignments - Oral questions - Crossword completion
- Oral questions - Written comparison - Group presentation

Living Things and their Environment

The Cell - Calculating magnification
The Cell - Solving magnification problems

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

- Calculate the total magnification of a light microscope
- Record magnification power of different objective lenses
- Apply mathematical skills to solve scientific problems

In groups, learners are guided to:
- Read magnification power of eyepiece and objective lenses
- Multiply eyepiece magnification by objective lens magnification
- Calculate total magnification at low, medium, and high power
- Solve problems involving magnification calculations

How do we calculate the total magnification of a microscope?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 100
- Light microscope
- Exercise books
- Calculators
- Problem worksheets
- Calculators
- Exercise books

- Calculation exercises - Written test - Oral questions

Living Things and their Environment

The Cell - Uses of light microscope in healthcare
The Cell - Uses of light microscope in research and industry
The Cell - End of sub-strand assessment

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

- Explain uses of the light microscope in healthcare
- Describe how microscopes help identify diseases
- Relate microscope use to hospital laboratory work and disease diagnosis

In groups, learners are guided to:
- Discuss how scientists use microscopes to study micro-organisms
- Explain how laboratory professionals identify diseases using microscopes
- Search the Internet for information on microscope uses in medicine
- Write notes on healthcare applications

How do light microscopes contribute to healthcare?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 101
- Digital devices
- Reference books
- Healthcare posters
- Spotlight Integrated Science Learner's Book Grade 8 pg. 102
- Reference materials
- Assessment worksheets
- Spotlight Integrated Science Learner's Book Grade 8 pg. 103
- Assessment papers
- Drawing materials
- Exercise books

- Written notes - Oral presentation - Research assessment

Living Things and their Environment

Structure of the cell membrane
Properties of the cell membrane
Effects of heat on cell membrane - Potato experiment
Effects of heat on cell membrane - Beetroot experiment
Effects of dilute acids and alkalis on cell membrane
Demonstrating diffusion using perfume
Role of diffusion in gaseous exchange
Role of diffusion in absorption and plants
Factors affecting diffusion

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

- Describe the structure of the cell membrane
- Identify the components of a cell membrane
- Connect cell membrane structure to how skin protects the body

- Define diffusion
- Demonstrate diffusion using perfume in the classroom
- Relate diffusion to how cooking smells spread through a house

- Explore membranes made from soap solution
- Observe properties of soap bubbles as models of cell membranes
- Use digital devices to search for information on cell membrane structure
- Draw and label a diagram of the cell membrane
- Spray perfume in one corner of the classroom
- Observe how the scent spreads across the room
- Record the order in which learners detect the scent
- Discuss how perfume particles moved from high to low concentration

How does a cell membrane look like?
How do particles move from one place to another?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 104
- Liquid soap, water, sugar
- Straws, cotton thread
- Shallow tray
- Spotlight Integrated Science Learner's Book Grade 8 pg. 107
- Cell membrane diagrams
- Digital devices
- Reference books
- Spotlight Integrated Science Learner's Book Grade 8 pg. 108
- Potatoes, cork borer
- Concentrated sugar solution
- Beakers, petri dishes
- Spotlight Integrated Science Learner's Book Grade 8 pg. 109
- Beetroot, cork borer
- Water baths, thermometers
- Boiling tubes, test tube rack
- Spotlight Integrated Science Learner's Book Grade 8 pg. 111
- Beetroot cores
- Dilute HCl, dilute NaOH
- Test tubes, syringes
- Spotlight Integrated Science Learner's Book Grade 8 pg. 113
- Perfume or deodorant spray
- Stopwatch
- Notebooks
- Spotlight Integrated Science Learner's Book Grade 8 pg. 114
- Gaseous exchange diagrams
- Digital devices
- Reference books
- Spotlight Integrated Science Learner's Book Grade 8 pg. 115
- Plant diagrams
- Reference materials
- Spotlight Integrated Science Learner's Book Grade 8 pg. 116
- Reference books
- Charts

- Observation - Drawing assessment - Oral questions
- Observation - Oral questions - Class discussion

Living Things and their Environment

Demonstrating osmosis using visking tubing
Demonstrating osmosis using Irish potato
Demonstrating osmosis using banana peel strips

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

- Define osmosis
- Demonstrate osmosis using visking tubing
- Connect osmosis to how dried fruits swell when soaked in water

In groups, learners are guided to:
- Tie one end of visking tubing and fill with concentrated sugar solution
- Immerse the tubing in a beaker of distilled water
- Observe changes after thirty minutes
- Explain movement of water molecules through the membrane

How do water molecules move through a semi-permeable membrane?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 118
- Visking tubing
- Concentrated sugar solution
- Distilled water, beaker
- Spotlight Integrated Science Learner's Book Grade 8 pg. 120
- Irish potatoes, cork borer
- Distilled water
- Ruler, boiling tubes
- Spotlight Integrated Science Learner's Book Grade 8 pg. 121
- Raw green banana peel
- Concentrated salt solution
- Beakers, scalpel

- Practical report - Observation - Written explanation

Living Things and their Environment

Factors affecting osmosis
Role of osmosis in water absorption and stomata

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

- Describe factors affecting the rate of osmosis
- Explain how temperature and concentration gradient affect osmosis
- Relate to why plants wilt faster on hot days

In groups, learners are guided to:
- Use digital devices to search for factors affecting osmosis
- Discuss effect of temperature on osmosis rate
- Explain how concentration gradient affects osmosis
- Discuss effect of membrane thickness on osmosis

What factors affect the rate of osmosis?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 123
- Digital devices
- Reference books
- Charts
- Spotlight Integrated Science Learner's Book Grade 8 pg. 124
- Plant diagrams
- Reference materials

- Oral questions - Written notes - Group presentation

Living Things and their Environment

Role of osmosis in osmoregulation and plant support
Importance of diffusion and osmosis
Introduction to the menstrual cycle
Phases of the menstrual cycle

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

- Explain the role of osmosis in osmoregulation in the kidney
- Describe how osmosis provides support in plants
- Relate to why kidneys filter blood and plants droop without water

In groups, learners are guided to:
- Discuss how kidneys use osmosis to filter blood
- Observe plant leaves at different times of day
- Explain wilting and turgidity in plants
- Discuss feeding mechanism of insectivorous plants

How does osmosis help regulate water in living things?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 125
- Young plants
- Digital devices
- Reference books
- Spotlight Integrated Science Learner's Book Grade 8 pg. 126
- Assessment worksheets
- Reference materials
- Spotlight Integrated Science Learner's Book Grade 8
- Reference books
- Charts on menstrual cycle
- Menstrual cycle diagrams
- Charts

- Observation records - Written explanation - Oral questions

Living Things and their Environment

Ovulation and luteal phase
Irregular periods and bleeding
Menstrual pain and discomfort
Managing menstrual cycle challenges
Menstrual hygiene management
The male reproductive cells
The female reproductive cell
The process of fertilisation

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

- Describe ovulation and the luteal phase
- Explain when ovulation typically occurs
- Connect ovulation timing to family planning decisions

- Describe the structure of a sperm cell
- Explain the function of sperm in reproduction
- Understand that both parents contribute genetic material to offspring

In groups, learners are guided to:
- Discuss ovulation as release of mature egg from ovary
- Explain the luteal phase and uterine wall thickening
- Study diagrams showing changes in the uterus during the cycle
- Calculate approximate ovulation day in a 28-day cycle
- Study diagrams of sperm cells
- Identify parts: head, middle piece, and tail
- Discuss function of each part
- Explain how sperm swim towards the egg

When does ovulation occur and what happens after?
What is the structure and function of sperm cells?

- Spotlight Integrated Science Learner's Book Grade 8
- Ovulation charts
- Digital devices
- Reference materials
- Reference books
- Health education materials
- Health education charts
- Health education materials
- Planning worksheets
- Sanitary products samples
- Digital devices
- Spotlight Integrated Science Learner's Book Grade 8
- Sperm cell diagrams
- Digital devices
- Reference books
- Egg cell diagrams
- Reference materials
- Fertilisation diagrams
- Charts

- Calculation exercises - Diagram interpretation - Written notes
- Diagram labelling - Oral questions - Written notes

Living Things and their Environment

Cell division after fertilisation
Implantation
Introduction to STIs

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

- Describe what happens after fertilisation
- Explain how the zygote divides to form a blastocyst
- Connect cell division to how a single cell becomes a complete human

In groups, learners are guided to:
- Study diagrams showing cell division after fertilisation
- Explain how zygote divides into 2, 4, 8 cells and more
- Describe formation of blastocyst
- Discuss journey of blastocyst to the uterus

What happens to the zygote after fertilisation?

- Spotlight Integrated Science Learner's Book Grade 8
- Cell division diagrams
- Digital devices
- Reference books
- Implantation diagrams
- Charts
- Health education materials

- Diagram sequencing - Oral questions - Written notes

Living Things and their Environment

Symptoms of HIV/AIDS
Symptoms of gonorrhea, syphilis, and herpes

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

- Outline symptoms of HIV/AIDS
- Explain the difference between HIV and AIDS
- Know that early testing and treatment help people with HIV live healthy lives

In groups, learners are guided to:
- Search for information on HIV/AIDS symptoms
- Discuss initial symptoms: fever, fatigue, swollen lymph nodes
- Explain progression to AIDS if untreated
- Discuss importance of testing and treatment

What are the symptoms of HIV/AIDS?

- Spotlight Integrated Science Learner's Book Grade 8
- HIV/AIDS education materials
- Digital devices
- Charts
- Health education materials
- Reference books

- Written notes - Oral questions - Class discussion

Living Things and their Environment
Force and Energy
Force and Energy

Prevention of STIs - Abstinence and faithfulness
Prevention of STIs - Other measures
Forms of energy in nature
Forms of energy - Chemical and electrical energy

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

- Explain prevention measures for STIs
- Describe abstinence and faithfulness as prevention methods
- Make informed decisions about personal health and relationships

In groups, learners are guided to:
- Discuss abstinence as the most effective prevention method
- Explain being faithful to one uninfected partner
- Discuss importance of knowing partner's STI status
- Write notes on prevention strategies

How can STIs be prevented?

- Spotlight Integrated Science Learner's Book Grade 8
- Health education materials
- Digital devices
- Prevention posters
- Reference books
- Spotlight Integrated Science pg. 130
- Digital resources
- Internet access
- Batteries
- Electrical appliances

- Oral questions - Written notes - Class discussion

Force and Energy

Forms of energy - Mechanical energy
Forms of energy - Heat, light and sound energy
Energy transformation - Introduction
Energy transformation - Potential to kinetic energy
Energy transformation - Chemical to heat and light energy
Energy transformation - Electrical to heat energy
Energy transformation - Kinetic to sound energy
Energy transformation - Chemical to electrical to light energy

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

- Distinguish between potential and kinetic energy
- Demonstrate mechanical energy using simple objects
- Relate potential and kinetic energy to playground activities and sports

- Demonstrate transformation of electrical energy to heat energy
- Explain how electric heaters work
- Relate this transformation to household appliances like kettles and irons

In groups, learners are guided to:
- Discuss potential energy and kinetic energy
- Demonstrate potential energy using a raised object
- Demonstrate kinetic energy using a moving object
- Set up an electric water heater and observe the energy transformation
- Discuss how electrical energy is converted to heat
- Identify appliances that transform electrical energy to heat

What determines whether an object has potential or kinetic energy?
How do electric heaters warm our homes?

- Spotlight Integrated Science pg. 131
- Small stones
- Balls
- Working surface
- Spotlight Integrated Science pg. 132
- Candles
- Torches
- Musical instruments
- Digital resources
- Charts
- Spotlight Integrated Science pg. 133
- Working table
- Stopwatch
- Matchsticks
- Spotlight Integrated Science pg. 134
- Electric water heater
- Beaker
- Water
- Musical instruments
- Digital resources
- Cells
- Switch
- Wires
- Bulb

- Practical assessment - Oral questions - Observation
- Practical assessment - Observation - Oral questions

Force and Energy

Energy transformation - Using a pendulum
Energy transformation in appliances - Gas cylinder and electric cooker

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

- Demonstrate energy transformation using a pendulum
- Explain the continuous transformation between potential and kinetic energy
- Connect pendulum motion to playground swings and clock mechanisms

In groups, learners are guided to:
- Set up a simple pendulum
- Observe and discuss energy transformation at different points
- Record the energy changes at points A, B and C

How does a pendulum demonstrate continuous energy transformation?

- Spotlight Integrated Science pg. 135
- String
- Bob
- Retort stand
- Spotlight Integrated Science pg. 138
- Charts showing appliances
- Digital resources

- Practical assessment - Observation - Oral questions

Force and Energy

Energy transformation in appliances - Generators and dynamos
Energy transformation in appliances - Solar panels and microphones
Energy transformation in appliances - Electric heaters and LEDs

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

- Explain energy transformation in diesel generators
- Describe how a bicycle dynamo works
- Relate generators to power supply during blackouts

In groups, learners are guided to:
- Study pictures of diesel generator and bicycle dynamo
- Discuss the energy transformations in each appliance
- Identify the input and output energy forms

How do generators provide electricity during power outages?

- Spotlight Integrated Science pg. 138
- Bicycle with dynamo
- Charts
- Digital resources
- Digital resources
- Internet access
- Spotlight Integrated Science pg. 140
- LED torch
- Electric heater
- Charts

- Oral questions - Observation - Written questions

Force and Energy

Safety measures - Road accidents and seat belts
Safety measures - Bright light and loud sounds

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

- Explain dangers of energy transformation related to road accidents
- Describe how seat belts protect passengers
- Connect safety measures to daily travel in vehicles

In groups, learners are guided to:
- Discuss dangers associated with kinetic energy in moving vehicles
- Explain how seat belts and speed governors prevent injuries
- Discuss road safety measures

How do seat belts protect us during accidents?

- Spotlight Integrated Science pg. 141
- Charts on road safety
- Digital resources
- Spotlight Integrated Science pg. 142
- Sunglasses
- Earmuffs
- Charts

- Oral questions - Written assignments - Observation

Force and Energy

Safety measures - Fire and electrical accidents
Applications of energy transformation - Daily life examples
Applications of energy transformation - Poster making
Meaning of pressure - Introduction
Meaning of pressure - Formula and SI unit
Pressure in solids - Using toothpick and rubber
Pressure in solids - Using pin and softboard
Pressure in solids - Effect of force variation

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

- Explain dangers of fire caused by energy transformation
- Describe safety measures when using electrical appliances
- Connect fire safety to kitchen and workshop practices

- Define pressure as used in science
- Explain the relationship between force, area and pressure
- Connect pressure concepts to wearing different types of shoes

In groups, learners are guided to:
- Discuss accidents caused by fire and electricity
- Explain prevention and mitigation strategies
- Practice safety measures when lighting a gas cooker
- Read and discuss the conversation between Mwololo and Njue
- Discuss why sharp-heeled shoes sink into sand
- Use textbooks and the Internet to find the meaning of pressure

What precautions should we take when using fire and electricity?
What is pressure and how does it affect objects?

- Spotlight Integrated Science pg. 143
- Charts on fire safety
- Digital resources
- Spotlight Integrated Science pg. 144
- Charts
- Spotlight Integrated Science pg. 145
- Manila papers
- Markers
- Charts
- Spotlight Integrated Science pg. 147
- Different types of shoes
- Sandy surface
- Spotlight Integrated Science pg. 149
- Charts
- Calculators
- Toothpicks
- Rubber
- Scissors
- Spotlight Integrated Science pg. 150
- Pins
- Softboard
- Carton box
- Pencils
- Sharpener

- Oral questions - Written assignments - Observation
- Oral questions - Observation - Written questions

Force and Energy

Pressure in liquids - Using a tin can
Pressure in liquids - Using glass tubes and balloons
Pressure in liquids - Variation with density
Determining pressure in solids - Using wooden block and sand

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

- Demonstrate pressure in liquids using a tin can
- Explain why water jets farther from lower holes
- Relate this to water pressure in tanks and dams

In groups, learners are guided to:
- Make four holes vertically on a tin can
- Fill the tin with water and remove sellotape
- Observe the distance water jets from each hole

Why does water at the bottom of a container exert more pressure?

- Spotlight Integrated Science pg. 151
- Tall tin can
- Sellotape
- Nail and hammer
- Basin
- Spotlight Integrated Science pg. 152
- Glass tubes
- Balloons
- Tall glass vessel
- Spotlight Integrated Science pg. 158
- Tin can
- Water
- Brine (salt solution)
- Ruler
- Spotlight Integrated Science pg. 155
- Wooden block
- Basins with sand

- Practical assessment - Observation - Written questions

Force and Energy

Determining pressure - Calculating pressure of regular solids
Determining pressure - Effect of weight on pressure
Pressure calculations - Problems on solids

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

- Calculate pressure exerted by regular solids
- Measure dimensions and mass of wooden blocks
- Relate calculations to designing furniture and equipment

In groups, learners are guided to:
- Measure the dimensions of faces A, B and C of a wooden block
- Calculate the area of each face
- Measure mass and calculate weight and pressure

How do we calculate the pressure exerted by a solid object?

- Spotlight Integrated Science pg. 156
- Regular wooden block
- Weighing machine
- Ruler
- Spotlight Integrated Science pg. 157
- Wooden blocks
- Spotlight Integrated Science pg. 161
- Calculators
- Exercise books

- Practical assessment - Written assignments - Oral questions

Force and Energy

Pressure calculations - More problems on solids
Pressure formula in liquids - Derivation and calculations
Applications of pressure in solids - Cutting tools and tyres
Applications of pressure in liquids - Dams, submarines and project

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

- Calculate maximum and minimum pressure
- Solve problems involving elephants and heavy objects
- Relate calculations to wildlife conservation and building design

In groups, learners are guided to:
- Calculate pressure exerted by an elephant standing on all feet
- Determine maximum and minimum pressure for blocks
- Solve problems involving desks and tables

When does an object exert maximum pressure on a surface?

- Spotlight Integrated Science pg. 162
- Calculators
- Charts
- Spotlight Integrated Science pg. 164
- Charts
- Calculators
- Spotlight Integrated Science pg. 167
- Cutting tools
- School bags
- Spotlight Integrated Science pg. 169
- Pictures of dams and submarines
- Materials for hand washing equipment

- Written assignments - Oral questions - Problem-solving exercises