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I-Science G8 Lesson Plans
I-Science G8 Lesson Plans
PUPIL’S EVALUATION
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TEACHER’S EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
PUPIL’S EVALUATION
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TEACHER’S EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
D Changes associated with puberty for both male and Teacher Pupils listen Teachers
female explains the
E and ask Exposition
V Males: details to the questions
learners
E pubic hair grows at the base of the penis where not
L the penis enlarges clear
the testicles grow
O
wet dreams
P chest enlarges
M Females:
Teacher puts
E Pupils Group
The breasts grow pupils in
N Pubic hair appears on the vulva discuss and work
groups to
T Hair grows in the arm pit bring out
The body grows in height discuss
points
The hips become wider.
___min The first menstruation occurs
.
Importance of observing personal hygiene of the
reproductive organs.
Avoids inflections
Avoids diseases
PUPIL’S EVALUATION
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TEACHER’S EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
D The functions of the parts important for development Teacher Pupils listen Teachers
of the embryo. explains the
E and ask Exposition
PLACENTA
V details to the questions
Allows the nutrients to pass from the maternal blood
into the foetal blood learners
E where not
Allows the waste products to pass from foetal blood to
L clear
the maternal blood
O Allows carbon dioxide to pass from foetal blood to the
P maternal blood
Allows oxygen to pass from the maternal blood to the
M Pupils Group
foetal blood
Teacher puts
E discuss and work
AMNION pupils in
N This membrane ensures that the liquid that surrounds bring out
groups to
T the developing embryo/ foetus does not drain away. points
discuss
UMBILICAL CORD
___min This cord transports blood from the embryo /foetus to .
and from the placenta.
AMMINIOTIC FLUID
This fluid allows the foetus to move freely inside the
uterus while it is still developing
It ensures that the development of the foetus will be
normal and that the foetus will have symmetrical
growth
protects the foetus from mechanical shocks (bumped)
Protects the foetus from dehydration.
Gestation period
Gestation period is the period of foetal development in
the uterus until birth. In humans the average length of
the gestation period is 266 – 270 days (38 – 38.5
weeks) or 9 – 9.5 months.
Stages of embryo development, that is, zygote –
embryo - foetus and baby.
Birth
Birth happens at the end of a pregnancy when one or
more newborn infants are pushed out from a human’s
uterus.
The stages of birth are:
- The dilation and shortening of the cervix.
- The descent and birth of the infant.
- The expulsion of the placenta.
Lesson Conclusion Teacher asks Learners Question
random respond to &
Teacher emphasises on the main points of the lesson
questions the questions Answer
Exercise/ Practical Activity/ Home Work
1) Explain the functions of the parts important for development of the embryo.
TEACHER/PUPIL EVALUATION………………………………………………………….
MINISTRY EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
Breathing difficulties
Global warming
Acidic rain
Land pollution
Outbreak of disease
Unpleasant smile
Unproductive land
MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
Cell wall
Cell membrane
Cytoplasm
Nucleus
Chloroplast
Vacuole
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TEACHER’S EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
Conclusion
This shows that:
The stems are negatively geotropic as the shoots are
growing upwards (away from the earth)
The roots are positively geotropic as they are growing
downwards (towards the earth).
Practical Activity
PUPIL’S EVALUATION
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TEACHER’S EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
A B
C: A hydrogen molecule represented by two identical
spheres joined together. D: A hydrogen molecule
represented by the nucleus and energy level with electrons
for both atoms. The two blue balls at (a) represent the two
shared electrons that join the two hydrogen atoms.
Practical Activity
MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
___min
MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min
Physical change random respond and
It is change from one state to the another questions participate
The three states of matter.
during
Solids - Atoms very close together
Liquids - Close together introduction
Gas - Spread far apart
ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min
Different types of mixtures random respond and
(c) Homogeneous mixture, examples: questions recall what
sugar water (sugar solution)
during the they learnt
Sea water
introduction
Air
Blood
(d) Heterogeneous mixture, examples
Soil
Salt
Fruit salad
PUPILS EVALUATION
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TEACHER’S EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
Simple distillation
questions and recall
Fractional distillation during the what they
introduction learnt
___min
Magnetization
Magnetization is a separation method that uses the
property of magnetism. Magnets separate magnetic Teacher writes
substance from non-magnetic substances. Pupils copy
Magnetization is used for recycling metals from non- brief notes on
the notes in Individual
magnetic metals from a mixture of crap metals. For the board
example, an electromagnet can separate iron from their books work
other metals as shown in the diagram below.
Crystallization
Crystallisation separates a pure solid from a
substance from an impure solution in a liquid.
Crystallization involves heating a solution until the
substances separate. When the separatedsolution
cools, it forms crystals. The diagram below shows the
crystallization of copper sulphate from a solution of
copper sulphate solution.
Making sugar
PUPILS EVALUATION
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TEACHER’S EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
Evaporation method of separation
questions and recall
Magnetization as a types of separating during the what they
method of mixtures introduction learnt
Weight
A spring balance
Teacher gives
practical Learners
The weight of a substance with a given mass. examples together Demonstratio
n
Example: (i) Calculate the weight of a 20kg stone on with the
earth (acceleration due to gravity is 10m/s2)
teacher
Solutions
Weight = mass × acceleration due to gravity. workout
Weight = 20kg × 10m/s2 solutions
Experiment
Weight = 200N
Example: (ii) The mass of a man is 70kg.
What is his weight on the earth?
Solutions
Weight= mass× acceleration due to gravity.
Weight=70kg×10m/s2
Weight=700N
Note: When an object is taken to another planet, the
weight differs from the weight on earth, while the
mass remains unchanged. For example, gravity on the
moon is 1/6 that of the earth.
g= 10×16 m/s2 (=1.6m/s2) on the moon
The following table shows the changes to the mass
and weight of an astronaut when he travels from the
earth to the moon in a spacecraft.
Earth Moon
MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
Evaporation method of separation
questions and recall
Magnetization as a types of separating during the what they
method of mixtures introduction learnt
Stone
with the
teacher
workout
Experiment
solutions
Water
PUPILS EVALUATION
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TEACHERS EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
Density
questions and recall
mass during the what they
Density =
volume introduction learnt
Observation
When the water is heated in the experiment above,
the hot particles of the water at the bottom rises to the
top. At the same time, the cold particles of water at
Teacher gives Learners
the top moves down to the bottom and also become
together
heated. This process of the hot articles rising and cold practical
with the Experiment
particles moving downwards results in convection
examples teacher
currents which are shown by the movement of tea
workout
leaves.
solutions
Radiation is the method of heat transfer from the
source without requiring particles of a solid, liquid or
gas. The heat reaching your hands when you hold
them near a fire reaches them by radiation. Heat from
the sun reaches us also by radiation.
LESSON CONCLUSION Teacher goes Learners ask Question
Teacher emphasises on the main points of the lesson round to check questions &
and assists slow learners in grasping the concepts. on pupils were not Answer
books clear
TEACHER/PUPILS EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
Types of heat transfer.
questions and recall
The types of heat transfer are conduction, convection
and radiation. during the what they
introduction learnt
PUPILS EVALUATION
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TEACHER EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
Parts of a vacuum flask.
questions and recall
during the what they
introduction learnt
PUPILS EVALUATION
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TEACHER EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
GRAD TOPIC SUB TOPIC DURATION DATE
E
8 HEAT TRANSFER HEAT AND EXPANSION OF ____min ____/___/__
SUBSTANCES
ATTENDANCE: Boys:______ Girls:_______ Total:_____
TEACHING/ LEARNING AIDS : Lab Apparatus, Chalk board, Learners books and Charts.
REFERENCES : I/Science Progress book 8, I/Science Study kits 2018.
RATIONALE: This is lesson number five on heat transfer. It will help learners acquire skills and
values of how to determine the types of heat transfer. Group work, discussion, demonstration
and Question & Answer methods will be used to execute the lesson.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have ideas about a vacuum flask.
SPECIFIC OUTCOMES, LSBAT:
1) Demonstrate expansion of substances
2) Demonstrate the expansion of liquids and gases
3) Describe the use of the expansion of different substances in everyday life
ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond
HEAT AND EXPANSION OF SUBSTANCES
questions and recall
Expansion of substances. during the what they
-Expansion is the increase in amount of space introduction learnt
used by another due to heating.
D Expansion of liquids Teacher Pupils listen Teachers
E explains the and ask Exposition
Liquids are kept in containers because they have no
V fixed shape. To see the increase in volume of a liquid details to the questions
due to heating, we also heat the container in which learners
E
the liquid is. The container will also expand
L
O Note: if the liquid level in the container rises as it is
P being heated, then the liquid has expanded more than
the container. The experiment below illustrates that
M liquids expand when heated.
E
Teacher puts
N Learners
pupils in
T discuss and Group
groups to bring out work
___min discuss main points
Expansion of gases
PUPILS EVALUATION
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TEACHER EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
ACTIVITY ACTIVITY
INTRODUCTION
Reflection Teacher asks Pupils Brainstorm
____min - Reflection is the bouncing of light off a smooth random respond and
surface. questions participate
- Light that bounces off a smooth surface such as a during the
mirror is reflected in a regular way while light introduction
bouncing off a rough surface is reflected in an
irregular way.
MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min Reflection random respond and
- Reflection is the bouncing of light off a smooth questions participate
surface. during the
- Light that bounces off a smooth surface such as a introduction
mirror is reflected in a regular way while light
bouncing off a rough surface is reflected in an
irregular way.
___min
PRACTICAL EXERCISE
1) Define the term Refraction of light
2) Investigate the characteristics of refraction.
3) Describe the application of reflection and refraction to daily life.
PUPILS EVALUATION
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TEACHERS EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
ACTIVITY ACTIVITY
INTRODUCTION
Components of air. Teacher asks Pupils Brainstorm
____min The components of air are: nitrogen, carbon dioxide, random respond to
oxygen and water vapour. questions the teachers
during the questions
introduction
D Teacher Pupils listen Teachers
E composition of gases in explains the and ask Exposition
V
the atmosphere details to the questions
carbon
dioxide learners
E
oxygen 21%
L
oxy- nitogen 78%
O gen
carbon dioxide
P other 0.03%
inert other inert gases
M
gases 0.97%
E
Teacher puts
N Learners
pupils in
T EXPERIMENT discuss and Group
The proportion of each substance in air. groups to
bring out work
- This can be done by first investigating the
discuss
___min proportion of oxygen in air as explained below: main points
- Fix the candle firmly to the bottom of a dry
trough and place enough water in the trough to
cover the lower half of the candle. Light the
candle and while the candle is burning, cover it
with a dry gas jar. The experiment is set as shown
in (a) below.
PUPILS EVALUATION
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TEACHER EVALUATION
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MINISTRY OF EDUCATION
I/SCIENCE LESSON PLAN
NAME OF TEACHER:________________________ SCHOOL:_____________________
ACTIVITY ACTIVITY
INTRODUCTION
Recap on previous lesson Teacher asks Pupils Brainstorm
____min random respond to
questions the teachers
during the questions
composition of gases in introduction
carbon
the atmosphere
dioxide
oxygen 21%
oxy- nitogen 78%
gen carbon dioxide
other 0.03%
inert other inert gases
gases 0.97%