Mixtures, Elements and Compounds

Elements and Compounds - Distinguishing between an element and a compound

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

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

What makes an element different from a compound?

- Spotlight Integrated Science Learner's Book pg. 34
- Digital resources
- Charts showing elements and compounds
- Sample labelled containers
- Digital resources

- Oral questions - Observation - Written assignments

Mixtures, Elements and Compounds

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
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
Elements and Compounds - Importance of packaging label information

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

- 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

- 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 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
- 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

How are chemical symbols of elements derived?
Which elements make up the proteins we eat?

- 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
- 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
- Digital resources

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

Mixtures, Elements and Compounds

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:

- Define the term atom
- Describe the structure of an atom
- Relate atoms to the tiny particles that make up all matter around us

In groups, learners are guided to:
- Discuss the meaning of an atom
- Study figure 1.29 showing the structure of an atom
- Draw and label a well-labelled diagram of an atom

What are the parts that make up an atom?

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

- Oral questions - Diagrams - Written assignments

Mixtures, Elements and Compounds

Elements and Compounds - Electron arrangement of elements
Elements and Compounds - Drawing electron arrangement diagrams
Elements and Compounds - Atomic number and mass number of elements

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
- Spotlight Integrated Science Learner's Book pg. 53
- Periodic table
- Reference materials

- Oral questions - Diagrams - Written assignments

Mixtures, Elements and Compounds

Elements and Compounds - Illustrating atomic number and mass number
Elements and Compounds - Classifying elements as metals and non-metals

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

- Illustrate atomic number and mass number alongside element symbols
- Write symbols with superscript and subscript notation
- Read element information as presented in periodic tables and textbooks

In groups, learners are guided to:
- Complete Table 1.20 showing illustrations of atomic number and mass number
- Practice writing atomic number as subscript and mass number as superscript
- Present work to the teacher

How do you write the atomic number and mass number of an element?

- Spotlight Integrated Science Learner's Book pg. 54
- Periodic table
- Writing materials
- Spotlight Integrated Science Learner's Book pg. 56
- Reference materials

- Written assignments - Oral questions - Observation

Mixtures, Elements and Compounds

Physical and Chemical Changes - Properties of solids
Physical and Chemical Changes - Density of solids
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
Physical and Chemical Changes - Properties of liquids (density and volume)

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

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

- Explain why solids have definite shape
- Demonstrate that solids do not flow
- Connect rigid shape of solids to structural materials like bricks and steel beams

In groups, learners are guided to:
- 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
- Transfer solids from one container to another and observe shape
- Place items at edge of table and observe ability to flow
- Discuss that particles in solids are in fixed positions

Why do solids have a definite shape?
Why don't solids flow like liquids?

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

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

Mixtures, Elements and Compounds

Physical and Chemical Changes - Shape, flow and compressibility of liquids
Physical and Chemical Changes - Properties of gases

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

- Demonstrate that liquids take the shape of their container
- Show that liquids can flow but are not easily compressible
- Relate liquid properties to pouring water into different shaped bottles

In groups, learners are guided to:
- Transfer water between different shaped containers
- Use syringe to test compressibility of liquids
- Discuss that particles in liquids slide past one another

Why do liquids take the shape of their container?

- Spotlight Integrated Science Learner's Book pg. 10
- Beaker, conical flask
- Syringe, water
- Spotlight Integrated Science Learner's Book pg. 12
- Balloons, gas jars
- Syringe, string

- Practical assessment - Oral questions - Observation

Mixtures, Elements and Compounds

Physical and Chemical Changes - Comparing properties of solids, liquids and gases
Physical and Chemical Changes - Demonstrating diffusion in liquids
Physical and Chemical Changes - Distinguishing temporary and permanent changes

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

- Compare properties of solids, liquids and gases
- Complete a table summarising properties of matter
- Apply knowledge of states of matter to everyday phenomena like weather

In groups, learners are guided to:
- Complete Table 1.3 comparing properties of matter
- Use digital media to search for videos on properties of different states of matter
- Discuss the arrangement and movement of particles in each state

How do the properties of solids, liquids and gases compare?

- Spotlight Integrated Science Learner's Book pg. 15
- Digital resources
- Reference materials
- 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

- Written tests - Oral questions - Table completion

Mixtures, Elements and Compounds

Physical and Chemical Changes - Temporary changes in water and candle wax
Physical and Chemical Changes - Temporary changes in zinc oxide and iodine

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

- Demonstrate temporary changes by heating water and candle wax
- Explain why these changes are reversible
- Connect temporary changes to everyday processes like boiling water for cooking

In groups, learners are guided to:
- Heat water in a conical flask and observe
- Heat candle wax in a test tube and allow to cool
- Record observations in Table 1.5

Why is melting candle wax a temporary change?

- Spotlight Integrated Science Learner's Book pg. 20
- Conical flask, test tubes
- Water, candle wax, heat source
- Test tubes, boiling tube
- Zinc oxide, iodine, heat source

- Practical assessment - Oral questions - Written tests

Mixtures, Elements and Compounds

Physical and Chemical Changes - Temporary chemical changes in copper (II) sulphate
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
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:

- Demonstrate temporary chemical change using hydrated copper (II) sulphate
- Observe colour change from blue to white on heating
- Relate colour indicators to testing for presence of water in substances

- Demonstrate permanent change by heating copper (II) nitrate
- Identify products formed from the reaction
- Understand irreversible reactions in manufacturing processes

In groups, learners are guided to:
- Heat copper (II) sulphate crystals and collect liquid
- Observe colour change from blue to white
- Add water to anhydrous copper (II) sulphate and observe
- Heat copper (II) nitrate in a boiling tube (in fume chamber)
- Observe formation of black solid and brown gas
- Write word equation for the reaction

What happens when hydrated copper (II) sulphate is heated?
What makes the change in copper (II) nitrate permanent?

- Spotlight Integrated Science Learner's Book pg. 22
- Boiling tubes, delivery tube
- Copper (II) sulphate, heat source
- 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
- 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 - Written tests
- Practical assessment - Observation - Written assignments

Mixtures, Elements and Compounds

Physical and Chemical Changes - Other applications of change of state
Physical and Chemical Changes - Characteristics of particles in three states

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

- Oral questions - Written tests - Project work

Mixtures, Elements and Compounds

Physical and Chemical Changes - Determining boiling and melting points
Classes of Fire - Fire triangle components
Classes of Fire - Role of oxygen in combustion

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

- Describe the heating curve
- Explain effects of impurities on boiling and melting points
- Relate addition of salt to water when cooking to lowering boiling time

In groups, learners are guided to:
- Carry out experiments to determine boiling and melting points of pure substances
- Draw the heating curve and discuss the trends
- Discuss that impurities raise boiling point and lower melting point

How do impurities affect boiling and melting points?

- Spotlight Integrated Science Learner's Book pg. 1
- Thermometer, beaker
- Heat source, pure and impure substances
- Spotlight Integrated Science Learner's Book pg. 69
- Charts showing fire triangle
- Digital resources
- Candles, gas jar
- Open-ended glass jar, lighter

- Practical assessment - Oral questions - Written tests

Mixtures, Elements and Compounds

Classes of Fire - Role of oxygen in spread of fire
Classes of Fire - Class A fires

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

- 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:
- Study pictures of fire in the forest
- Discuss how fire spreads from one point to another
- Discuss the fire triangle and continuous combustion

How does oxygen contribute to the spread of fire?

- 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

- Oral questions - Written assignments - Group discussions

Mixtures, Elements and Compounds

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

- Identify Class B fires and their causes
- Describe flammable liquids and gases that cause Class B fires
- Exercise caution when handling petrol and cooking gas at home

- 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 Class B fires involving flammable liquids and gases
- Identify materials such as petrol, diesel, kerosene, alcohol, paint, methane and LPG
- Discuss places where Class B fires are likely to occur
- 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

What flammable materials cause Class B fires?
How do you control Class A fires?

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

- Oral questions - Written tests - Group discussions
- 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

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

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

Can you safely use a fire extinguisher?

- 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

- Practical assessment - Rating scale - Observation

Mixtures, Elements and Compounds

Classes of Fire - Creating awareness on flammable substances
Classes of Fire - Oxygen in respiration and medicine
Classes of Fire - Oxygen in combustion and industry

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

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

In groups, learners are guided to:
- Study the poster on flammable substances awareness
- Create posters with information on fire safety
- Display posters on school noticeboard

How can you create awareness about fire safety?

- 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
- Spotlight Integrated Science Learner's Book pg. 79
- Pictures of welding, engines

- Project assessment - Oral questions - Poster evaluation

Mixtures, Elements and Compounds
Living Things and their Environment

Classes of Fire - Preparing oxygen using hydrogen peroxide
Classes of Fire - Physical and chemical properties of oxygen
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
The Cell - Observing plant cells

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

- Describe the laboratory preparation of oxygen using hydrogen peroxide
- Explain the role of manganese (IV) oxide as a catalyst
- Understand how catalysts speed up reactions in everyday products

- Describe the functions of the eyepiece lens, objective lenses, and revolving nosepiece
- Explain the role of adjustment knobs in focusing
- Connect microscope functions to medical laboratory work

In groups, learners are guided to:
- Set up apparatus for preparing oxygen
- Add hydrogen peroxide drop-wise to manganese (IV) oxide
- Collect oxygen gas over water
- Complete a table matching microscope parts to their functions
- Discuss functions of eyepiece, objective lenses, and nosepiece
- Role-play as laboratory technicians identifying microscope parts

How is oxygen prepared in the laboratory?
How do the different parts of a microscope work together to magnify specimens?

- 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)
- 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
- Light microscope
- Function charts
- Digital devices
- 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
- Spotlight Integrated Science Learner's Book Grade 8 pg. 90
- Prepared onion slides
- Iodine solution
- Droppers

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

Living Things and their Environment

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

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

- Identify components of a plant cell seen under a light microscope
- Draw and label a plant cell diagram
- Connect plant cell structures to how plants make food and stay rigid

In groups, learners are guided to:
- Study charts showing plant cell components
- Identify cell wall, cell membrane, cytoplasm, nucleus, vacuole, chloroplasts
- Make a model of a plant cell using carton box and manila paper
- Label components on the model

What are the components of a plant cell as seen under a light microscope?

- 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
- Light microscope
- 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
- Spotlight Integrated Science Learner's Book Grade 8 pg. 95
- Digital devices
- Reference books
- Crossword puzzle worksheets

- Model assessment - Labelling accuracy - Oral questions

Living Things and their Environment

The Cell - Functions of vacuole and tonoplast
The Cell - Similarities between plant and animal cells

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

- Describe the functions of the vacuole and tonoplast
- Explain how the vacuole stores cell sap
- Relate vacuole functions to why fruits are juicy and plants stay upright

In groups, learners are guided to:
- Discuss the role of vacuole in storing cell sap
- Explain how tonoplast regulates movement between vacuole and cytoplasm
- Draw diagrams showing vacuole position in plant cells
- Compare vacuole size in plant and animal cells

Why is the vacuole important in plant cells?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 96
- Plant cell diagrams
- Digital devices
- Reference materials
- Spotlight Integrated Science Learner's Book Grade 8 pg. 97
- Plant and animal cell models
- Comparison charts
- Digital devices

- Oral questions - Written assignments - Diagram labelling

Living Things and their Environment

The Cell - Differences between plant and animal cells
The Cell - Meaning of magnification
The Cell - Calculating magnification

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

- Identify differences between plant and animal cells
- Explain why plant cells have cell walls and chloroplasts
- Connect cell differences to why plants can make food while animals cannot

In groups, learners are guided to:
- Study charts comparing plant and animal cells
- Complete a table showing differences in cell wall, chloroplasts, and vacuole
- Discuss why plants have chloroplasts for photosynthesis
- Present findings to classmates

Why do plant cells have structures that animal cells lack?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 98
- Comparison charts
- Reference books
- Digital devices
- Spotlight Integrated Science Learner's Book Grade 8 pg. 99
- Magnification pictures
- Digital devices
- Light microscope
- Spotlight Integrated Science Learner's Book Grade 8 pg. 100
- Light microscope
- Exercise books
- Calculators

- Table completion - Oral presentation - Written test

Living Things and their Environment

The Cell - Solving magnification problems
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
Structure of the cell membrane
Properties of the cell membrane
Effects of heat on cell membrane - Potato experiment

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

- Solve numerical problems on magnification
- Determine objective lens magnification when total magnification is given
- Use problem-solving skills applicable in scientific research

- Complete assessment on The Cell sub-strand
- Demonstrate understanding of cell components and their functions
- Show confidence in applying cell knowledge

In groups, learners are guided to:
- Calculate magnification power of objective lens given total magnification and eyepiece power
- Work through sample problems as a class
- Complete individual practice problems
- Check answers with peers
- Complete written assessment on cells
- Draw and label plant and animal cells
- Calculate magnification problems
- Receive feedback and corrections

How can we determine unknown magnification values?
How well have we understood the concepts of the cell?

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

- Written problems - Peer marking - Teacher assessment
- End of topic test - Drawing assessment - Calculation test

Living Things and their Environment

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

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

- Investigate effects of heat on cell membrane using beetroot cores
- Relate colour intensity to membrane damage at different temperatures
- Explain why overheating damages living tissues like sunburn

In groups, learners are guided to:
- Prepare water baths at different temperatures (10°C to 70°C)
- Cut beetroot cores of equal length
- Place cores in boiling tubes at different temperatures
- Observe and compare colour intensity in each tube

Why does beetroot release more colour at higher temperatures?

- 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

- Practical assessment - Data recording - Written analysis

Living Things and their Environment

Factors affecting diffusion
Demonstrating osmosis using visking tubing
Demonstrating osmosis using Irish potato

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

- Describe factors affecting the rate of diffusion
- Explain how temperature and concentration gradient affect diffusion
- Connect to why hot tea cools faster and releases more aroma

In groups, learners are guided to:
- Search reference materials for factors affecting diffusion
- Discuss effect of temperature on diffusion rate
- Explain how surface area to volume ratio affects diffusion
- Discuss concentration gradient and its effect on diffusion

What factors affect how fast diffusion occurs?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 116
- Digital devices
- Reference books
- Charts
- 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

- Oral questions - Written notes - Group discussion

Living Things and their Environment

Demonstrating osmosis using banana peel strips
Factors affecting osmosis
Role of osmosis in water absorption and stomata

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

- Demonstrate osmosis using banana peel strips
- Explain why strips curve differently in different solutions
- Connect to why pickled vegetables shrink and fresh ones stay firm

In groups, learners are guided to:
- Prepare thin strips from raw green banana peel
- Place strips in distilled water and concentrated salt solution
- Observe curving direction after thirty minutes
- Explain why inner cells gain or lose water

Why do banana peel strips curve in different directions?

- Spotlight Integrated Science Learner's Book Grade 8 pg. 121
- Raw green banana peel
- Distilled water
- Concentrated salt solution
- Beakers, scalpel
- 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

- Practical observation - Drawing - Written explanation

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
Ovulation and luteal phase
Irregular periods and bleeding
Menstrual pain and discomfort
Managing menstrual cycle challenges

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

- Describe the phases of the menstrual cycle
- Explain what happens during menstruation phase
- Understand that cycle phases are natural body rhythms like sleep patterns

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
- Study diagrams showing phases of the menstrual cycle
- Discuss the menstruation phase (days 1-5)
- Explain the follicular phase and its characteristics
- Record notes on each phase

How does osmosis help regulate water in living things?
What are the different phases of the menstrual cycle?

- 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
- Spotlight Integrated Science Learner's Book Grade 8
- Menstrual cycle diagrams
- Digital devices
- Charts
- Ovulation charts
- Reference materials
- Reference books
- Health education materials
- Health education charts
- Health education materials
- Planning worksheets

- Observation records - Written explanation - Oral questions
- Diagram labelling - Written notes - Oral questions

Living Things and their Environment

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:

- Explain the importance of menstrual hygiene
- Describe proper use of sanitary products
- Practice good hygiene for health and confidence

In groups, learners are guided to:
- Discuss importance of menstrual hygiene
- Explain proper use and disposal of sanitary pads
- Discuss alternative menstrual products
- Emphasise regular changing and cleanliness

Why is menstrual hygiene important?

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

- Oral questions - Written notes - Demonstration

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
Prevention of STIs - Abstinence and faithfulness
Prevention of STIs - Other measures

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
- Prevention posters

- Written notes - Oral questions - Class discussion