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Teachers' Resources

Grade 8 Schemes of Work For Term 1, 2 & 3 free download pdf

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Download free Rationalized CBC Grade 8 schemes of work below. The schemes are both in editable word format and PDF.

TERM ONE FREE GRADE 8 SCHEMES OF WORK

GRADE 8 TERM 1 CREATIVE ARTS SPORTS SCHEMES (1).docx
Grade-7-Pre-technical-Studies-Term-II-2025-Schemes-of-Work.pdf
PRETECHNICAL SCHEMES TERM 1 – Copy (3) – Copy – Copy – Copy.docx
Grade-8-Social -Studies-Schemes-of-Work-Term-1-2025.pdf
grade-8-cre-schemes-of-work-term-1–oxford.pdf
grade-8-mathematics-schemes-of-work-term-1.pdf
Grade_8_Set_1_Creative_Arts_Rationalized_Schemes_of_Work_Term_1.pdf
Grade-8-english-schemes-of-work-term-1–longhorn (1).doc
grade-8-mentor-agriculture-schemes-of-work-term-1.docx
grade-8-pre-technical-studies-schemes-of-work-term-1 (1).docx

Grade-8-Pretechnical-Studies-Schemes-of-Work-Term-1-2025.pdf
Grade-2-French-Term-II-2025-Schemes-of-Work.pdf
grade-8-kiswahili-schemes-of-work-term-1.pdf
Grade-8-integrated-science-schemes-of-work-term-1 (1).docx
Grade 8 Set 2 Creative Arts Schemes of Work Term 1.pdf

TERM TWO FREE GRADE 8 SCHEMES OF WORK

Grade-8-Agriculture-Term-II–Schemes-of-Work.pdf
Grade-8-CRE-Term-II–Schemes-of-Work.pdf
Grade-8-Creative-Arts-Term-II–Schemes-of-Work.pdf
Grade-8-English-Term-II–Schemes-of-Work.pdf
Grade-8-French-Term-II–Schemes-of-Work.pdf
Grade-8-Integrated-Science-Term-II–Schemes-of-Work.pdf
Grade-8-Kiswahili-Term-II–Schemes-of-Work.pdf
Grade-8-Mathematics-Term-II–Schemes-of-Work.pdf
Grade-8-Pre-technical-Studies-Term-II–Schemes-of-Work.pdf
Grade-8-Social-Studies-Term-II–Schemes-of-Work.pdf

Grade-8-mtp-Agriculture-and-Nutrition-Schemes-of-work-Term-2 (2).pdf
GRADE_8_TERM_2_RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF.pdf
GRADE_8_TERM_2__RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF (2).pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK.pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK (2).pdf

GRADE_8_TERM_2_RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF (3).pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK (3).pdf
GRADE_7_TERM_2_RATIONALIZED_PRETECHNICAL_SCHEMES_OF_WORK_2024 (3).pdf
GRADE 8 TERM 2 CREATIVE ARTS SCHEMES-1 (2).pdf
GRADE 8 TERM 2 CRE SCHEMES.doc
GRADE 8 TERM 2 AGRI NUTRITION SCHEMES.doc
GRADE 8 TERM 2 2AGRI NUTRITION SCHEMES OF WORK (3).pdf
GRADE 8 TERM 2  RATIONALIZED ENGLISH SCHEMES OF WORK (3).pdf
GRADE 8 TERM 2 MTP SOCIAL STUDIES SCHEMES OF WORK (4).pdf
GRADE 8 TERM 2  MTP SOCIAL STUDIES SCHEMES OF WORK (3).pdf
GRADE 8 TERM 2  MENTOR CRE SCHEMES OF WORK (3).pdf
GRADE 8 CURRICULUM DESIGNS- LIFE SKILLS (2).pdf
GRADE 8 CURRICULUM DESIGNS- KISWAHILI-2.pdf
GRADE 8 CURRICULUM DESIGNS- KISWAHILI (2).pdf
GRADE 8 CURRICULUM DESIGNS- INTEGRATED SCIENCE-1.pdf
GRADE 8 CURRICULUM DESIGNS- HOME SCIENCE (2).pdf
GRADE 8 CURRICULUM DESIGNS- ENGLISH (2).pdf
GRADE 8 CURRICULUM DESIGNS- BUSINESS STUDIES (2).pdf

G8 SOCIAL STUDIES (2).pdf
G8 pretechnical NOTES-1.pdf
G8 pretechnical NOTES-1 (2).pdf
G8 CREATIVE ARTS & SPORTS.pdf
G8 CREATIVE ARTS & SPORTS-2.pdf
G8 CREATIVE ARTS & SPORTS-2 (2).pdf
G8 CREATIVE ARTS & SPORTS (2).pdf

GRADE 8 TERM 2 CRE SCHEMES.doc
GRADE 8 TERM 2 AGRI NUTRITION SCHEMES.doc
GRADE 8 TERM 2 AGRI NUTRITION SCHEMES OF WORK (3).pdf
GRADE 8 TERM 2  MENTOR CRE SCHEMES OF WORK (3).pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK (3).pdf
GRADE 8 TERM 2  MTP SOCIAL STUDIES SCHEMES OF WORK (4).pdf
GRADE 8 TERM 2  MTP SOCIAL STUDIES SCHEMES OF WORK (3).pdf

GRADE 8 TERM 2 AGRI NUTRITION SCHEMES OF WORK (2).pdf
GRADE 8 TERM 2 AGRI NUTRITION SCHEMES OF WORK.pdf
GRADE 8 TERM 2  MENTOR CRE SCHEMES OF WORK (2).pdf
GRADE 8 TERM 2  MENTOR CRE SCHEMES OF WORK.pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK (2).pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK.pdf
GRADE 8 TERM 2  MTP SOCIAL STUDIES SCHEMES OF WORK (2).pdf
GRADE 8 TERM 2  MTP SOCIAL STUDIES SCHEMES OF WORK.pdf
GRADE 8 TERM 2 AGRI NUTRITION SCHEMES OF WORK.pdf

GRADE 8 TERM 2 AGRI NUTRITION SCHEMES OF WORK.doc
GRADE 8 TERM 2 MENTOR CRE SCHEMES OF WORK.pdf
GRADE_8_TERM_2__MENTOR_INTEGRATED_SCIENCE_SCHEMES_OF_WORK.pdf
GRADE 8 TERM 2 2024 MTP SOCIAL STUDIES SCHEMES OF WORK.pdf
GRADE_8_TERM_2_RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF (3).pdf
GRADE_8_TERM_2_2024_RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF (2).pdf
GRADE_8_TERM_2__RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF.pdf
GRADE_8_TERM_2__RATIONALIZED_PRE_TECHNICAL_STUDIES_SCHEMES_OF.pdf
GRADE 8 TERM 2 RATIONALIZED ENGLISH SCHEMES OF WORK (2).pdf
GRADE 8 TERM 2  RATIONALIZED ENGLISH SCHEMES OF WORK.pdf
GRADE 8 TERM 2 RATIONALIZED ENGLISH SCHEMES OF WORK.pdf

GRADE 8 TERM 2 CREATIVE ARTS SCHEMES-1 (2).pdf
GRADE 8 TERM 2 CREATIVE ARTS SCHEMES-1.pdf
Grade-8-mtp-Agriculture-and-Nutrition-Schemes-of-work-Term-2 (3).pdf

GRADE-8-RATIONALIZED-FRENCH-SCHEME-OF-WORK-TERM-22024-TEACHER.CO_.KE_.docx
grade-8-rationalised-social-studies-schemes-of-work-term-2-updated.docx
GRADE-8-TERM-2-ENGLISH-SCHEMES-skills.docx
GRADE-8-TERM-2-ENGLISH-SCHEMES.docx
GRADE-8-TERM-2-FRENCH-SCHEMES.docx
GRADE-8-TERM-2-KISWAHILI-SCHEMES.docx
GRADE-8-TERM-2-MATHEMATICS-SCHEMES.doc
GRADE-8-TERM-2-PRETECHNICAL-SCHEMES.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES-spotlight.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES-mentor.doc
GRADE-8-TERM-2-SOCIAL-STUDIES-SCHEMES.docx
GRADE-8-TERM-2-SOCIAL-STUDIES-SCHEMES-1.docx
grade-8-integrated-science-schemes-of-work-term-2-active-integrated-science.docx
grade-8-integrated-science-schemes-of-work-term-2-mentor.doc
grade-8-klb-top-scholar-mathematics-schemes-of-work-term-2.doc
grade-8-pre-technical-studies-schemes-of-work-term-2-merged.docx
grade-8-rationalised-agriculture-and-nutrition-schemes-of-work-term-2-mtp-updated.docx
grade-8-rationalised-agriculture-and-nutrition-schemes-of-work-term-2-mtp-updated-1.docx
grade-8-rationalised-social-studies-schemes-of-work-term-2-updated (1).docx
grade-8-rationalised-spotlight-integrated-science-schemes-of-work-term-2.docx
grade-8-rationalized-english-schemes-of-work-term-2-skills-in-english.docx
grade-8-rationalized-french-scheme-of-work-term-2.docx
grade-8-rationalised-creative-arts-and-sports-schemes-of-work-term-2.docx
grade-8-rationalised-cre-schemes-of-work-term-2-mentor.docx
grade-8-rationalised-kiswahili-schemes-of-work-term-2-akili-pevu.docx
grade-8-rationalised-smart-minds-english-schemes-of-work-term-2.docx
GRADE-8-TERM-2-SOCIAL-STUDIES-SCHEMES2024-TEACHER.CO_.KE_.doc
GRADE-8-TERM-2-PRETECHNICAL-SCHEMES2024-TEACHER.CO_.KE_.doc
GRADE-8-TERM-2-MATHEMATICS-SCHEMES-KLB-12024-TEACHER.CO_.KE_.docx

TERM 1-3 FREE GRADE 8 SCHEMES OF WORK

GRADE-8-RATIONALIZED-FRENCH-SCHEME-OF-WORK-TERM-2
grade-8-rationalised-social-studies-schemes-of-work-term-2-updated.docx
GRADE-8-TERM-2-ENGLISH-SCHEMES-skills.docx
GRADE-8-TERM-2-ENGLISH-SCHEMES.docx
GRADE-8-TERM-2-FRENCH-SCHEMES.docx
GRADE-8-TERM-2-KISWAHILI-SCHEMES.docx
GRADE-8-TERM-2-MATHEMATICS-SCHEMES.doc
GRADE-8-TERM-2-PRETECHNICAL-SCHEMES.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES-spotlight.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES.docx
GRADE-8-TERM-2-SCIENCE-SCHEMES-mentor.doc
GRADE-8-TERM-2-SOCIAL-STUDIES-SCHEMES.docx
GRADE-8-TERM-2-SOCIAL-STUDIES-SCHEMES-1.docx
grade-8-rationalised-agriculture-and-nutrition-schemes-of-work-term-2-mtp-updated-1.docx
grade-8-rationalised-social-studies-schemes-of-work-term-2-updated (1).docx
grade-8-rationalized-english-schemes-of-work-term-2-skills-in-english.docx
grade-8-rationalized-french-scheme-of-work-term-2.docx
grade-8-rationalised-cre-schemes-of-work-term-2-mentor.docx
GRADE-8-TERM-2-MATHEMATICS-SCHEMES-KLB-1
GRADE-8-MENTOR-HOME-SCIENCE-SCHEMES-OF-WORK-TERM-1
GRADE-8-PHYSICAL-EDUCATION-AND-SPORTS-SCHEMES-OF-WORK-TERM-1-JKF
GRADE-8-HINDU-SCHEMES-OF-WORK-TERM-12024-
GRADE-8-SOCIAL-STUDIES-SCHEMES-OF-WORK-TERM-1-KLB-TOP-SCHOLAR2024-
GRADE-8-INTEGRATED-SCIENCE-SCHEMES-OF-WORK-TERM-12024-
GRADE-8-MENTOR-AGRICULTURE-SCHEMES-OF-WORK-TERM-1
GRADE-8-MATHEMATICS-SCHEMES-OF-WORK-TERM-1-SMART-MINDS
GRADE-8-INDIGENOUS-LANGUAGES-SCHEMES-OF-WORK-TERM-1
GRADE-8-PERFORMING-ARTS-SCHEMES-OF-WORK-TERM-1-OXFORD
GRADE 8 LAST TERM 2.docx
grade-8-hindu-schemes-of-work-term-1-1.docx
GRADE-8-TERM-1-PRETECHNICAL-SCHEMES-MENTOR
GRADE-8-IRE-SCHEMES-OF-WORK-TERM-1-OXFORD
grade-8-rationalized-agriculture-and-nutrition-schemes-of-work-term-3.docx
GRADE-8-TERM-1-CREATIVE-ARTS-SPORTS-SCHEMES
grade-8-rationalized-kiswahili-schemes-of-work-term-1-klb-top-scholar.docx
GRADE-8-VISUAL-ARTS-SCHEMES-OF-WORK-TERM-1-KLB-TOP-SCHOLAR
grade-8-rationalized-mathematics-schemes-of-work-term-1-klb-top-scholar.docx
grade-8-rationalized-integrated-science-schemes-of-work-term-3-spotlight.docx
grade-8-rationalized-integrated-science-schemes-of-work-term-1.docx
grade-8-mentor-c-r-e-schemes-of-work-term-3-rationalised.docx
GRADE-8-AGRICULTURE-SCHEMES-TERM-1
GRADE-8-FRENCH-SCHEMES-OF-WORK-TERM-1
GRADE-8-TERM-2-INTEGRATED-SCIENCE-SCHEMES-MENTOR
grade-8-rationalized-social-studies-schemes-of-work-term-3.docx
grade-8-rationalised-kiswahili-schemes-of-work-term-2-akili-pevu (1).docx
grade-8-rationalized-creative-arts-and-sports-schemes-of-work-term-3.docx
grade-8-rationalized-pre-technical-studies-schemes-of-work-term-1-klb-top-scholar.docx
grade-8-german-schemes-of-work-term-1.docx
grade-8-rationalized-agriculture-and-nutrition-schemes-of-work-term-1.docx
grade-8-french-schemes-of-work-term-1.docx

 

Teachers' Resources

Download Free Form 2 Notes, schemes of Work and Exams

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Get Free form two Notes, schemes of Work and Exams here at no cost:

download free form two exams and marking schemes for all …

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End of term 1, 2 and 3 Free Exams; Questions plus marking schemes for all forms · Form 4 KCSE 2020/2021 mocks, predictions, termly exams, home works and …

Form 2 term 1-3 exams form 2 exams pdf download – Newsblaze

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Looking for Two (2) comprehensive exams? look no further. Download all the updated Form 2 exams with marking schemes here. Check the TEACHERS’ RESOURCES …

FORM 2 EXAMS ALL SUBJECTS – Newsblaze.co.ke

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FREE FORM 2 EXAMS WITH THEIR MARKING SCHEMES. QUESTION PAPERS … Form 2 all subjects exams, assignments: free term 1-3 exams · Form 2 exams with marking …

CRE FORM 2 EXAMS WITH MARKING SCHEMES

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NAME: ……………………………        Adm. No. ………………..…. STREAM:: ……………                 Candidate’s signature: …………….….…… U.P.I NO: ………………………       Date:…

FORM 2 EXAMS WITH MARKING SCHEMES

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Download free Form Two Exams With their marking schemes here. FREE FORM 2 EXAMS WITH THEIR MARKING SCHEMES. QUESTION PAPERS ENGLISH KISWAHILI MATHEMATICS BIOLOGY CHEMISTRY PHYSICS HISTORY CRE GEOGRAPHY AGRICULTURE BUSINESS STUDIES MARKING SCHEMES ENGLISH KISWAHILI MATHEMATICS BIOLOGY CHEMISTRY PHYSICS HISTORY CRE GEOGRAPHY AGRICULTURE BUSINESS STUDIES MORE FORM 2…

Form 2 exams with marking scheme

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In need of free Form 2 revision papers with answers pdf download? Well. Download free exams with marking schemes below; FREE FORM 2 EXAMS PLUS…

Form 2 exams with marking scheme (Comprehensive papers)

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Looking for Two (2) comprehensive exams? look no further. Download all the updated Form 2 exams with marking schemes here. Check the TEACHERS’ RESOURCES…

FORM 2 BIOLOGY END TERM 2 EXAMS PLUS MARKING SCHEMES

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FORM II BIOLOGY END TERM OF TERM II   NAME: ……………………………………………………………………………..  ADM NO: ………………   SECTION A Study the diagram below   Name the apparatus (1mk)     Suggest the…

Form 4 Exams 2021-2022 With Marking Schemes

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Download the following Form 4 Examinations with their marking schemes. The exams are available at no cost and for all subjects and papers. Get…

FORM 4 BIOLOGY PP3 END TERM 2 EXAMS PLUS MARKING SCHEMES

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NAME ………………………………………………ADM. NO ………………CLASS:………. DATE…………….. 231/3 BIOLOGY PAPER 3 PRACTICAL MARCH/APRIL TIME: 13/4HRS KENYA CERTIFICATE OF SECONDARY EDUCATION Instruction to Candidates Write yourName, Adm. No., Class and Date in the spaces provided …

FORM 4 BIOLOGY PAPER 2 EXAMS WITH ANSWERS

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Name ………………………………….candidate’s signature………………… Date ……………………… 231/2 Biology Time: 2hrs. Biology Paper 231/2 Time: 2hrs Instructions to candidates .Write your name, index number in the spaces provided above. .Sign and write the date of examination…

Form 4 Paper 2 Mock Exams With Answers

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Name: ……………………………………………………    Adm No: ………………….. School: ……………………………………………………   Candidate’s Sign: ………… Date: ……………………………………………………… 101/2 ENGLISH (COMPREHENSION, LITERARY, APPRECIATION AND GRAMMAR) PAPER 2   TIME: 2 ½ HOURS END OF TERM  EXAM  Kenya Certificate of…

Form 1,2,3 and 4 free exams downloads, all subjects- 2021

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Are you in need of top quality free examinations for all subjects in form 1, 2, 3 and 4? Here are free exams for…

Form 4 KCSE 2021/2022 mocks, predictions, termly exams, home works and revision papers; All…

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Get unlimited Form 4 KCSE revision papers, predictions, termly examinations, mock papers, home works revision papers, post mock exams and answers for all subjects….

KENYA HIGH SCHOOL GEOGRAPHY EXAMS FORM 4 PP2

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312/ 2 GEOGRAPHY PAPER 2 2 ¾ HOURS KENYA  HIGH  SCHOOL  POST MOCK  EXAMINATIONS FORM  4  Kenya Certificate of Secondary Education INSTRUCTIONS TO CANDIDATES This paper consists of two sections A&B Answer ALL questions…

FORM 3 BIOLOGY PP2 END TERM 2 EXAMS PLUS MARKING SCHEMES

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FORM 3  BIOLOGY PAPER 2  END OF TERM 2 Answer all the questions in SECTION A in the spaces provided. In section B answer…

FORM 1 BIOLOGY PP1 END TERM 2 EXAMS PLUS MARKING SCHEMES

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NAME:…………………………………………….CLASS……………ADM NO…………. FORM 4 BIOLOGY PAPERS 1 (THEORY) 231/1 TIME:2HOURS  80 MARKS. ANSWER ALL THE QUESTIONS IN THE SPACES PROVIDED. State the functions of the organelles below Golgi…

FORM 3 BIOLOGY PP1 END TERM 2 EXAMS PLUS MARKING SCHEMES

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FORM THREE BIOLOGY PAPER 1:231/1 TIME:  2 HRS NAME:…………………………………………………… ADM.NO:……………….. Instructions:  Answer all the questions in the spaces provided. What is the role of the following organelles?                                            …

FORM 1 BIOLOGY END TERM 2 EXAMS PLUS MARKING SCHEMES

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Answer all the questions in the spaces provided(100mks) Name one product of the light stage during photosynthesis(1mk)   b.Name the process by which water molecules  are…

FORM 4 GEOGRAPHY PP2 JOINT EXAMS PLUS MARKING SCHEMES PDF

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Name: ………………………………………………… school……………………………….. Class:__________   Adm:________/index no……………………………… 321/2 GEOGRAPHY                Paper 2                                   …

End of term 1, 2 and 3 Free Exams; Questions plus marking schemes for…

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Download free end term exams in all subjects for form 1-4. The exams are for all terms and their marking schemes are available for…

Form 2 free complete exams for term 1-3

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Get free form two exam papers and marking schemes in free soft copy downloads here. You will not be expected to pay for you…

Form 4 exams 2021-2022 With Answers (Term 1-3)

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Download free Comprehensive Secondary School Form Four (4) Exams with marking schemes, here. Remember to visit TEACHERS’ RESOURCES PORTAL for more free resources. FORM 4 SET…

FORM ONE END TERM 2 EXAMS PLUS MARKING SCHEMES FREE

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DOWNLOAD ALL THE FORM 1 TERM 2 EXAMS HERE AT NO COST. WHAT IS MORE? THE EXAMS COME WITH COORDINATED AND FREE MARKING SCHEMES….

Form 1 end term exams 2021-2022

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Download free Form 1 end term exams with marking schemes. Do not forget to check the Teachers’ Resources Portal for thousands of free teaching…

FORM THREE TERM 2 MATHS EXAMS WITH ANSWERS

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ULTIMATE ACHIEVERS ACADEMY Name: ………………………………………………………….. …Date: ……………Adm No: ………… FORM THREE TERM 2 TIME: 2 HOURS 30 MINUTES MATHEMATICS INSTRUCTIONS TO CANDIDATES Write your name, class and Admission Number…

FORM 2 ALL SUBJECTS EXAMS, ASSIGNMENTS: FREE TERM 1-3 EXAMS & ANSWERS

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Have you been wondering where to get free form two set examinations, assignments, home works, marking schemes and all revision materials? You are definitely…

KISII BOYS HIGH SCHOOL FORM 2 PHYSICS EXAMS

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Name……………………………………………………………………………………………………….. KISII BOYS HIGH SCHOOL FORM 2 PHYSICS  INSTRUCTIONS TO CANDIDATES       Answer all the questions in spaces provided. (a) Define the centre of gravity of a body.(1…

History & Government notes and exams for forms 1, 2, 3 and 4 free…

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Download free History & Government notes and exam papers for all the secondary school forms. Resources available at no cost for all forms; Form…

Education- Class 8 candidates to revise their Form one school choices; close to 1.8…

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Education Cabinet Secretary Prof George Magoha met with senior education officials on Monday 24th June, 2019 to assess preparedness ahead of the 2019 National…

FORM 2 CHEMISTRY EXAMS PLUS MARKING SCHEMES

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Name: ……………………………………………………                Adm. No.: ……………. Stream: …………………………………………………….            Date: …………………… 233/1 Form II – Chemistry Kenya Certificate of Secondary Education (K.C.S.E.)  Chemistry 2 Hours Instructions to Students Write your name and admission…

Free Form 1 Notes, schemes of Work and Exams

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Get Free form one Notes, schemes of Work and Exams here at no cost: Free updated schemes of work for all subjects (Secondary https://educationnewshub.co.ke › fre… You…

Free Grade 5 Notes, schemes of Work and Exams

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Get Free Grade 5 Notes, schemes of Work and Exams here at no cost: Free Grade 5 CBC Assessment Exams Plus Marking Schemes Teachers’ Resources Media Team…

Free Grade 4 Notes, schemes of Work and Exams

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Get Free Grade 4 Notes, schemes of Work and Exams here at no cost: Grade 4 schemes of work (Term 1, 2 and 3) Teachers’ Resources Media…

Free Grade 3 Notes, schemes of Work and Exams

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Download Free unlimited Grade 3 Notes, schemes of Work and Exams here at no cost; GENDER:            … Free Grade 3 CBC Assessment Exams Plus Marking Schemes Teachers’…

Free Grade 2 Notes, schemes of Work and Exams

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Free Grade 1 Notes, schemes of Work and Exams

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Get Free Grade 1 Notes, schemes of Work and Exams here. These resources are available at no cost: SOCIAL STUDIES GRADE 1 NOTES- NEW CBC Teachers’…

Free PP2 Notes, schemes of Work and Exams

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Get Free Updated PP2 Notes, schemes of Work and Exams here; PP2 schemes of work term 1-3 pdf Teachers’ Resources Media Team @Educationnewshub.co.ke –  2 Get free downloads of all…

Free PP1 Notes, schemes of Work and Exams

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Get all the latest PP1 notes, schemes of Work and exams here at no cost: Free Lower Primary (Grade 1-6), PP1 and PP2 free notes…

Free CBC Exams Downloads

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Form 1 Chemistry Exams and Marking Schemes Free

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Form 1 Chemistry Exams and Marking Schemes Free

NAME……………………………………………………………………………ADM………

 

CLASS…………………………………………………………………………………………

FORM 1

233

CHEMISTRY

2 HOURS

JOINT EVALUATION TERM 3 2023

THEORY

2 HOURS

INSTRUCTIONS TO STUDENTS

  1. Write your name and admission number in the spaces provided
  2. Answer ALL the questions in the spaces provided
  3. KNEC mathematical table and silent non-programmable electronic calculators may be used for calculations
  4. All working MUST be clearly shown where necessary
  5. Students should check the question paper to ascertain that all the pages are printed as indicated and that no question is missing
  6. Students should answer the questions in English

 

FOR EXAMINERS USE ONLY

QUESTIONS MAXIMUM SCORE CANDIDATE’S SCORE
1-16 80  

 

  1. State one importance of studying chemistry (1 mark)

…………………………………………………………………………………………………………………………………………………………………………………………………….

  1. a)Name three illegal drugs (3 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. b) State three ways of preventing drug abuse. (3 marks) ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. Complete the following table (8mks)
  3. State two laboratory safety rules (2mks)

………………………………………………………………………………………………………………………………………………………………………………………………

  1. The apparatus below were used to separate a mixture of liquid A and B.

 

  1. State two properties of liquids that make it possible to separate using such apparatus.

2 marks)

…………………………………………………………………………………………………………………………………………………………………………………………………..

  1. Give the name of the above apparatus. (1 mark)

………………………………………………………………………………………………

  1. Describe how you can separate a mixture of sand and common salt(3 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

  1. The diagram below shows a Bunsen burner when in use

 

C

B

 

 

A

  1. Name the regions labelled B and C. (2 marks)

B………………………………………………………………………………………………

C…………………………………………………………………………………………………………………

  1. What is the function of the part labeled A? (1 mark)

…………………………………………………………………………………………………

  1. State three differences between physical and chemical change. (3 marks)
TEMPORARY CHEMICAL
   
   
   

 

  1. i) Differentiate between an acid and base(2 marks)……………………………………………………………………………………………………………………………………………………………………………………
  2. The following is a list of pH values of some substance: SubstanceM N V X Z

pH 10.6 ,7.2 ,13.2 ,5.9, 1.5 respectively Identify:

  1. Strong acid (1 mark)

………………………………………………………………………………………………

  1. Weak base (1 mark)

………………………………………………………………………………………………

  1. The diagram below represents the apparatus used to prepare and collect oxygen.

Hydrogen peroxide

 

 

 

 

Solid Q

Solid P

  1. Complete the diagram to show how oxygen gas is collected. (2 marks)

 

  1. Name solid P and Q (2 marks)

P………………………………………………………………………………………….

Q………………………………………………………………………………………..

 

  • Write the word equation to show the reaction that produces oxygen gas.(1 mark)

 

 

  1. State two physical properties of oxygen.(2 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

 

 

  1. State three uses of oxygen gas.(3marks)

……………………………………………………………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………….

  1. A form one student wanted to separate and obtain iodine and sodium chloride (common table salt) from amixture of the two. He set the experiment set up shown below.

(a). the mixture was heated for some time and left to cool. On cooling, shiny black crystals and white crystalswere observed on the surface of the watch glass and in the beaker respectively. Name:

  1. Shiny black crystals                                                                            (1mk)

……………………………………………………………………………………………………

  1. White crystals (1mk)

…………………………….…………………………………………………………………….

 

(b). what was the purpose of the cold water in the watch glass? (1mark)

…………………………………………………………………………………………………

(c). what property of iodine makes it be collected on the watch glass as shown? (1mark)

…………………………………………………………………………………………………

(d). Explain why it is possible to separate a mixture of iodine and sodium chloride. (1mark)

…………………………………………………………………………………………………

  1. A candle was burnt using the apparatus shown below. The initial volume of measuring cylinder was90cm3. The apparatus was allowed to cool and the volume of air in the measuring cylinder had dropped to 70cm3.
  2. Why was the volume recorded when the air was cooled? (1mk)

………………………………………………………………………………………………

  1. What was the purpose of sodium Hydroxide? (1mk)

………………………………………………………………………………………………

  1. Use the results given to calculate the percentage of oxygen in air. (2mks)

 

 

 

 

 

 

 

  1. The set up below was used to study some properties of air

 

State and explain two observation that would be made a t the end of the experiment.   (3mks)                                                                                                                             ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

 

  1. The diagram below represents three methods for collecting gases in the laboratory
  2. a) Name the methods shown in the diagram (3mks)

i………………………………………………………………………………………………

ii…………………………………………………………………………………………………

iii……………………………………………………………………………………………

  1. State with reasons the most suitable methods for collecting each of the following gases.
  2. Oxygen (1mk)

……………………………………………………………………………………………

  1. Hydrogen (1mk)

…………………………………………………………………………………………..

  1. a) The diagram below shows spots of pure substance A, B, and C on a chromatography paper. Spot D is that of a mixture after development, A, B and C were found to have moved 8cm, 3cm and 6 cm respectively.

D has separated into two spots which had moved 6cm and 8 cm

(i) On the diagram

I Label the baseline (origin) (1 mark)

 

II Show the positions of all the spots after development (3 marks)

 

 

(ii) Identify the substances present in the mixture D (2 marks)

………………………………………………………………………………………………

(b) Describe how solid ammonium chloride can be separated from a solid mixture of ammonium chloride andanhydrous calcium chloride(2 marks)………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

(c) The table shows liquids that are miscible and those that are immiscible

 

Liquid L3 L4
L1 Miscible Miscible
L2 Miscible Immiscible

 

Use the information given to answer the questions that follow

  • Name the method that can be used to separate L1 and L3 from a mixture of two

(1mk)

…………………………………………………………………………………………..

  • Describe how a mixture of L2 and L4 can be separate

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………….

  1. Complete the word equations for the following reactions; (3mks)

(a) Sodium carbonate + hydrochloric acid =

 

(b) Zinc   +   sulphuric acid =

 

(c) Potassium hydroxide   + nitric acid    =

  1. In an experiment, dry hydrogen chloride gas was passed through heated Zinc turnings as shown in the diagram below. The gas produced was then passed through heated Lead II Oxide.

 

Tube L            Zinc turnings

Lead (II) oxide

tube V

Dilute hydrochloric acid               heat

Flask z

Concentrated

sulphuric VI acid

 

  1. What is the function of the water in the flask Z?(1mark)

……………………………………………………………………………………………………………………………………………………………………………………………………

 

  1. Write word equation for the reaction that took place in the combustion tubes.(4marks)

……………………………………………………………………………………………………………………………………………………………………………………………………

 

  • State three observations made when a piece of potassium is dropped in water (3mks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

_______________________________________________________________________________________________

CHEMISTRY FORM 1

END OF TERM 3

MARKING SCHEME

  1. – Forms foundation for professional training. (1mk for any one)

— Provides man with knowledge necessary for manufacture of basic necessities

— Enables man to understand and deal with environmental factors affecting him

 

  1. a) Heroin

Cocaine

Mandrax

Morphine

Bang

Any other drug abused

 

  1. b) Proper use of all medicinal drugs

Never use any illegal drug

Stay away from those who use or sell drugs

Involving in any other useful work

 

3

 

  1. Laboratory safety rules

-no running in the lab

-no performing an authorized practical

-no smelling gases directly

-no eating in the laboratory

Any other laboratory rule

 

5 (a) The apparatus below were used to separate a mixture of liquid A and B.

State two properties of liquids that make it possible to separate using such

Apparatus. (2 marks)

– Immiscible

– Different densities

 

(b) Give the name of the above apparatus. (1 mark)

– Separating funnel

 

  1. Add water to the mixture and stir, √1 common salts dissolves while sand insoluble.

– Filter√1 to obtain sand as residue and common salts as filtrate. ü 1

– Evaporate the filtrate to obtain crystals√1 of common salts.

NB: Steps must be systematic, otherwise penalize fully.

 

7 i. B – unburnt gas/colorless region ü 1

C – Pale blue region ü 1

 

  1. Regulate the amount of air entering the chimney by Closing and opening of air holesü 1

 

  1. Physical Chemical

– No new substance is formed -New substance is formed

– No energy is either given out or absorbed – Energy is usually given out or absorbed

– Mass of the substance does not change – Mass of the substance changes

– Change is usually reversible – Change is usually irreversible

 

  1. i.
            Acids        Bases
(i)              Reacts with bases to give salt and water only (i)              Reacts with acids to give salt and water
(ii)            Have a PH of less than 7 ii)Have PH more than 7
(iii)Changes blue litmus paper red (iii)changes red litmus paper blue

Any other correct difference.

 

  1. a) Z,
  2. b) M

 

  1. i.

 

ii)P – Manganese (IV) oxide

Q – Anhydrous calcium chloride /calcium oxide

 

Manganese (IV) oxide

iii. Hydrogen peroxide Water + Oxygen

 

iv)- Colorless

– Odorless

– Slightly soluble in water

 

  1. – Used in hospitals by patients with breathing difficulties

– Used when mixed with helium in deep sea divers & mountain climbers

– Burn fuels that propel rockets

– mixed with acetylene used for welding

– remove impurities during steel making

– remove impurities during

 

11(a) shiny-black crystals are iodine crystals

-white crystals are sodium chloride solid

 

(b). to cool and condense the iodine vapour to form iodine solid.

(c) . Iodine sublimes when heated.

(d). iodine sublimes while sodium chloride does not.

 

12(a) to allow all oxygen to be used up and also to allow the gas to contract/

Cater for any expansion of gases

(b) To absorb carbon (IV) oxide which was produced by the burning candle

(c) % of oxygen 90 – 70 x 100 = 22.2%

 

 

90

 

13-Iron will be covered by a reddish brown substance/coating/rust

-Water in test tube rise and water in a beaker drops

Explanation:

Iron Combines with oxygen in a presence of moisture to form hydrated Iron (III) oxide /

Rust water rises up to occupy the space which was occupied by oxygen in the tube.

 

14 (a) (i) Over water

(ii) Upward delivery/ downward displacement of air

(iii) Downward delivery/ upward displacement of air

 

(b) (i) Over water : it is slightly soluble in water

 

(ii) Upward delivery: It is less dense than air

 

 

 

15

 

 

(ii) A and C

 

  1. b) Since NH4CL sublimes but CaCl2 does not; sublimation process would do .Heat the mixture.

Ammonium chloride sublimates into vapour and condenses on the cooler part of the heating

Tube. Calcium chloride will remain on the bottom of the heating tube.

 

  1. c) i) Fractional distillation
  2. ii) Separating funnel method

 

Since the two liquids are immiscible, pour both the liquids in a separating funnel and

Allow settling, the denser liquid will settle down and the less dense will form a second

Layer on top. Open the tape and run out the liquid in the bottom layer leaving the liquid

In the second layer in the funnel.

16a) =sodium chloride+ carbon IV oxide+ water

=Zinc sulphate+ hydrogen gas

=Potassium nitrate+ water

 

  • What is the function of the water in the flask?
  • To dissolve the unreacted Hydrogen chloride gas.
  • Write equations for the reactions that took place in the tubes.

 

L – 2HCl(g) + Zn(s)                   ZnCl2(s) + H2(g)

V – PbO(s) + H2(g)                    H2O(g) + Pb(s)

  • – Darts on surface of water
  • Spontaneously burns with a purple flame
  • Produces a hissing sound

 

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MOKASA JOINT HISTORY AND GOVERNMENT PAPER 2 EXAMS PDF

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311/2

HISTORY AND GOVERNMENT

PAPER 2

TIME: 2½ hours

FORM FOUR  EXAMINATION

Kenya Certificate of Secondary Education

HISTORY AND GOVERNMENT

Paper 2

MOKASA II

QUESTIONS & MARKING SCHEME

Instructions to Candidates

  • Answer ALL questions Section A
  • Any THREE Section B
  • Any TWO Section C

SECTION A (25 marks)

  1. The meaning of Anthropology.                                                                     (1 mark)

The study of human beings, their origin, development, customs, beliefs and social

relationships / way of life.

  1. Archaeological site in Tanzania.                                                                   (2 marks)
    • Olduvai Gorge
    • Peninj
    • Leatoli
    • Garusi
    • Isimila / Eyasi
    • Nyabusora
    • Apis Rock
  1. Inventions that promoted the development of Agriculture plough in Egypt –

            Shadoof – Bronze hoes – ox – drawn plough.                                              (2 marks)

  1. Negative impacts of Trans-Saharan trade. (2 marks)

            (i)        led to increased warfare in the region.

            (ii)       Intensified slave trade which created insecurity and misery.

            (iii)      Demand for Ivory led to destruction of wildlife.

 

  1. Meaning of telecommunication. (1 mark)

            Technology of receiving and sending messages by television, telegraph etc / electronic

            media.

 

  1. Two reasons why the industrial revolution intensified the scramble for colonies in

            Africa.                                                                                                            (2 marks)

  • Colonies were perceived as sources of raw materials.
  • Colonies were seen as market for industrial goods.
  • Colonies were seen as regions of possible investment.

 

  1. Main reason for growth of ancient city of Meroe. (1 mark)

            Abundant wood fuel for the smelting of iron.

 

  1. Two officials who assisted the Shona Emperor to administer the Kingdom.                                                                                                                                                 (2 marks)

            (i)        The head cook

            (ii)       Gate keeper / Chancellor

(iii)      Court steward / Chamberlain / Chancellor

  • Queen mother
  • Head drummer
  • Head of the army
  • Senior son in law
  • King’s sister
  • Treasurers
  • 9 Principal wives of King

 

 

  1. One Africans Country that was colonized by Italy. (1 mark)
  • Libya
  • Italian Somaliland

 

  1. One reason why the Africans in Tanganyika were against the use of Akidas by the

            German Colonial administrators.                                                                 (1 mark)

  • Akidas were foreigners
  • Akidas took African vacancies in administering their country.
  • Akidas were harsh / brutal / whipped Africans

 

  1. Two political benefits enjoyed by Assimilated Africans in Senegal. (2 marks)

            (i)        They were allowed to send representatives in French chamber of deputies.

(ii)       They were allowed to vote during elections

  • Subjected to French judicial System

 

  1. Main reason for the failure of the League of nations to pressure world peace.                                                                                                                                                 (1 mark) 

            (i)        Rearmament of Germany / Lack of military wing.

 

  1. One function of the United Nations International court of Justice. (1 mark)

            (i)        Settling disputes over international borders

            (ii)       Handling other international disputes

            (ii)       Handling cases of human rights violation and crimes against humanity.

 

  1. Two social achievements of the commonwealth. (2 marks)

            (i)        Enabled members to share technological information to promote educational

                        research.

            (ii)       Improved co-operation among members

  • Cultural exchange
  • Engagement in games etc.

 

  1. One function of ECOWAS council of ministers. (1 mark)

            (i)        The general management of the organization

            (ii)       Advising the authority of Head of State.

  • Giving direction to the subordinate organs.

 

  1. Two political changes introduced by Mobutu SeseSeko which led to dictatorship in

            Democratic Republic of Congo.                                                                    (2 marks)

  • He banned all the political parties except the people’s revolutionary movement which led
  • He amended the constitution stripping parliament its powers.
  • Abolished federal system / centralized powers around himself.
  • Civil servant were appointed by centralized powers around himself.
  • Declared himself a life president.

 

 

  1. Two qualifications for election to the council of states in Idia. (2 marks)

            (i)        Indian citizen

            (ii)       One must be above the age of 30 years

            (iii)      One must be registered as a voter

  • One must be a resident of the state in which one is contesting.

 

 

 

 

SECTION B (45 MARKS)

  1. (a) Three limitations of electronic sources of information on history and government.

(3 marks)

  • Can only be used in areas with electricity.
  • They are expensive to obtain and use.
  • They require experts.
  • They are subject to bias of the producer.
  • Contain unrealistic / exaggerated information inaccurate as they depict what appeals to the public.

(5×1= 5 marks)

 

 

      (b) Six reasons why man lived in groups during Stone Age period.                 (12 marks)

            (i)        To help each other in times of hardships.

(ii)       To give moral support / encouragement to each other.

(iii)      To share resources.

(iv)      To share work / duties.

  • For companionship.
  • For security reasons.

(6×2 = 12 marks)

 

 

  1. (a) Three disadvantages of the open-field system of farming in Britain.       (3 marks)

            (i)        Land was not fully utilized as land was left fallow.

            (ii)       Cart tracks and paths wasted land.

            (iii)      There was wastage of labour / time duet to ploughing fallow fields and leaving

                        idle.

            (iv)      Discouraged livestock rearing due to spread of diseases on common grazing

                        grounds.

  • It was difficult to practice selective breeding of livestock.
  • It was not easy to get enough way for winter breeding and farmers slaughtered animals in autumn.
  • Discouraged the use of machines.

 

       (b) Six remedies that should be put in place by third world countries to prevent food

            shortage.                                                                                            (12 marks)

  • Land reclamation through irrigation and drainage of swamps.
  • Agricultural policies to be reformulated from concentration on cash crops to paying more attention to food production and encourage indigenous crops.
  • Provision of extension services e.g. advice research, information dissemination and training of Agricultural officers.
  • Infrastructural development be improved e.g. transport, storage and marketing.
  • Reforestation programmes by planting more checking soil erosion, protection of water catchment areas and intercropping.
  • Intensive agricultural research undertaken to develop drought resident crops, control pests.
  • Stoppage of civil string through peaceful conflict resolutions and democracy.
  • Subsidies / reduction of taxes on farm inputs to increase production.
  • Control the rate of population growth through family planning.

(6×2 = 12 marks)

 

 

  1. (a) Three uses of canals.                                                                       (3 marks)

            (i)        To shorten trade routes in transport.

            (ii)       Linking industrial centres to other parts.

            (iii)      Water from canals can be used to irrigate land.

            (iv)      Canals supply water to town.

  • Acts as safety measures for controlling floods.

 

 

 

      (b) Six factors that promoted industrialization in South Africa.                      (12 marks)

            (i)        Availability of natural resources / minerals / raw materials which were processed

                        by her industries.

            (ii)       Industrial goods being of high quality can compete favourably for market

                        internally, continentally and the rest of the world.

(iii)      High population in South Africa has contributed to both skilled and unskilled

            labour.

(iv)      Development of sources of energy HEP, coal.

  • Well developed network of roads, water, air and railway transport to transport raw materials and manufactured goods.
  • Availability of capital mainly from trade in minerals earns the country foreign exchange.
  • Political stability after the end of apartheid rule has encouraged trade and investment.
  • Government support through good polices of promoting industrialization in the country and encouraged local and foreign investors.

(6×2 = 12 marks)

 

 

21.(a) Three social factors that led to the scramble and partition of Africa.        (3 marks)

            (i)        Missionary factor / the need to spread Christianity / protect missionaries.

            (ii)       Need to settle their surplus population of Europe.

(iii)      Abolition of Slave trade.

(iv)      To civilize Africans through western education and medicine.

(v)       Role of influential individuals.

(vi)      Racism and paternalism.

 

 

 

   (b) Six characteristics of direct rule in Zimbabwe.                                              (12 marks)

            (i)        There was a large number of European settlers hence influenced the system of

                        administration.

            (ii)       Many British settlers believed that the territory was pre-ordained to be white

                        settler colony.

            (iii)      The colony was administered by a commercial company.

            (iv)      It was headed by an administrator, followed by other Europeans.

            (v)       The method of administration was applied to the Africans.

            (vi)      Legislative council was started, giving Europeans political rights for self

                        government.

  • Europeans acquired large tracks of land hence compel Africans to provide labour.

(6×2 = 12 marks)

 

 

 

SECTION C (30 MARKS)

 

 

  1. (a) Five factors that led to the growth of Asante Kindom. (5 marks)

            (i)        Agriculture – The land was fertile and well – watered hence suitable for mixed

                        farming.

            (ii)       Trade – Through Trans- Atlantic Trade, the empire acquired wealth.

            (iii)      Unity and stability – Golden stool and centralized political system under

                        Asaintehene, provided unity.

            (iv)      Efficient standing Army – It had a large Army strengthened by introduction of

                        guns and gun powder.

            (v)       Conquest – The united against oppression and created a new Kingdom around

                        Kumasi which was closely knit.

(vi)      Able leadership – They had able rulers like Obiri, Osei Tutu and Opoku who

            united the people.

 

 

 

 

 

  1. b) Five functions of the Lukiiko among the Bunganda Kingdom. (10 marks)

(i)        Made laws for the Kingdom.

(ii)       Advised the Kabaka.

(iii)      Represented the interests of the people.

(iv)      Acted as the court of appeal / settled disputes.

(v)       Directed the collection of taxes in the Kingdom and planned government

            expenditure.

(vi)      Checked the activities of government.

  • The Bataka were the minor chiefs in charge of clans who were answerable to the

Mugema.        

                                                                                                                        (5×2 = 10 marks)

                                   

  1. (a) Five roles played by Kwame Nkrumah in liberation of Africa. (5 marks)

            (i)        He formed a political party, the CPP which fought for independence in Gold

                        coast.

            (ii)       He wrote a newspaper, the Accra Evening News which articulated the demands of

people of Ghana

            (iii)      He held rallies mobilize Ghanaians towards the struggle for independence.

            (iv)      He organized industrial boycotts encouraging the people to boycott European

goods.

            (v)       His arrest and detention in 1950 turned international attention to the plight of

                        Ghanaians.

(vi)      He attended international conferences highlighting the cause of the Gold Coast

            independence.

  • He attended constitutional negotiations which red to Ghana’s Independence.

 

(6×2 = 12 marks)

 

   (b) Five political challenges faced by Tanzania since independence.                 (10 marks)

            (i)        Army muting over delayed promotion of Africa in 1964.

            (ii)       Riots by students of university of Dar-e-salam who opposed forceful service in

                        National Youth Service.

            (iii)      The assassination of AbeidKarume 1972 caused tension.

            (iv)      Attack of Tanzania by Dictator Idi Amin put the country into costly and

                        unnecessary war.

            (v)       The country had large influx of refugees.

            (vi)      Resignation of AboudJumbe strained relations between Zanzibar and main land

                        Tanzania.

            (vii)     Re-introduction of multi-party democracy reignited ethnic differences and

                        regionalism.

            (viii)    Failure of ujamaa policy weakened public confidence in the government.

  • Personality differnces between Nyerere, Amin and Jomo Kenyatta undermined regional cooperation.
  • Collapse of EAC
  • Border closure.

(5×2 = 10 marks)

  1. (a) Five roles of the state governments in USA. (5 marks)

            (i)        It maintains law and order using state police.

            (ii)       It makes state laws using the state legislative.

  • It provides social amenities to its citizens, e.g. education, health and public

works.

  • It generates revenue from a number of internal sources.
  • It administers Justice using the state law courts.
  • It provides administrative structure within the states such as counties, municipalities and townships.

(5×2 = 10 marks)

 

 

      (b) Five factors that may limit the supremacy of parliament in Britain.          (10 marks)

            (i)        Local authorities make and pass by – laws without consulting parliament.

            (ii)       Legislation made by parliament may be altered by a future parliament.

            (iii)      As parliament makes laws, it takes into consideration the moral values of the

                        society.

            (iv)      The Action of parliament are heavily influenced by public opinion.

            (v)       Before legislation is made in parliament, the interest of the affected institutions are taken into accounts.

  • International law is taken into account when parliament is making laws.

(5×2 = 10 marks)

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ECOLOGY

  • This term ecology is derived from the Greek word oikos which means a house or a place to live hence ecology is a branch of biology that deals with the study of relationships between organisms and their environment.

Concepts of ecology

  • Autecology – it’s the study which involves a single species.
  • Synecology – it’s the study of many species.
  • Biosphere – it’s the part of earth and atmosphere inhabited by living organisms. Also called ecosphere.
  • Habitat – this is the particular place in the environment where an organism is found. Habitats are categorized into terrestrial (land) habitats, aquatic (water) habitats.
  • Ecological niche– it’s the position that an organism occupies in a habitat.
  • Population – refers to all members of a given species in a particular time e.g. population of lions in Tsavo national park., in 2007
  • Community – refers to all organisms belonging to different species thatinteract in the same habitat e.g. pond, forest communities.
  • Ecosystem– it’s a natural unit composed of living and non- living components whose interactions result in a self sustaining system hence ecosystem is made up of communities.
  • Biomass– it’s the total dry weight of living organisms at a particular trophic level (feeding level) or per unit area e.g. total weight of maize crop per hectare.
  • Carrying capacity– it’s the maximum number of organisms an area can comfortably support without depletion of the available resources.
  • Factors in an ecosystem

They are divided into biotic and abiotic factors

  • Abiotic factors
  • They are non living environmental factors which affect the distribution of organisms e.g.

Light

  • Affect living organisms in terms of intensity, quality (wave length/ colour) and duration.
  • Light intensity and quality affect the rate of photosynthesis, flowering and germination in plants.
  • In animals affects migration, hibernation and reproduction e.g. lion hunts at dawn or dusk to avoid being seen by their prey.
  • A photographic light meter is used to measure intensity
  • Seechi disc measures light penetration in water.

N.B (i) at the top of the forest the trees form a continuous thick cover of leaves and branches called canopy. This canopy filters the light allowing only little light to pass through to the bottom of the forest. Some plants such as ferns, mosses and liverworts are found at the bottom of the forest.

(ii) Some types of plants grow on trees where they get enough light for photosynthesis. They are called epiphytes e.g. orchids.

Temperature

  • Biochemical processes of most animals function efficiently within a narrow range of temperatures.
  • Very low temperatures may inactivate enzymes
  • Very high temperature denatures enzymes.

Atmospheric pressure

  • It’s the mass exerted by air on the surface of earth.
  • Atmospheric pressure affects the amount of oxygen in the air.
  • At sea level the air pressure is high hence more oxygen available.
  • In high attitude areas the air pressure is low hence less oxygen available.

Humidity

  • This is the amount of water vapour in the atmosphere
  • At low humidity plants and animals lose a lot of water through transpiration and sweating respectively and the opposite is true at high humidity.
  • Wind
  • It increases the rate of water loss from organism.
  • In desert areas winds aid in formation of sand dunes which becomes the habitats for growth of desert plants.
  • Wind causes wave formation in lakes, ocean which enhances aeration of water.
  • It also disperses spores, seeds and influences dispersal and migration of flying animals.
  • Salinity
  • It’s the degree of salt concentration in water. Aquatic habitats are divided into three e.
  • –Fresh water habitat– has very little or almost no salt e.g. fresh rivers, lakes etc
  • -Marine– have high salt concentration e.g. ocean, seas etc
  • -Estuarine– found at the point where fresh water rivers join salt water lakes. Salt concentration depends on tides.
  • Salinity determines the type of organisms found in an ecosystem e.g. tilapia fish is found in fresh water habitats only while shark is found in salty water habitat like oceans.
  • PH
  • This is the degree of acidity or alkalinity. It influences the distribution of plants and animals in soil and fresh water ponds
  • Some plants thrive well in acidic conditions while others in alkaline or neutral conditions
  • Biotic factors
  • They are all the living organisms in an environment and their effects on each other.
  • Biotic interrelationships
  • Competition
  • This is where two different species require a common resource whose availability is limited. These resources include nutrients, space, light or mates
  • Competition between individuals of the same species is known as intraspecific while that between individuals of different species is known as interspecific competition.
  • In such competition for a limited resource, organisms with suitable structural and behavioural adaptations survive while others without such adaptations may die or migrate.
  • Competition is only found in organisms in the same ecological niche e.g. there may not be any competition between an elephant and a rabbit because they don’t depend on the same food.
  • Predation
  • This is the food relationship in which one organism kills another for food and feeds on it either wholly or in part.
  • Organism that kills another for food is a predator while the one killed is the prey.
  • Adaptations of predators
  • Structural adaptations
  • Rattle snakes locate their prey with special heat sensitive organs located near their eyes and they kill small birds and mammals by injecting them with toxins through their fangs.
  • Praying mantis has enlarged forelimbs with spikes for capturing its prey. It feedson small insects such as grasshoppers.
  • Birds e.g. eagles, hawks, kites have sharp eyesight, fast flight, modified beaks and talons.
  • Lion which preys on the antelopes has strong jaws with carnassial teeth, large claws on strong forelimbs and it is fast in movement.
  • Behavioural adaptations
  • Lion moves against the wind while stalking the prey.

ColourCamouflage

  • This involves the body colour of the organism blending well with the background environment to conceal the organism to a great extent e.g. the spotted pattern of the leopard blends well with the background colour of the bushes and trees concealing the leopard from the prey.
  • Adaptations of prey
  • Structural adaptations
  • Herbivores e.g. zebra have large eyes on the sides of the head which gives them a wide field of vision. This enables them to keep track of their enemies from far and therefore take precautions.
  • Antelopes and gazelles have swift movement to escape from predatorsBehavioural adaptations
  • A stick insect mimics a dry stick.
  • Confrontational display in porcupine.Colour Camouflage
  • The stripes of zebra and the spotted pattern of giraffe.
  • Predation brings about biological control e.g. if there were too many locusts destroying crops then several bird species that prey on them can be introduced into the habitat to reduce the locusts.
  • Parasitism
  • It’s the relationship in which an organism obtains nutrients from another live organism without killing it.
  • This organism which lives on or in another organism is called a parasite while the one from which nutrients are obtained is called the host.
  • When a parasite lives inside the body of the host it is called endoparasite g. tapeworms.
  • When the parasite lives on the outside of the host it is called ecto-parasiteg. ticks
  • Parasites weaken their hosts, cause or transmit diseases which may kill their host.
  • Symbiosis
  • This is association between organisms of different species in which both organisms benefit. e.g.

-Rhizobium bacteria which lives in the root nodules of leguminous plants.

  • The plants benefit from the nitrates fixed by rhizobium bacteria while bacteria benefit from shelter and carbohydrates provided by the plants.
  • -A lichen is an association between blue -green algae and a fungus. The algae carries out photosynthesis which provides the fungus with carbohydrates. The fungus provides the moisture and a place for attachment to the algae.
  • Saprophytism
  • This is a type of nutrition where organisms obtain nutrients from dead organic matter hence causing decomposition e.g. fungi and bacteria.
  • Decomposition releases nutrients into the ecosystem which are then made available to other living organisms.
  • Nitrogen cycle
  • It refers to the cycling of nitrogen and its compounds in nature.
  • Nitrogen is essential in the manufacture of proteins by organisms. Plants absorb nitrogen in the form of nitrates and assimilate it into plant proteins either by eating plants or other animals.
  • Nitrogen fixation is the process by which atmospheric nitrogen is converted into a form that can be utilized by plant by:

Biological nitrogen – fixation

  • It’s done by nitrogen fixing micro- organisms. These are ;
  • (i)Symbiotic nitrogen fixing- bacteria known as Rhizobium bacteria found in the root nodules of the leguminous plants.
  • (ii)Non- symbiotic (free living) bacteria found in the soil such as AzotobacterandClostridium
  • (iii)Some algae e.g. Anabaenachlorella and These organisms fix nitrogen into ammonia which is then converted to nitrates.
  • Non- biological nitrogen fixation – it’s achieved by lightening.
  • -During thunder storms lightning energy combines atmospheric nitrogen with O2 to form nitrous acid and nitric acid. These are later converted to nitrates.
  • Nitrification
  • It’s the process of oxidizing ammonia formed from nitrogenous wastes contained in the decaying tissues. This is done by several nitrifying bacteria e.g.
  • Nitrosomonas and Nitrococcus – oxidize ammonia to nitrites (NO2)
  • Nitrobacter bacteria which converts Nitrites (NO2) into Nitrates (NO3)
  • Denitrification
  • It’s the chemical process in which the nitrate in the soil are reduced to free nitrogen and released to the atmosphere. The organisms involved are Bacteria such as Thiobacillus, Pseudomonasand fungi.

         Energy flow in an ecosystem

  • The energy from the sun is trapped by green plants for photosynthesis. Green plants are known as producers in an ecosystem.
  • Green plants are eaten by animals (herbivores) called primary consumers because they obtain chemical energy directly from the plants.
  • Herbivores are in turn eaten by carnivores (secondary consumers) e.g. dog.
  • The secondary consumers are eaten by tertiary consumers e.g. leopard.
  • When the leopard dies it is eaten by the vulture (quaternary consumer). These feeding levels i.e. producers and consumer levels are referred to as trophic levels.
  • When living organisms die, they are decomposed by bacteria and fungi which are referred to as
  • Food chains
  • It’s the flow of energy from producers to consumers in an ecosystem. It’s a linear representation of energy flow from a producer to other organisms.
  • There are three main levels that the energy must pass through in a food chain. They are referred to as trophic levels.
  • Trophic means nourishment hence they are also called nutritional levels. They are:
  • Producers – they are capable of making their own food by trapping energy from the sun.
  • Consumers – they depend on the producers for their food directly or indirectly e.g.

– Primary consumer – these are plant eating organisms e.g. filter feeders in water, herbivores and omnivores.

-Secondary consumers – small carnivores e.g. insects, spiders, lizards e.t.c.

-Tertiary consumers – large carnivores like lions, leopards, sharks e.t.c

  • Decomposers – it’s made of saprophytic organisms. They act on dead remains of organisms in all the other levels. When they are included in a food chain they are usually placed at the end.

N.B The amount of energy passed on by a trophic level to another is always less than the amount of energy that the trophic level received.

This is due to the loss and usage of energy e.g. some energy in animals is lost as heat energy in breath, urine and faeces

Energy flow in an ecosystem

NB The arrow in the food chain and food wed shows the direction of energy flow.

Examples of food chains

Grass                 Grasshopper              Bird

 

Grass                 Grasshopper              Bird           Mongoose                  Wild dog

(Producer) (Primary consumer)     (Secondary consumer) (Tertiary consumer) (Quaternaryconsumer)

Bacteria and Fungi

(Decomposers)

 

         Food webs

  • It’s composed of all possible food chains in a given ecosystem i.e. it’s made of several interconnecting food chains
  • System of food chains that are linked to one another

NB In every ecosystem there are consumers that feed on dead organisms e.g. scavengers and detrivores.

  • Scavengers are carnivores that feed on dead bodies e.g. vultures, hyenas
  • Detrivores are organisms that feed on dead plant material which is undergoing decomposition e.g. termites, cockroaches, earthworms e.t.c
  • Ecological pyramids
  • They are diagrammatic representations that show the number of organisms, the amount of matter and energy at each trophic level in a food chain.
  • The producers are found at the base of pyramid followed by the primary, secondary, tertiary and quartenary consumers.
  • Ecological pyramids are important because they can be used to show the efficient use of energy in a community.

These pyramids are:

  • Pyramid of numbers
  • This shows the relationship between the numbers of the organisms that occupying the trophic level e.g.
  • In this way it is possible to know the number of organisms that are capable of transferring energy to the next level
  • The pyramid indicates that the organisms transferring energy to the next energy levels decrease as we  rise up
  • The body size of organisms increases at each level from the base to the apex of the pyramid as their number decreases
  • At each trophic level much of the energy obtained is lost in respiration and thus fewer organisms can be supported at the succeeding level.
  • In some cases the number of organisms will not increase at each succeeding level e.g. many caterpillars feeding on one cabbage. It gives an inverted pyramid of numbers e.g.

Pyramid of biomass

  • The biomass of an organism is its constant dry weight
  • The producers have the highest biomass per unit area in decreasing order followed by primary consumers , secondary consumers, tertiary and quaternary consumers

Population

  • It is a group of organisms belonging to the same species in a particular habitat e.g. population of people in Utumishi academy
  • Characteristic of population

-Density – refers to the number of individuals per unit area e.g. 50 antelopes/km2

-Dispersion – this is the spread or distribution of organisms in a habitat.

-Population growth – refers to the rate of increase in numbers.

  • Population growth rate may be influenced by food availability, space, diseases, pests and predators

Population estimation methods

  • In order to find out the number of organisms in an ecosystem all organisms can be counted. But this is difficult and time consuming because:
  • (i) Some organisms are very too small or too many
  • Some organisms move from one place to another.
  • Some organisms may be poisonous or dangerous.
  • This problem is solved by taking representative samples from within the habitat.
  • A sample is a small number of individuals taken from a habitat that is representative of the whole population. Samples are used where the area to be studied is too big.
  • Sampling can be carried out using the following methods:

(1)    Sampling methods

  1. Quadrat method
  • A quadrat is a square frame of known area made of wood or metal. The standard quadrat is a square meter (m2) but small quadrats can be used if only a small area is being studied.
  • The quadrat can further be sub-divided into smaller squares by lengths of string or wire.
  • X
  • Procedure

(i) Select a suitable study area

(ii) Mark the study area and measure its size.

(iii)Stand in the middle of the study area, hold the quadrat aloft and throw it at random within the study area.

(iv)Where the quadrat lands identify and count all the living organisms enclosed within the boundaries of the quadrat and record the number of each species identified.

(v)Make several throws of the quadrats and repeat step (iv) for each quadrat thrown. Record your result in the table below.

X

(vi) Work out the average for each species from the total throws Specimen A=Total species                  No. of throws

=20+2+100+0+50+68=40

6

i.e. average number of specimen A in cm2 is 40

(vii) Calculate the total population in the study area.

Example

  1. Supposing that the area of the playing field is 5000m2 and the average number of star grass per m2 is 30. Calculate the number of star grass in the field.

If 1m2 = 30

5000m2= 5000*30

1

=15,000 star grass

         (b) Line transect method

  • It may be used to find out the distribution of species of plants in an area
  • A line transect is taken by running a rope across the plot and marking off equidistant points. Outs are made at each point (station). Only those plant along the line are identified counted and recorded
  • A line transect is particularly useful when studying transition in habitats and population through an area.
  • X

           (c)    Belt transect

  • A belt transect is taken by running two ropes parallel to each other and about 1m apart along the length of a plot. Counts are made between the two ropes at marked points
  • Capture – recapture method
  • This method is suitable for highly mobile animals like insects, birds, small mammals and fish.

Procedure

  • (i) Catch and mark as many organisms under study and record them as first marked (FM)
  • The animals are given time to disperse and mix with the remaining population for 24hrs. After 24hrs return to the habitat and capture as many organisms as possible.
  • Record the number of organisms collected as second capture (SC) and the number of those that were marked with paint i.e. marked recapture (MR)

P = FM X SC

MR

Whereas

P – Total population

SC – second capture

FM – first marked

MR – marked recaptured

NB – the marking technique should not harm the animal or alter its behavior

  • Marking technique includes light coloured paint that is quick drying e.g. cellulose paint or coloured nail varnish.
  • For water animals the paint should be waterproof
  • Other methods include use of tags.

Assumptions made

  • No organisms move in or out of the area between the two counts.
  • The released animals mix freely with the remaining population.
  • The mark does not alter the animal’s behavior.
  • The marked animals will have enough time to mix with the rest.
  • The population number does not vary during the study period.

Example

  • To estimate the population size of mosquitoes in ASTU village, KEMRI researchers caught 400 mosquitoes which they marked and released. After 24hrs, 200 mosquitoes were caught out of which 80 had the marks. Estimate the population size of mosquitoes in the village.

P = FM X SC =     400*200=1000 mosqui

MR                 80

 

  • The initial number of organisms captured is 75. The second captured is 200. The number of organisms recaptured is 50.

P = FM X SC=  75*200  =300

MR                      50

(2)        Aerial photography count

  • It involves photographing organisms from the air and counting them
  • The method is suitable for large animals that congregate in open spaces
  • (3)Census /direct counting/head count
  • This involves the direct count of members of a species in a given area
  • The method is suitable for large organisms in open areas like savannah grassland
  • Adaptations of plants to various habitats
  • Adaptation is change in an organism that increases its chances of survival in a specific environment.
  • These changes may be structural, behavioural or physiological.
  • Based on adaptations, there are 4 main groups of plants i.e.
  • Xerophytes
  • Helophytes
  • Hydrophytes
  • Halophytes
  • Xerophytes
  • They are plants adapted to withstand a dry habitat or to endure condition of prolonged drought as in arid and semi-arid areas.
  • Characteristics of dry habitats
  • Unpredictable and poorly distributed, rainfall – less than 250mm
  • Very high day temperatures but very low night temperatures resulting in high diurnal temperature range.
  • They are very windy
  • Adaptations of xerophytes to their habitats
  • High ability to absorb water from the soil.
  • Some plants have deep roots to absorb water from deep in the soil e.g. acacia tree.
  • Other plants have superficial roots which grow horizontally close to the soil surface to absorb water after a short or light shower of rain.
  • Many xerophytes have water storage tissues.
  • Some xerophytes such as Bryophyllum have succulent stems to store water. Other plants are Eurphobia, sisal, opuntia, aloe
  • Some xerophytes have a very short life cycle to evade drought hence some survive as seeds or underground perenating organs e.g. corms and bulbs.
  • The plants reduce their rate of transpiration by:
  • Some leaves have thick waxy cuticle to minimize the rate of cuticular transpiration e.g. sisal and aloe.
  • Some have hairs covering the surface of leaves hence trapping moisture e.g. Sodom apple
  • Some leaves are reduced in size such as scale like leaves of whistling pine (casuarina spp)or modified into spines as in cactus. This reduces the surface area over which transpiration occurs.
  • Shedding of leaves during drought to reduce surface exposed to transpiration.
  • Some leaves are folded or rolled up to ensure stomata are not exposed to environmental factors.
  • Most xerophytes show reduced number of stomata which are located on the lower epidermis that lowers the rate of transpiration.
  • Some have sunken stomata which accumulate moisture in sub- stomatal air spaces leading to low diffusion gradient thus reducing transpiration rate e.g. Nerium oleander.
  • Some xerophytes experience reversed stomatal rhythm (opening at night and closing them by day) to prevent excessive loss of water by transpiration.

              (b) Mesophytes

  • These are plants growing under normal conditions of water supply or in well watered soils. They are found in savannah, rainforests e.t.c.
  • The habitats of Mesophytes have the following characteristics
  • Adequate rainfall i.e. 950mm – 1800mm that is well distributed throughout the year.
  • Relatively high humidity
  • Moderate to high temperatures with low diurnal range
  • Shallow water table.

Adaptations of Mesophytes to their habitat

  • Depending on where they grow in these habitats, they show various adaptations e.g.
  • In forest ecosystem
  • Trees grow tall due to competition for light
  • Climbers such as lianas have vines which twine on trees to reach the source of light while epiphytes support themselves on the branches of taller trees.
  • Others that cannot compete for light are adapted to photosynthesise under low light intensities by having numerous chloroplasts.
  • Majority show leaf mosaic that minimizes overlapping and over shadowing of leaves so that all leaves are exposed to light for photosynthesis.
  • Have broad leaves with thin cuticles and many stomata on both leaf surfaces to encourage high rate of transpiration.
  • Some have waxy and glossy surfaces to reflect the strong light rays and drip off rain water respectively.
  • Grassland
  • Long tap root system to reach the water table
  • Extensive fibrous root system to absorb rain water. Some are shallow rooted and thus develop buttress roots or prop roots for extra support e.g. Ficus natalensis
  • Needle like leaves to reduce the rate of transpiration
  • Fewer stomata on the upper leaf surface to reduce the rate of transpiration.
  • Shedding of leaves during the dry season.

(c) Hydrophytes

  • These are plants which grow wholly or partly in fresh water.
  • Their habitats are characterized by:
  • Low concentration of dissolved gases such as oxygen
  • Waves and currents are common
  • Less light under the water

There are 3 types of hydrophytes i.e.

  • Floating types
  • They include pista, salviniamolestus (water lettuce), duckweed, hyacinth and
  • Emergent types
  • They have roots for anchorage but their stem and leaves are extended to float on the water surface e.g. water Lilly
  • Sub merged types
  • They may be suspended in water or anchored at the bottom of the aquatic habitat e.g. ceratophyllum, elodea, spirogyra e.t.c.

Adaptations

  • Most emergent and floating types have broad leaves with maximum number of stomata on the upper surface. This provides a large surface area for gaseous exchange. The exposed stomata allow for quick loss of water through transpiration
  • Some sub merged hydrophytes have leaves which are deeply dissected into thread like straws in order to provide a large surface area for absorption of maximum light for photosynthesis.
  • Their leaves have numerous and sensitive chloroplasts that photosynthesize under low light intensities.
  • Have large air filled tissues (aerenchyma). The air gives buoyancy to the plants and also assist in gaseous exchange.
  • They have poorly developed roots that lack root hairs to reduce absorption of water.
  • Flowers are raised above the water to allow for pollination.
  • (d) Halophytes
  • These are plants which are able to tolerate very salty conditions in soil and marine water.
  • These habitats are characterized by:

-Low concentration of dissolved gases especially in marine water.

-Light intensity is low in marine water

-High concentration of mineral salts

Adaptations

  • Seaweeds grow close to the water surface where there is sufficient light for photosynthesis.
  • Submerged plants are able to carry out photosynthesis at low light intensity
  • Root cells concentrate a lot of salt to enable the roots absorb water by osmosis.
  • Mangroves have well developed prop and stilt roots for support.
  • Mangroves growing in mud flats have buttress roots for support.
  • Some like mangroves have pneumatophores (breathing roots) which emerge above water to obtain atmospheric oxygen for respiration.
  • The reproductive adaptations include floating fruits. The fruits have got large aerenchymatous tissue for air storage that makes them buoyant.

POLLUTION

  • Pollution is the addition of substances to the environment in quantities that are harmful to the organisms and distribute to an ecosystem.
  • Pollutants are substances that cause pollution. There are 3 main categories of pollution i.e air, water and soil pollution.

1.AIR POLLUTION

  • It refers to the contamination of air. The causes of air pollution include:

Sulphur based chemicals e.g. sulphur IV oxide (SO2) and Hydrogen sulphide (H2S).

  • They are produced by food preserving industries, manufacture of sulphuric acid and burning of sulphur based petroleum fuels.
  • Hydrogen sulphide is produced from mineral extraction , mine and also from geothermal power stations like olkaria
  • Volcanic activities also release hydrogen sulphide, carbon IV oxide and carbon II oxide (CO) into the atmosphere.
  • Effects
  • High concentrations of sulphur IV oxide leads to bronchitis, pneumon9ia and heart failure.
  • It also causes irritation and interfere with gaseous exchange
  • Sulphur IV oxide also dissolves in rain water and falls as acid rain which lowers the soil PH thus lowering the crop production.
  • Also acid rain corrodes metals such as iron and aluminium in buildings.
  • Acid rain also causes leaching of magnesium and calcium ions from the soils.
  • Hydrogen Sulphide poisons the organisms. It contaminates blood and suffocates victims when inhaled.

Oxides of nitrogen e.g. Nitrogen II Oxide (NO) and Nitrogen IV Oxide (NO2)

  • These are produced from burning of petroleum fuels in industries and emissions of exhaust fumes in motor vehicles.
  • Effects
  • Nitrogen oxides dissolve in rain water forming acid rain.
  • They are also poisonous to animals affecting respiratory systems when inhaled
  • Nitrogen IV Oxide is carcinogenic
  • When trapped near the ground these gases seriously diminish visibility on roads.
  • Smoke and fumes
  • These contain carbon II Oxide (co), carbon IV Oxide (CO2) and carbon particles. These are produced from industries which burn coal and petroleum fuels and from the burning of natural gases and charcoal.
  • Effects
  • Smoke and fumes affect the visibility due to “smog” on roads
  • When they settle on leaves they block the stomata hence hinder photosynthesis.
  • Smog also causes intense eye irritation, headaches and breathing difficulties
  • Carbon IV Oxide causes respiratory poisoning since it readily combines with haemoglobin forming carboxyhaemoglobin leading to O2
  • CO2 prevents layers of warm air from escaping into the upper atmosphere causing green house effect that leads to global warming.
  • Global warming leads to generally high temperatures that have caused the melting of snow on the peak of mountains such as Kenya and Kilimanjaro.
  • Dust
  • Its composed of small particles emitted from cement lime producing industries such as:
  • Cement works
  • Quarries
  • Road constructions
  • Dusty dry weather roads

NB A “wet method” of cement manufacture which does not result into the release of dust has been adopted by East African Portland cement Bamburi cement limited.

  • Effects
  • Dust settles on plants leaves hence limiting photosynthesis
  • It clogs the respiratory surfaces of organisms resulting in breathing difficulties and respiratory diseases.
  • Dust reduces visibility and irritates the eyes.

   Lead

  • This is mainly from consumption of leaded petrol by motor vehicles. Lead is normally added to petrol to serve as anti-knock compound in vehicle engines so as to improve the engine combustion.

Effects

  • When inhaled it is absorbed into the blood stream and accumulates in the liver, kidneys and bones of animals affecting physiological functioning of these organs.

Leads is also thought to interfere with mental development of children.

  • In plants it leads to the blocking of stomatal pores making it difficult for the plants to carry out gaseous exchange hence no photosynthesis

(vi)  Aerosols

  • An aerosol is a substance that consists of very fine particles of liquid or solid suspended in a gas e.g. pesticides, insecticides, fungicides, perfumes, air fresheners or spray paints.
  • The main pollutants in these aerosols are copper, lead and chlorofluorocarbon (CFC) compounds
  • Effects
  • When copper based aerosols are inhaled they cause irritation of respiratory organs of animals.
  • Copper also causes poisoning of water plants and fish.
  • Copper based chemicals are non-biodegradable hence tend to accumulate in the ecosystem.
  • CFCs are used in refrigerators and as propellants in aerosol cans such as perfume.
  • The main effect of CFCs is the depletion of the ozone layer leading to increased penetration of U.V radiation which causes skin cancer and affects crops

(vii) Noise

  • It’s the presence of undesirable sound in the atmosphere. It’s produced by machines in factories, heavy vehicles, aeroplanes, music players, loud speakers and juakali workshops.
  • Effects
  • Affects hearing in animals. Human beings become insensitive to low pitched sounds.
  • It’s an irritant and causes stress in animals.

Control of air pollution

  • Legislation- government needs to enforce the relevant legislative acts on environmental pollution.
  • Automobile should be fatted with filters and catalytic converters in their exhaust pipes to reduce emission of oxides of nitrogen, sulphur and carbon.
  • Industries manufacturing sulphuric acid and nitric acids should have long chimneys fitted with scrubbers e.g. solar and wind energy
  • Use CFC free aerosols and appliances
  • Use of biological control methods to control pests, diseases and weeds. This reduces reliance on biodegradable chemicals.
  • Encourage use of public means of transport as much as possible other than private cars, this minimizes consumption of fossil fuels and emission of gas pollutants.
  • Smoking in public should be abolished.
  • Ear muffs should be used in factories and juakali workshops that generate loud noises.
  • The masses should be educated on the need for sustainable environmental management.
  • The government should be signatory to global treaties on environmental conservation
  1. WATER POLLUTION
  • It is the addition of substances into the water bodies in quantities that are harmful to the living organisms’ dependent on that water.

Sources of water pollution

Domestic effluents-untreated sewage from urban centers gets discharged into rivers used for water supply for domestic purposes.

  • This sewage contains disease causing micro-organisms such as bacteria, viruses and protozoa. It’s also full of faecal material and urine which encourage bacterial growth. Kitchen wastes also contain detergents that have a lot of phosphates.

Effects

  • Water pollution may cause epidemics of water –borne diseases e.g. cholera, typhoid and amoebic dysentery.
  • The faecal material is broken down by saprophytic bacteria and fungi which lead to depletion of dissolved oxygen in water. This in turn affects aquatic organisms such as fish and aquatic plants.
  • Decomposition of wastes also releases nutrients into the water which causes rapid growthof water hyacinth e.g. L.victoria. This enrichment of the lake with nutrients and its effects is called eutrophication.

Industrial effluents

  • Industries discharge various effluents into rivers,dams e.t.c.. The effluents contain toxic metallic compounds of mercury,arsenic and cadmium in addition to acids and other chemicals.

Effects

  • The poisonous compounds directly kill aquatic organisms such as fish.
  • This compound enter the food chain and accumulate tolethal levels in organisms higher up the trophic levels
  • Heat
  • Industries discharge hot water directly into the water bodies. Some of the effluents may react among themselves releasing heat into the water

Effects

  • Heat reduces the amount of dissolved gases in water e.g. oxygen and carbon dioxide thus organisms may die from oxygen deficiency.
  • The hot water may even kill the living organisms directly due to the high temperatures.

Oil Spillage

  • Oil spillage occur in oceans from oil tankers accidents,
  • Marine organisms such as fish are killed by clogging on their respiratory surfaces.
  • Marine birds get their feathers clogged hence have difficulty in flight.
  • Oil coats photosynthetic phytoplankton’s till they die.
  • There is reduced light penetration into the water hence photosynthesis of submerged plants is hindered

Agrochemicals

  • They includeinorganic fertilizers, herbicides, and pesticides.
  • The inorganic fertilizers contains phosphates and nitrates
  • Pesticides may contain heavy metals e.g. mercury and copper.other pesticides such as DDT contains CFC which are not easily broken down biologically(non-biodegradable)

Effects

Most of these chemicals contain heavy metals such as copper and mercury which affect respiratory activities of aquatic organisms.

  • These chemicals accumulate in the body over a long time and reach toxic levels leading to death
  • Nitrates and phosphates in fertilizers cause eutrophication

Lead

  • This is water pollutant mainly from pipes and tanks in domestic water supply system. through run-off it finds its way into water bodies like rivers, lakes and oceans

Mercury

  • It’s a pollutant released by industries that manufacture chlorine, sodium hydroxide oves and vinyl plastics.
  • Also released during combustion of coal and petroleum oils
  • Fungicides and some cosmetics also contain mercury

Effects

  • Methyl mercury is volatile and very toxicit is absorbed by aquatic organisms or though leaves hence entering the food web involving human beings animals eating plants will mercury are poisoned and killed
  • Mercury poisoningin people results in accumulation of mercury in liver, kidney and brain affecting the physiological functioning and eventually causes death.
  • Mercury also interferes with the process of melaline formation leading to skin lighting , blindness paralysis and even death
  • SOIL EROSION
  • Silt is transported into water bodies

Effects

  • It makes water unclean and unfit for human consumption
  • The silt reduces light penetration hence hindering photosynthetic activities.
  • It clog the respiratory surfaces of aquatic organisms e.g. gills in fish stomata in plants. This interferes with gaseous exchange.

Control of water pollution

  • Legislation- relevant legislation should be enforced and provide for heavy penalties.
  • Industries should control or treat the industries effluents before discharging into water bodies.
  • Proper treatment and disposal of sewages there should be separate systems for disposal of sewage and drinking water.
  • Latrines should be constructed and properly used in addition to proper personal hygiene to control diseases causing agent.
  • Encourage use of unleaded fuels
  • The public should be educated on correct use of inorganic fertilizers and pesticide to be used and should offshore oil wells and refineries.

Effects

  • Oil layer on the water surface reduces oxygen supply to the water and this may lead to death of aquatic life forms.
  • be encourage using organic farming which biologically control pest.
  • Appropriate soil control methods to be put in place such as building of gabions.

3.SOIL POLLUTION

  • This is where chemicals are discharged into the soil and accumulate to levels that cause harm to soil organisms
  • Sources of soil erosion

Oxides of sulphur –e.g. surphur IV oxide enter the soil through precipitation as acid rainfall acid rain alters the soil ph therefore affecting plants and animals that cannot tolerate acid soil

Aerosols

  • Most aerosols sprayed to control pest and disease in plants and animals contain heavy metals e.g. copper and mercury
  • The chemicals fall on the soil and are taken up by plants where their concentration increases and lead to the death of animals.
  • Petroleum products
  • They are spilled on land e.g. oil tankers. Some organisms fail to obtain oxygen in soil saturated soil and therefore die

Inorganic fertilizers

  • Contain phosphate and nitrates which increase soil acidity so that the soil micro organism cannot inhabit such soils

Solid waste

  • Community household waste and industrial wastes.
  • Some are biodegradable e.g. food residue, oil clothing and papers. Others are non- biodegrable e.g. rubber plastic containers scrap metals and glass bottles
  • Solid wastes are a nuisance and may also be injurious e.g. glass bottles.
  • They destroy the aesthetic state of the environment
  • They offer breeding grounds for pests rodents and insects vectors which pose a health hazard to human beings
  • The non-biodegradable solid wastes limit soil aeration thus inhabiting micro-organisms activities

Control of soil pollution

  • Recycle solid waste e.g. polythene paper and plastic containers, glass bottles paper and scrap metal.
  • Household wastes that are biodegradable can be disposed in a compost pit to form compost manurefor organic farming.
  • Combustible soil waste e.g. oil cloths sanitary towels hair should be burned in incinerators
  • encourage pipeline transportation of petrol and petrol products to minimize risk of spillage
  • discourage the excessive use of agrochemicals
  • biological control of pests and diseases to be encouraged
  • enforce appropriate legislation on proper solid wastemanagement 4.RADIOACTIVE EMISSION
  • Nuclear energy is based on the destruction of atom of matter to release energy. The form in which this energy is released when atoms are broken down is generally called radiation. such radiations have great power and it is very destructive if it leaks accidentally
  • The industries in which this energy is produced are called radioactive or nuclear reactors. Some of the common substances broken down to release nuclear energy are uranium, radium, germanium, plutonium, Hydrosonium (heavy water

HUMAN DISEASES

  • A disease is a disorder state of a tissues, organ system or organism during which its function is not carried out normally.
  1. Bacterial diseases
  • They are caused by bacterias e.g.

Cholera

  • Cause Vibrio cholerae

Mode of transmission

  • It’s a waterborne disease. Epidemic of cholera are common during floods.
  • It’s transmitted through contaminated human feaces and food.
  • Its spread by houseflies which feed on both contaminated faeces and human food.
  • Incubation period is spread few hours to 6 days.

Symptoms

  • The bacteria reach the intestine and multiply rapidly.
  • They secrete an enzyme called mucinase which digests the inner lining of the intestines. The exposed intestinal wall becomes irritated and damaged by the produced by the bacteria and this causes violent diarrhoea and vomiting accompanied by severe abdominal pains.
  • Leads to general body dehydration occurring to the high frequency of defecation accompanied by loss of large quantities of water.
  • Death can occur within 24 hours of infection in extreme cases.
  • Adaptive characteristics
  • Adaptive characteristics are the structural and functional mechanisms which make a parasite be better suited to its environment.
  • They form cysts that remain dormant for sometime.
  • They can survive outside the body of the host.
  • Can survive in areas of low oxygen concentration like that in the small intestines.

Prevention and control

  • Treating patients using antibodies.
  • Isolating the patient especially during an outbreak.
  • Disposing faeces properly in toilets and latrines discouraging the practice of “flying toilets”(deface in plastic bags which are then thrown into water dumps or rooftops).
  • The toilets and latrines should be cleaned daily with disinfectants. The latrines should be located far from water sources such as wells and boreholes.
  • Boiling drinking water.
  • Cooking food properly before it is eaten
  • Washing fruits and vegetables properly before eating.
  • Killing houseflies using insecticides.

Covering food properly before storing it.

  • Vaccinating people against the disease in areas prone to cholera. The vaccine is effective for 6 months only.
  • Proper treatment and disposal of sewage.
  • Typhoid
  • Cause: Salmonella typhi
  • Mode of transmission
  • It’s a food and water-borne disease.
  • It can also be transmitted through sweat and saliva droplets.
  • Its spread by houseflies and cockroaches and salmonella bacteria is found in the intestines, lymph nodes.
  • Symptoms
  • Fever
  • Flu
  • Headache
  • Abdominal pains
  • Vomiting
  • Throat infections
  • Dry cough
  • Diarrhea
  • Dehydration

Adaptive characteristics

  • They survive in contaminated water for a long time.
  • The have many alternative host such as pigs, cattle and poultry hence the chance of infecting human being is high.

Prevention and Control

  • To treat patient with antibiotics
  • Proper disposal of feaces and urine in toilets and latrines.
  • Boil drinking water.
  • Cook food properly before serving it.
  • Wash vegetables and fruits in treated water before eating them.
  • Kill houseflies and cockroaches using insecticides.
  • Food should be properly covered before storage.
  • Proper treatment and disposal of sewage.
  • People can be vaccinated against typhoid[effective for 3 yrs]
  1. Protozoan diseases
  2. Malaria
  • It’s caused by a plasmodium. The four types of plasmodium are :Plasmodiummalariae
  • Plasmodium vivax
  • Plasmodiumovale
  • Plasmodium falciparum
  • Mode of transmission
  • Plasmodium parasites live in a female anopheles mosquito and in human beings. The male anopheles mosquito feeds on the sap of plants.
  • Female anopheles mosquito transmits malaria by biting an infected person then biting a healthy person. The parasites are transmitted from the infected to the healthy person through the bite.
  • Plasmodium attack RBC and the liver of humans. Incubation period 8-10 days.

Symptoms

  • Fever and shivering
  • Headaches
  • Pain in the joints and sometimes allover the body.
  • Enlarged spleen and liver.
  • Anaemia
  • Loss of appetite
  • Profuse sweating punctuated by chilis and shivers.

NB sometimes plasmodia parasites cause a more severe and fatal form of malaria by entering the brain cells. This causes cerebral malaria which causes mental disorders.

Adaptive characteristics

  • The parasites are not digested in the stomach of the mosquito.
  • Plasmodium is able to enter the RBC and reproduce within haemoglobin.
  • Some parasites mutate and become resistant to some of the drugs used for treating malaria.

Prevention and control

  • Take preventive anti-malaria drugs especially when travelling to malaria-prone areas.
  • Treat patients using anti-malaria drugs.
  • Sleep under mosquito net which has been treated using anti-malaria medicine.
  • Apply mosquito repellant cream to the body.
  • Control the vector by:

-Spraying insecticides to kill mosquitoes.

-Draining mosquito breeding places such as pools, broken pots and tins.

-Introducing fish into the ponds to feed on mosquito larvae.

-Spraying oil onto the surface of stagnant water inorder to kill mosquito larvae.

-Clearing bushes around homesteads.

Amoebic dysentery

  • Cause: Entamoebahitolytica
  • Mode of transmission
  • Transmitted through contaminated water and food hence termed as water-borne disease.
  • The protozoa are spread by houseflies. The protozoa live in the human intestines causing damage to them. They cause traces of blood to appear in the faeces.
  • Incubation period is 21-28 days.

Symptoms

  • Diarrhoea
  • Faeces have traces of blood.
  • Abdominal pains
  • vomiting
  • fever

Adaptive characteristics

  • the parasites is able to feed on the digested food of the host;
  • it resist digestion by the enzymes of the host.
  • They form a cyst

Prevention and control

  • Treat patient using anti-protozoa drugs.
  • Destroy vectors using insecticides.
  • Proper treatment and disposal of sewage.
  • Boil drinking water.
  • Cook food properly
  • Proper food storage
  • Clean vegetables and fruits in treated water before eating them
  • Parasitic worms
  1. Schistosomiasis (bilharzia)
  • It’s caused by a blood fluke referred to as schistosome. there are various species of schistosome i.e.

–Schistosoma mansonii

-Schistosoma japonicum

-Schistosoma haematobium

Mode of transmission

  • Schistosoma eggs are passed from an infected person to a healthy person through urine or faeces which are discharged into the water.
  • The eggs hatch into larvae which enter an intermediate host.e.g snail
  • The larvae live the snail and live into the water where they penetrate the human being through the skin.

Effects of the parasite on the host

  • Presence of blood in urine.
  • General body weakness.
  • Pain in the lower abdomen.
  • Itchy skin.
  • Damage of liver and kidney

Adaptive characteristics

  • Ability to tolerate low oxygen concentration in the tissues of the urinary bladder.
  • The parasite has suckers for attachment so that they are not dislodged
  • The parasite has 2 host i.e. primary host(human being) and secondary host(snail) thereby increasing their chances of transfer to several host
  • The cercariae larvae and eggs of the parasite has glands that secret lytic enzymes which soften tissues to allow more penetration into the host
  • Some larval forms e.g. cercariae are encysted and can remain dormant and viable until they come into contact with the human being
  • The adult worm in blood produces chemical substances which protect it against the host defense mechanism
  • They worm are of separate sexes. The male forms a gynecophoric canal in which it carries the female. This ensures that eggs produced by the female are fertilized before they are shed into the blood vessels
  • Prevention and control
  • People should ware protective shoes and clothes and avoid walking barefooted in swampy areas.
  • Treatment using anti-schistosomiasis drugs
  • Use molluscicides to eradicate snails
  • Do not bath or stand in stagnant water
  • Boil water used for domestic purposes
  • Proper treatment and disposal of sewage
  1. Ascaris lumbricoides
  • It’s a parasitic roundworm which belongs to the phylum nematode (roundworms)
  • Its characterized by a brownish yellow colour with mouth parts having three lips

Mode of transmission

  • Its transmitted through contaminated food and water

Effects of parasite on host

  • General nourishment and tendencies to have a large appetite because the digested food is consumed by the parasite in the intestine
  • The worms block the intestines thus interfering with digestion, also due to intestinal blockage victims develop large round stomachs.
  • The worms my move towards the nasal passages and interfere with breathing
  • Pneumonia my develop due to weakened lungs
  • Abdominal discomforts
  • The parasite produces toxic substance in a hosts body

Adaptive characteristic

  • It has a hard outer pellical that resist the digestive enzymes of the host
  • The worms tolerate low oxygen concentration in the ileum
  • They lay many eggs to ensure survival of the species
  • Eggs are covered by cyst which resist the enzymes of the host
  • The worm uses its lips to suck digested food from the host
  • The worm produces anti-enzyme to counter the enzymes the host
  • It has 2 hosts; human beings and pigs. This ensures that it always has a ready hosts for survival
  • It has a muscular pharynx through which it sucks digested food from the hosts intestine into its own gut

Prevention and control

  • Drugs can be used to kill worms
  • Boil drinking water
  • Proper use of toilets and latrines
  • Proper treatment and disposal of human waste
  • Cook food thoroughly before eating it
  • Practice personal hygiene

 

Teachers' Resources

Updated Business Studies Best Notes, Exams For All Forms Free Downloads

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Business Studies Best Notes, Exams For All Forms Free Downloads

3. REVISION BUSINESS STUDIES PAPER 1 & 2.doc
565 – BUSINESS STUDIES SYLLABUS.doc
BUSINESS QUICK REVISION .pdf
business studies 1.pdf
Business studies 2.pdf
BUSINESS STUDIES F1 notes.docx
BUSINESS STUDIES F2 NOTES.docx
BUSINESS STUDIES F3 NOTES.docx
BUSINESS STUDIES F4 NOTES.doc
Business studies form 1.pdf
BUSINESS STUDIES NOTES FORM 1-4 BOOKLET.docx
BUSINESS STUDIES NOTES.pdf
BUSINESS STUDIES PP 1.pdf
BUSINESS STUDIES PP 2.pdf
BUSINESS STUDIES REVISION BOOK FORM 1-4 TOPICS.pdf
form four business studies notes.doc
FORM ONE BUSINESS STUDIES.pdf
Form_1_Business_Studies_Assignment_227_1590688924750_BSTF1(1).pdf
Form_2_Business_Studies_Assignment_209_1590688954835_BSTF2.pdf
Form_3_Business_Studies_Assignment_247_1590689059304_BSTF3(1).pdf
Form_4_Business_Studies_Assignment_221_1590689024823_BST_F4.pdf
FORM-THREE-BUSINESS-STUDIES.pdf
FORM-TWO-BUSINESS-STUDIES.pdf
KCSE BUSINESS PP1 REVISION.pdf
KCSE-BUSINESS-STUDIES-TOPICALS.pdf

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Form 2 latest Exam Papers and Answers Term 1 to 3 Free Downloads

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Form 2 latest Exam Papers and Answers Term 1 to 3 Free

Questions

565 F2 BUSINESS QS.docx
451 F2 COMPUTER QS.doc
443 F2 AGRICULTURE QS.docx
441 F2 HOMESCIENCE QS.docx
313 F2 CRE QS.docx
312 F2 GEOGRAPHY QS.docx
311 F2 HISTORY QS.docx
233 F2 CHEMISTRY QS.docx
232 F2 PHYSICS QS.docx
231 F2 BIOLOGY QS.doc
121 F2 MATHEMATICS QS.docx
102 F2 KISWAHILI QS.docx
101 F2 ENGLISH QS.docx

Answers

451 F2 COMPUTER MS.doc
565 F2 BUSINESS MS.docx
443 F2 AGRICULTURE MS.docx
441 F2 HOMESCIENCE MS.docx
313 F2 CRE MS.docx
312 F2 GEOGRAPHY MS.docx
311 F2 HISTORY MS.docx
233 F2 CHEMISTRY MS.pdf
232 F2 PHYSICS MS.docx
231 F2 BIOLOGY MS.doc
121 F2 MATHEMATICS MS.docx
102 F2 KISWAHILI MS.docx
101 F2 ENGLISH MS.docx

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SCHEMES OF WORK FORM THREE ENGLISH TERM 1-3

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ENGLISH           SCHEME OF WORK       FORM   THREE     TERM   ONE  20……………  NAME…………………………..
 
WK NO

 
L/
NO
 
TOPIC
 
SUB-TOPIC
LESSON / SPECIFIC
OBJECTIVES
TEACHING/ LEARNING
ACTIVITIES
MATERIALS       /
RESOURCES
REFERENCES
1  

 

1

  

 

Listening and speaking.

  

 

Non-verbal cues that enhance listening and speaking.

Appearance and grooming.

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

Highlight importance of proper personal grooming and appearance.

Identify aspects that will draw the attention of audience or repulse the audience.

 

  

 

Examine pictures of people;

Listening.

Speaking.

Simulations / role playing;

Discussion.

 

  

 

 

Supplementary class readers.

  

 

 

Integrated English Book III

 

Pg 2-3

 

 

  
2 Reading.

 

 

 Comprehension. Answer questions and make sentences using vocabulary learnt.

 

 Silent reading.

Reading aloud.

Discussion.

Writing.

 Dictionary.

 

 Integrated English Book III

Pg 4-5

  
3 Grammar.

 

 

 Adjectival quantifiers. Identify adjectival quantifiers.

Use adjectival quantifiers correctly.

 

 

 Reading.

Writing.

Listening.

Detailed discussion.

 Supplementary resource books. Integrated English Book III

Pg 6-8

  
4 Grammar. Other adjectival quantifiers. Use other quantifiers with countable and uncountable nouns correctly. Oral exercise;

Written exercise;

Exercise review.

 

 Supplementary resource books. Integrated English Book III

Pg 8-9

  
5-6 Writing.

 

 

 

 Building sentences and paragraphing. Identify transitional words and phrases used to develop a paragraph. Reading;

Listening;

Writing;

Discussion;

Review of exercises.

 Supplementary resource books. Integrated English Book III

Pg 10-12

  
7-8 Reading. Intensive reading of set book. Read some chapters and analyse language and literary appreciation. Detailed discussion.

Reading.

Written exercises.

 

 Set book guide. Set book.  
2 1 Listening and speaking.

 

 

 Aetiological narratives. Identify an aetiological narrative.

Outline features of aetiological narratives.

 Reading;

Discussion.

   Integrated English Book III

Pg 14-16

  
2

 

 

 

3

 Reading.

 

 Reading skills:

 

Attitude

   &

Tone in prose.

 Identify an author’s attitude to different characters and their feelings towards each other.

Recall some adjectives used to describe attitude and tone.

 

 Reading;

Listening;

Answering questions;

Group activities;

Discussion.

 

 Extracts from literature books.

 

 

 

 Integrated English Book III

Pg 17-20

 

  
4 Grammar. Common mistakes. Correct sentences with mistakes. Oral and written exercises;

Review of exercises.

 Supplementary resource books. Integrated English Book III

Pg 21-22

 

  
5,

 

6

 Writing. Cohesion in paragraphs.

 

 Identify devices that are used to create cohesion within a paragraph.

Rewrite a passage making it as cohesive as possible.

 Detailed discussion;

Oral exercise;

Written exercise.

 Supplementary resource books. Integrated English Book III

Pg 23-25

 

  
7 & 8 Reading.

 

 

 Intensive reading of set book.

 

 Read analytically and identify themes, style and character traits.

 

 Reading;

Discussion.

 

 Set book guide. Set book.  

 

3 1-2 Intensive reading. Intensive reading

of set book.

 Read the assigned chapters and discuss language aspects as well as literary devices.

 

 Reading.

Detailed discussion.

 

 

 Set book guide. Set book.  
3 Listening and speaking.

 

 Pronunciation;

Stress in sentences.

 Identify words that require stress in a sentence.

 

 Q/A to review stress in syllables;

dramatic reading;

Guided discussion.

 

 Supplementary resource books. Integrated English Book III

Pg 27-30

 

  
4 Reading.

 

 Comprehension.

 

 Answer comprehension questions based on a passage correctly. Silent reading.

Answering questions;

Reading aloud;

Guided discussion.

 

 Readers.

Dictionary.

 Integrated English Book III

Pg 31-33

 

  
3 5 Grammar. Prefixes. Give meanings of words formed by adding prefixes to them. Discussion;

Writing;

Looking up word in a dictionary.

 Dictionary. Integrated English Book III

Pg 34-36

 

  
6 Writing. Recurrent words. Use pronouns and synonyms recurrently. Reading;

Exposition;

Written exercise.

 Supplementary resource books. Integrated English Book III

Pg 34-36

 

  
7

&

8

 Intensive reading. Intensive reading

of set book.

 Read the assigned chapters and discuss language aspects as well as literary devices.

 

 Reading.

Detailed discussion.

 

 

 Set book guide. Prescribed set book.  

 

4 1 Listening & Speaking. Listening comprehension. Answer questions based on a comprehension that has been read out. Listening;

Compiling notes;

Writing a talk;

Guided discussion.

   Integrated English Book III

Pg 39-40

 

  
2 Reading. Reading skills.

 

Attitude and tone in poetry.

 

 Identify a poet’s attitude towards somebody or something. Reading a poem;

Brain storming;

Guided discussion.

   Integrated English Book III

Pg  40-41

 

  
3,4 Grammar. Noun derivation. Form nouns by adding various suffixes. Q/A to review categories of nouns;

Oral exercise;

Written exercise.

 

 Supplementary references. Integrated English Book III

Pg  42-46

 

  
5,6 Intensive reading. Intensive reading

of set book.

 Analyse themes and characters. Reading.

Detailed discussion.

 

 

 Set book guides. Set book.  
7,8 Writing. Creative writing.

 

Imaginative essay.

 Outline points to consider when writing imaginative compositions.

Write an imaginative essay.

 

 Brain storming;

Discussion;

Written exercise.

 

   Integrated English Book III

Pg  46-49

 

  

 

5 1 Listening & Speaking. Pronunciation.

 

Intonation in sentences I.

 Identify intonation patterns in sentences.

Use rising and falling intonations as required.

 

 Review interrogatives, question tags;

Reading aloud;

Reading practice.

 

 Supplementary references. Integrated English Book III

Pg  50-52

 

  
2 Reading.

 

 Comprehension.

 

 Answer comprehension questions based on a passage correctly.

 

 Silent reading.

Answering questions;

Reading aloud;

Guided discussion.

 

 Readers.

Dictionary.

 Integrated English Book III

Pg 52-54

 

  
3 Reading. Word power. Infer and confirm meanings of words and phrases.

Use new words in sentences correctly.

 Guided discussion.

Written exercise.

 Readers.

Dictionary.

 Integrated English Book III

Pg 52-54

 

  
4 Writing. Essay writing. Practise essay writing on a given topic. Practice writing.

 

 Supplementary references. Integrated English Book III

Pg 54

 

  
5,6 Writing. Creative writing.

 

Picture story.

 Discuss possible locations, people and events portrayed in pictures.

Write a creative composition based on a picture story.

 

 Study pictures;

Discussion;

Essay writing.

 

 Pictures.

 

 New Integrated English Book III

Pg  59-60

 

  
7,8 Intensive reading. Intensive reading

of set book.

 Analyse themes and characters. Reading.

Detailed discussion.

 

 

 Set book guides. Set book.  

 

6 1 Listening & Speaking. Role play.

 

Customs.

 

 Discuss viewpoints depicted in a poem. Reading and re-reading in turns;

Guided discussion;

Written exercise.

 

 Anthologies of poems for further reading. New Integrated English Book III

Pg  61-62

 

  
2 Writing. Essay writing. Practise essay writing on a given topic. Make notes on cultural practices;

Practise essay writing.

 

 Supplementary references. New Integrated English Book III

Pg 63

 

  
6 3 Reading. Reading skills;

 

Note-making and summary.

 Make notes and write a summary based on a passage. Silent reading; Review summary writing;;

Guided activity.

 Supplementary references. New Integrated English Book III

Pg 64-5

 

  
4-5 Intensive reading. Intensive reading

of set book.

 Analyse themes and characters in the set book. Reading.

Detailed discussion.

 

 

 Set book guides. Set book.  
6,7 Grammar. Noun clauses in reported speech. Make sentences using noun clauses in reported speech. Guided discussion;

Oral exercise;

Written exercise.

   New Integrated English Book III

Pg 65-66

  
8 Writing. Punctuation.

 

The semi-colon.

 Punctuate sentences using a semi-colon. Guided discussion;

Oral exercise;

Written exercise.

 Supplementary references. New Integrated English Book III

Pg 66-7

 

  

 

7 1 Listening and speaking. Word stress. Put the correct stress on a word to bring out the intended meaning. Reading aloud;

Oral exercise;

Written exercise.

      
2 Reading.

 

 Comprehension.

 

 Answer comprehension questions based on a passage correctly.

 

 Silent reading.

Answering questions;

Reading aloud;

Guided discussion.

 

 Readers.

Dictionary.

 Integrated English Book III

Pg 70-72

 

  
3 Reading. Word power. Infer and confirm meanings of words and phrases as used in a given context.

Use new words in sentences correctly.

 Guided discussion.

Written exercise.

 Readers.

Dictionary.

 Integrated English Book III

Pg 72-73

 

  
4 Grammar. Demonstrative pronouns and demonstrative adjectives.

 

 Distinguish demonstrative pronouns from demonstrative adjectives. Oral exercise;

Written exercise;

Exercise review.

   Integrated English Book III

Pg 73-74

 

  
7 5 Intensive reading. Intensive reading

of set book.

 Analyse themes and characters in the set book. Reading.

Detailed discussion.

 

 

 Set book guides. Set book.  
6 Writing. Punctuation.

 

The Colon.

 Punctuate sentences using a full colon. Guided discussion;

Oral exercise;

Written exercise.

 Supplementary references. New Integrated English Book III

Pg 74-77

 

  
7 & 8 TEST  &  MID-TERM BREAK          

 

8 1 Listening & speaking.

 

 Etiquette ;

 

Register.

 Define the term register as used in communication.

Describe the components of a register.

 Brain storming;

Role playing;

Presentations;

Discussion;

Writing.

 Supplementary references. New Integrated English Book III

Pg 78-79

 

  
2,3 Reading and writing. Types of humour. Identify categories of humour. Reading;

Discussion.

   New Integrated English Book III

Pg 81-84

 

  
4,5 Grammar. Pronouns as subjects and objects. Identify pronouns used as subjects and objects. Questions and answers;

Writing.

 Supplementary references. New Integrated English Book III

Pg 84-87

 

  
6,7 Intensive reading. Intensive reading

of set book.

 Analyse themes and characters in the set book. Reading.

Detailed discussion.

 

 

 Set book guides. Set book.  
8 Study writing. Synopsis. Write a synopsis of a text. Reading a text;

Discussion;

Writing.

   New Integrated English Book III

Pg 87-88

 

  

 

9 1 Listening & speaking.

 

 

 Giving and following directions. Give and follow instructions.

Write a letter giving instructions on how to reach a given place.

 Study a map;

Identify landmarks;

Answer questions;

Writing.

 Maps. New Integrated English Book III

Pg 89-91

 

  
9 2,3 Reading.

 

 Comprehension.

 

 Answer comprehension questions based on a passage correctly.

 

 Silent reading;

Answering questions;

Reading aloud/ listening;

Guided discussion.

 

 Readers.

Dictionary.

 Integrated English Book III

Pg 92-93

 

  
4,5 Grammar.

 

 

 Transitive and intransitive verbs. Identify transitive and intransitive verbs as used in sentences. Q/A to review subject, verb, object;

Exposition;

Discussion;

Writing.

 

 Supplementary references. Integrated English Book III

Pg 95-98

 

  
6 Writing.

 

 

 Choice of words. Rewrite a passage using appropriate words. Reading;

Writing;

Exercise review.

   Integrated English Book III

Pg 98

 

  
7 & 8 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style. Reading;

Guided discussion;

Listening & speaking.

 

 

 Set book guide. Set book.  

 

10 1 Listening and speaking. Short speech. Prepare and present a short speech. Guided group work;

Presentations;

Individual and group reflections.

 

 Extracts  of good speeches. Integrated English Book III

Pg 9-100

 

  
2,3 Reading skills. Summary. Summarize a given text. Reading and listening;

Writing;

Exercise review.

   Integrated English Book III

Pg 100-2

 

  
4,5 Grammar. Attributive and predicative adjectives. Use strings of adjectives in the correct order.

Use adjectives attributively and predicatively.

 Discussion;

Answering questions;

Writing;

Exercise review.

 

 Supplementary references. Integrated English Book III

Pg 102-4

 

  
6 Institutional writing. Memorandum. Prepare a memorandum. Guided discussion;

Reading;

Writing.

 Extracts of memos. Integrated English Book III

Pg 105-7

 

  
7 & 8 Intensive reading. Intensive reading

of set book.

 Evaluate characters, style, and themes in a set book. Answering questions;

Dramatization.

Guided discussion;

 

 Audio tapes, set book guide.

 

 Prescribed set book.

 

  

 

 

11 1,2 Intensive reading.

 

 Character and characterization. Analyse characters in literary texts. Reading and listening;

Probing questions;

Oral & written exercises;

Guided discussion.

 Extracts.

 

 Integrated English Book III

Pg 108-112

 

  
3-4 Intensive reading.

 

 Literary               appreciation. Identify themes drawn from an extract.

Discuss stylistic devices employed in an extract.

 Reading;

Discussion;

Answer questions.

 Extracts.

 

 Integrated English Book III

Pg 112

 

  
5,6 Reading. Intensive reading.

Set book.

 

 Evaluate themes in a set book. Dramatization;

Guided discussion;

Answer questions.

 

 Audio tapes, set book guide.

 

 Prescribed set book.

 

  
7,8 Intensive reading. Intensive reading

of set book.

 Evaluate themes in a set book. Guided discussion;

Answer sample questions.

 

 Set book guide.

 

 Prescribed set book.

 

  
12,13   END  OF  TERM  EXAMINATIONS  

 

 

 

 

 

 

 

 

 

 

 
 
ENGLISH           SCHEME OF WORK       FORM   THREE     TERM   TWO   20……………  NAME…………………………..
 
 
WK NO

 
L/
NO
 
TOPIC
 
SUB-TOPIC
LESSON / SPECIFIC
OBJECTIVES
TEACHING/ LEARNING
ACTIVITIES
MATERIALS       /
RESOURCES
REFERENCES
 REMARKS
1 1 Listening & Speaking. Stress in sentences. By the end of the lesson, the learner should be able to:

Identify and pronounce words that receive stress in sentences.

 

 Reading;

Pronouncing words;

Writing;

Review exercise.

 Supplementary reference. Integrated English Book III

Pg 114-6

 

  
2 Reading.

 

 Comprehension.

 

 Answer comprehension questions based on a passage correctly.

 

 Silent reading.

Answering questions;

Reading aloud;

Guided discussion.

 

 Readers.

Dictionary.

 Integrated English Book III

Pg 116-8

 

  
3,4 Grammar. Correlative conjunctions. Identify co-ordinating and subordinating conjunctions. Exposition;

Answering questions;

Writing.

   Integrated English Book III

Pg 118-121

 

  
5,6 Writing. Social writing. Discuss components of thank you notes.

Write short thank you notes.

 Reading;

Listening;

Discussion;

Writing.

   Integrated English Book III

Pg 121-4

 

  
7,8 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style. Reading;

Guided discussion;

Listening & speaking.

 

 

 Set book guide. Set book.  

 

2 1 Listening & Speaking. Note taking. Make notes from a given text Listening;

Make notes;

Read the notes.

 Supplementary references. Integrated English Book III

Pg 125

 

  
2,3 Reading.

 

 Comprehension.

 

 Answer comprehension questions based on a passage correctly.

 

 Silent reading.

Answering questions;

Reading aloud;

Guided discussion.

 

 Readers.

Dictionary.

 Integrated English Book III

Pg 125-7

 

  
2 4 Grammar. Complex sentences. Identify main and subordinate clauses in sentences.

Make complex sentences.

 Exposition;

Reading;

Writing;

Review exercises.

 Chart- words used to introduce subordinate clauses Integrated English Book III

Pg 128-130

 

  
5,6 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style. Reading;

Guided discussion;

Listening & speaking.

 

 

 Set book guide. Set book.  
7,8 Study writing. Reports. Discuss features of newspaper reports.

Write a short account of a given scenario.

 Reading newspaper reports;

Discussion.

 Newspaper reports. Integrated English Book III

Pg 131-4

 

  

 

3 1 Listening & Speaking. Homophones. Use homophones in sentences correctly. Q/A to identify homophones;

Writing;

Review questions.

 

 Chart- list of homophones. Integrated English Book III

Pg 135-6

 

  
2 Listening & Speaking. Homonyms.

 

 

Silent  consonants.

 

 Use homonyms in sentences correctly.

 

Identify silent consonants in given words.

 Q/A to identify homonyms;

Reading;

Writing;

Review questions.

 

   Integrated English Book III

Pg 136-7

 

  
3 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style. Reading;

Guided discussion;

Listening & speaking.

 

 

 Set book guide. Set book.  
4,5 Grammar. Conditional clauses. Identify clauses used to persuade, warn or threaten. Guided discussion;

Writing;

Exercise review.

 Supplementary references. Integrated English Book III

Pg 140-4

 

  
6 Social writing. Congratulatory notes. Discuss points to consider when writing a congratulatory note.

Design a congratulation card.

   Congratulation card. Integrated English Book III

Pg 140-4

 

  
3 7,8 Reading.

 

 Comprehension.

 

 Answer questions based on a comprehension passage correctly.

 

 Silent reading.

Answering questions;

Reading aloud;

Guided discussion.

 

 Readers.

Dictionary.

 Integrated English Book III

Pg 138-9

 

  

 

4 1 Listening & Speaking. Intonation in sentences. Use rising and falling intonation correctly. Reading lists, speeches and sentences.

 

   Integrated English Book III

Pg 146-8

 

  
2 Reading skills. Note making and summary. Compile points from a text into a summary. Silent reading;

Making notes;

Summary writing.

   Integrated English Book III

Pg 148-150

 

  
3 Grammar. Conditional clauses. Complete conditional sentences. Guided discussion;

Writing.

 Supplementary references. Integrated English Book III

Pg 150-3

 

  
4 Expressive reading. Poetry. Answer questions based on a poem. Silent reading;

Reading aloud;

Answering questions.

 Supplementary references. Integrated English Book III

Pg 154-6

 

  
5,6 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style. Reading;

Guided discussion;

Listening & speaking.

 

 

 Set book guide. Set book.  
7,8 Writing. Punctuation.

 

The dash.

 Use a dash as a punctuation mark. Review use of a colon, semi-colon;

Guided discussion;

Reading and writing.

   Integrated English Book III

Pg 156-8

 

  

 

5 1 Listening comprehension. Role play. Answer questions based on a passage that will be read out. Listening;

Writing;

Role playing;

Dramatization.

 Supplementary references. Integrated English Book III

Pg 159

 

  
2 Reading.

 

 Comprehension.

 

 Answer questions based on a comprehension passage correctly.

 

 Silent reading.

Answering questions;

Reading aloud;

Guided discussion.

 

 Readers.

Dictionary.

 Integrated English Book III

Pg 159-160

 

  
5 3,4 Grammar. Conditional clauses. Complete conditional sentences. Guided discussion;

Writing.

 Supplementary references. Integrated English Book III

Pg 161-3

 

  
5,6 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style. Reading;

Guided discussion;

Listening & speaking.

 

 

 Set book guide. Set book.  
7,8 Study writing. Argumentative / discursive essay. Discuss elements of a discursive essay.

Write a discursive essay.

 Reading a passage;

Guided discussion;

Writing.

 

   Integrated English Book III

Pg 163-6

 

  

 

6 1,2 Reading skills. Note-making. Answer questions in note form. Pre-listening and post-listening activities;

Writing.

 Supplementary references. Integrated English Book III

Pg 166-7

 

  
3 Grammar. Direct and indirect speech. Write sentences in direct and indirect speech.

 

 Speaking;

Listening;

Writing.

   Integrated English Book III

Pg 169-175

 

  
4 Grammar. Speech tags. Use speech tags correctly. Speaking;

Listening;

Writing.

   Integrated English Book III

Pg 169-175

 

  
5 Social writing. Condolences. Write notes of condolence appropriately. Exposition;

Reading;

Writing.

 Samples of condolence notes. Integrated English Book III

Pg 177-8

 

  
6-8 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style. Reading;

Guided discussion;

Listening & speaking.

 

 

 Set book guide. Set book.  

 

7 1 Intensive reading. Short story. Answer comprehension questions. Silent reading;

Writing;

Answering questions.

 Supplementary  readers. Integrated English Book III

Pg 180-2

 

  
2 Listening and speaking. Debate. Argue for or against a motion. Group activities;

Speaking;

Taking points;

Synthesis of points.

   Integrated English Book III

Pg 177-8

 

  
7 3 Intensive reading. Literary analysis. Give meanings of character adjectives.

Describe attitude of a given character towards other characters.

 Exposition;

Discussion;

Answering question.

   Integrated English Book III

Pg 183-4

 

  
4 Grammar. Idiomatic expressions. Use idiomatic expressions in sentences.

Discuss meaning of idiomatic expressions.

Complete idiomatic expressions.

 Answering questions;

Guided discussion;

Writing;

Review exercises.

 Supplementary readers. Integrated English Book III

Pg 185-8

 

  
5 Creative writing. A short story. Describe structure of a short story.

Write a sort story considering all important aspects.

 Guided discussion;

Listening;

Writing.

   Integrated English Book III

Pg 189-190

 

  
6,7 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style. Reading;

Guided discussion;

Listening & speaking.

 

 

 Set book guide. Set book.  
8 TEST            

 

8 1 Reading skills. Fact and opinion. Differentiate fact from fiction.

 

 Reading;

Tabulate facts and opinions.

 

 

   Integrated English Book III

Pg 192-4

 

  
 2 Listening and speaking. Debate. Argue for or against a motion. Group activities;

Speaking;

Taking points;

Synthesis of points.

   Integrated English Book III

Pg 191

 

  
3,4 Grammar. Infinitives. Use infinitives correctly. Reading;

Guided discussion;

Oral exercise;

Writing.

 Supplementary readers. Integrated English Book III

Pg 195-9

 

  
5,6 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style. Reading;

Guided discussion;

Listening & speaking.

 

 

 Set book guide. Set book.  
8 7,8 Study writing. Writing a process. Describe features of process writing.

 

 Guided discussion;

Reading;

Listening;

Writing.

 

 Charts- Flow diagrams. Integrated English Book III

Pg 200-4

 

  

 

9 1 Listening and speaking. Poetry recitation. Answer questions based on a poem. Silent reading;

Reading aloud;

Guided discussion;

Writing.

 Supplementary readers. Integrated English Book III

Pg 205-8

 

  
2,3 Reading.

 

 Comprehension.

 

 Answer questions based on a comprehension passage correctly.

 

 Silent reading.

Answering questions;

Reading aloud;

Guided discussion.

 

 Readers.

Dictionary.

 Integrated English Book III

Pg 209-210

 

  
4,5 Grammar. Further infinitives. Use infinitives to express preference, to command and in questions. Guided discussion;

Answer questions;

Reading;

Writing.

   Integrated English Book III

Pg 210-3

 

  
6 Writing. Argumentative essay. Compose an argumentative essay. Guided discussion;

Reading;

Writing.

 Supplementary readers. Integrated English Book III

Pg 213-4

 

  
7,8 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style. Reading;

Guided discussion;

Listening & note taking.

 Set book guide. Set book.  

 

10 1 Listening and speaking. Poetry. Answer questions based on a poem. Silent reading;

Re-reading;

Listening;

Answer questions.

   Integrated English Book III

Pg 215

 

  
2,3 Reading skills. Note-making and summary. Answer comprehension questions in point form.

Write a paragraph of given number of words based on some points.

 Reading;

Note taking;

Guided discussion;

Writing.

 Supplementary references. Integrated English Book III

Pg 216

 

  
4,5 Grammar. Prepositional phrases. Identify a prepositional phrase.

Use prepositional phrases in sentences.

Answer questions based on a set book.

 Q/A to review prepositions;

Discussion with examples;

Oral exercise;

Writing.

 

   Integrated English Book III

Pg 217-220

 

  
10 6-8 Reading. Reading

Intensive reading

Set book.

 Critically analyse themes, characters and style.

Answer questions based on a set book.

 Reading;

Guided discussion;

Listening & notetaking.

Answer questions.

 

 Set book guide. Set book.  
11 1 Personal writing. Reminders. Compile guest lists and things-to-do lists. Brain storing;

Guided discussion;

Group work;

Writing.

 Supplementary references. Integrated English Book III

Pg 221-3

 

  
2,3 Reading. Reading

Intensive reading

Set book.

 Critically analyse themes, characters and style. Reading;

Guided discussion;

Listening & note taking.

 Set book guide. Set book.  
4,5 Grammar. Synonyms and antonyms. Supply synonyms and antonyms to given words. Writing;

Review exercises.

   Integrated English Book III

Pg 223-6

 

  
6-7 Intensive reading. Reading

Intensive reading

Set book.

 Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Listening & speaking.

 

 

 Set book guide. Set book.  
8 Reading. Reading

Intensive reading

Set book.

 Answer questions based on a set book. Listening, speaking;

Answering questions.

 

 Set book guide. Set book.  
1213   MID – YEAR EXAMINATIONS    

 

 

 

 

 

 

 

 

 

 

 

 

 
 
ENGLISH           SCHEME OF WORK       FORM   THREE     TERM    THREE  20……………  NAME…………………………..
 
WK NO

 
L/
NO
 
TOPIC
 
SUB-TOPIC
LESSON / SPECIFIC
OBJECTIVES
TEACHING/ LEARNING
ACTIVITIES
MATERIALS       /
RESOURCES
REFERENCES
1 1 Listening and speaking. Relationships. List and explain some factors that affect a relationship. Brain storming;

Listening;

Probing questions;

Guided discussion.

   Integrated English Book III

Pg 227-8

 

    
2 Writing. Writing an essay. Write a quality essay on a given topic. Opening guidelines;

Writing;

 

 Supplementary references. Integrated English Book III

Pg 228

    
3 Reading.

 

 Comprehension.

 

 Answer questions based on a comprehension passage correctly.

 

 Silent reading.

Answering questions;

Reading aloud;

Guided discussion.

 

 Readers.

Dictionary.

 Integrated English Book III

Pg 229-231

 

    
4 Intensive reading. Intensive reading

of  set book.

 Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Listening & note taking.

 Set book guide. Set book.    
5 Writing. The parenthesis. Rewrite sentences indicating some words in parenthesis. Q/A to review punctuation marks;

Reading and listening;

Writing.

        
6 Grammar. Present participles. Use present participles correctly. Brain storming;

Answer questions;

Oral exercise;

Written exercise.

   Integrated English Book III

Pg 232-5

 

    
7,8 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Listening & note making.

 Set book guide. Set book.    

 

2 1 Listening and writing. Listening comprehension. Answer questions from a passage that has been read out. First and second reading & listening;;

Answering questions;

Guided discussion.

 

   Integrated English Book III

Pg 237

 

  
2 2 Reading and writing. Reading comprehension. Answer questions from a passage that has been read out.

Construct sentences using vocabulary learnt in the passage.

 First and second reading & listening;;

Answering questions;

Note taking;

Guided discussion.

 

   Integrated English Book III

Pg 237-240

 

  
3,4 Intensive reading. Intensive reading

of set book.

 Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  
5 Grammar. The past participle. Use past participles correctly. Review present participles;

Guided discussion;

Reading and listening;

Writing.

 Supplementary references.

 

 Integrated English Book III

Pg 240-3

 

  
6 Creative writing. Writing a play. Discuss components of a play.

Write a play of reasonable length and depth.

 Probing questions;

Guided discussion;

Writing.

 Supplementary references.

 

 Integrated English Book III

Pg 243-4

 

  
7,8 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  

 

3 1 Listening and speaking. Poetry. Read and answer questions drawn from a poem. First and second reading;

Answer questions;

Discussion.

 Supplementary references.

 

 Integrated English Book III

Pg 243-4

 

  
2 Listening and speaking. Literary analysis of a poem. Discuss literary devices used in a poem. Guided discussion;

Look up words in a dictionary.

   Integrated English Book III

Pg 247

 

  
3 Reading and writing. Reading comprehension. Answer questions from a passage that has been read out.

Construct sentences using vocabulary learnt in the passage.

 First and second reading & listening;;

Answering questions;

Note taking;

Guided discussion.

 

   Integrated English Book III

Pg 248-50

 

  
3 4 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  
5 Grammar. Phrasal verbs. Identify and use phrasal verbs correctly. Brain storming;

Answering questions;

Writing.

Review exercises.

   Integrated English Book III

Pg 250-5

 

  
6,7 Creative writing. Writing a play. Discuss characterization, structure, production and style of a play. Exposition;

Guided discussion;

Note taking.

 Supplementary references.

 

 Integrated English Book III

Pg 255-7

 

  
8 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  

 

4 1 Listening and writing. Listening comprehension. Answer questions from a passage that has been read out. First and second reading & listening;;

Answering questions;

Guided discussion.

 

   Integrated English Book III

Pg 258

 

  
2,3 Reading skills. Critical reading. Outline guidelines for critical reading.

Read a passage critically then answer accruing questions.

 Probing questions;

Guided discussion;

Reading and listening;

Answer questions.

 

 Supplementary references.

 

 Integrated English Book III

Pg 258-260

 

  
4 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  
5 Grammar. Gender sensitive language. Classify nouns on basis of gender. Probing questions;

Group competitions;

Writing;

Review of exercises.

   Integrated English Book III

Pg 261-4

 

  
6 Institutional writing. Agenda and notification of meetings. Prepare a notification for a meeting.

Identify agenda items for a given meeting.

 Reading a dialogue;

 

 

 Samples of notifications, agenda items. Integrated English Book III

Pg 265-7

 

  
4 7,8 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  

 

5 1 Listening and speaking. Choral recitation. Present choral recitation.

Answer questions drawn from a poem.

 Recitations;

Presentations;

Reading and listening;

Answering questions.

 Supplementary references.

 

 Integrated English Book III

Pg 268-70

 

  
2 Writing skills. Creative writing. Write own version of a poem. Read a poem;

Write own version of similar poem;

Read composed poem loudly.

 

 Supplementary references.

 

 Integrated English Book III

Pg 270

  
3,4 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  
5 Reading skills. Note making and summary. Make summarized notes from a passage. Silent reading of a passage;

Making summarized notes to answer questions.

 

   Integrated English Book III

Pg 271

  
6 Grammar. Formation of adverbs. Form adverbs from adjectives, past participles, prepositions, etc. Questioning to review formation of adjectives;

Guided discussion;

Writing;

Review exercises.

   Integrated English Book III

Pg 272-6

  
7,8 Institutional writing. Minutes. Outline components of minutes. Exposition;

Read sample minutes;

Guided discussion;

Write minutes.

 Samples of minutes. Integrated English Book III

Pg 276-284

  

 

6 1,2 Grammar. Functions of adverbs. List down types of adverbs.

Discuss functions of adverbs.

 Answer questions;

Exposition;

Guided discussion;

Writing.

 Supplementary references.

 

 Integrated English Book III

Pg 289-92

  
6 3 Listening and speaking. Giving and receiving instructions. Outline points to consider when giving instructions.

Write out directions from a place to another.

 Probing questions;

Exposition;

Discussion;

Writing.

   Integrated English Book III

Pg 285-6

  
4 Study reading. Correction of mistakes. Identify and correct mistakes in texts. Reading;

Answering questions to correct mistakes.

   Integrated English Book III

Pg 287-8

  
5-6 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  
7 Study writing. Instructions. Write instructions. Read instructions;

Write instructions in point form.

 

   Integrated English Book III

Pg 294

  
8 TEST            
7 1 Reading. Reading comprehension. Answer questions from a passage that has been read out.

Construct sentences using vocabulary learnt in the passage.

 First and second reading & listening;;

Answering questions;

Note taking;

Guided discussion.

 

   Integrated English Book III

Pg 298-300

 

  
2,3 Listening and speaking. Dilemma narratives. Identify features of dilemma narratives.

Outline functions of dilemma narratives.

 Reading a narrative;

Probing questions;

Guided discussion;

Answer questions

 Supplementary references.

 

 Integrated English Book III

Pg 295-8

  
4,5 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  
6 Personal writing. Journals. Identify feelings expressed in a journal. Silent reading;

Answer questions;

Record events in a journal.

   Integrated English Book III

Pg 305-6

  
7,8 Grammar. Prepositions, adverbs and connectors. Distinguish prepositions from adverbs and connectors. Review questions;

Guided discussion;

Reading and writing.

   Integrated English Book III

Pg 300-4

  
8 1,2 Listening and speaking. Poetry.

 

 

 Discuss alliteration, assonance and onomatopoeia. Reading through a poem and listening;

Probing questions;

Guided discussion.

 Collection of poems. Integrated English Book III

Pg 307-310

  
3 Reading. Reading comprehension. Answer questions from a passage that has been read out.

Construct sentences using vocabulary learnt in the passage.

 First and second reading & listening;;

Answering questions;

Note taking;

Guided discussion.

 

   Integrated English Book III

Pg 298-300

 

  
4 Grammar. Adjectival phrases. Identify adjectival phrases in given sentences.

Use suitable adjectival phrases in sentences.

 

 Exposition;

Guided discussion

Answer questions.

   Integrated English Book III

Pg 314-6

 

  
5,6 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  
7,8 Public writing. Letter of application. Discuss layouts used in writing letters of application.

Write an application letter in correct format.

 Examine application letters;

Guided discussion;

Writing.

 Samples of formats of application letters. Integrated English Book III

Pg 316-322

 

  

 

9 1 Listening and speaking. Rhythm in poetry. Explain the function of rhythm in poetry. Silent reading;

Reading aloud;

Guided discussion.

   Integrated English Book III

Pg 324-7

 

  
2,3 Reading. Reading comprehension. Answer questions from a passage that has been read out.

Construct sentences using vocabulary learnt in the passage.

 First and second reading & listening;;

Answering questions;

Note taking;

Guided discussion.

 

   Integrated English Book III

Pg 327-330

 

  
4 Grammar. Consolidation of adjectival clauses. Combine sentences using relative pronouns. Review relative pronouns;

Answer questions;

Writing;

Exercise review.

   Integrated English Book III

Pg 316-322

 

  
9 5,6 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  
7 Creative writing. Telegrams. Write a telegram in the correct format. Examine telegrams;

Guided discussion;

Writing.

 Samples of telegrams.    
8 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  
11 1 Listening and speaking. Rhythm in poetry. Explain the function of rhythm in poetry. Silent reading;

Reading aloud;

Guided discussion.

   Integrated English Book III

Pg 324-7

 

  
2 Reading. Reading comprehension. Answer questions from a passage that has been read out.

Construct sentences using vocabulary learnt in the passage.

 First and second reading & listening;;

Answering questions;

Note taking;

Guided discussion.

 

      
3 Grammar. Consolidation of adjectival clauses. Combine sentences using relative pronouns. Review relative pronouns;

Answer questions;

Writing;

Exercise review.

   Integrated English Book III

Pg 316-322

 

  
4,5 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  
6 Grammar. Consolidation of adjectival clauses. Combine sentences using relative pronouns. Review of exercises.   Integrated English Book III

Pg 316-322

 

  
7,8 Intensive reading. Intensive reading of set book. Critically analyse themes, characters and style.

 

 Reading;

Guided discussion;

Probing questions;

Listening & note making.

 Set book guide. Prescribed set book.  
12,13   END  OF  YEAR EXAMINATIONS  

 

Teachers' Resources

Latest KASSU Jet KCSE Exam Papers, Pre-Mocks, Post Mocks With Answers Free

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KASSU Jet KCSE Exam Papers, Pre-Mocks, Post Mocks With Answers Free

PHYSICS PAPER 3 SCHEME.pdf
PHYSICS PAPER 3 QUESTIONS.docx
PHYSICS PAPER 3 CONFIDENTIAL.docx
PHYSICS PAPER 2 SCHEME.doc
PHYSICS PAPER 2 QUESTIONS.doc
PHYSICS PAPER 1 SCHEME.pdf
PHYSICS PAPER 1 QUESTIONS.doc
MUSIC PAPER1 SIGHT READING.docx
MUSIC PAPER 3 SCHEME.docx
MUSIC PAPER 3 QUESTIONS.docx
MUSIC PAPER 1 QUESTIONS.docx
MATHEMATICS PAPER 2 SCHEME.pdf
MATHEMATICS PAPER 2 QUESTIONS.docx
MATHEMATICS PAPER 1 QUESTIONS.docx
KISWAHILI PAPER 3 SCHEME.docx
KISWAHILI PAPER 3 QUESTIONS.pdf
KISWAHILI PAPER 3 QUESTIONS.docx
KISWAHILI PAPER 2 SCHEME.docx
KISWAHILI PAPER 2 QUESTIONS.docx
KISWAHILI PAPER 1 SCHEME.docx
KISWAHILI PAPER 1 QUESTIONS.docx
HOME SCIENCE PAPER 3 SCHEME.docx
HOME SCIENCE PAPER 3 QUESTIONS.docx
HOME SCIENCE PAPER 2 SCHEME.docx
HOME SCIENCE PAPER 2 QUESTIONS.docx
HOME SCIENCE PAPER 2 CONFIDENTIAL.docx
HOME SCIENCE PAPER 1 SCHEME.docx
HOME SCIENCE PAPER 1 QUESTIONS.docx
HISTORY PAPER 2 SCHEME.doc
HISTORY PAPER 2 QUESTIONS.doc
HISTORY PAPER 2 MARKING SCHEME.doc
HISTORY PAPER 1 QUESTIONS.doc
HISTORY PAPER 1 MARKING SCHEME.doc
GEOGRAPHY PAPER 2 SCHEME.docx
GEOGRAPHY PAPER 2 QUESTIONS.docx
GEOGRAPHY PAPER 1 SCHEME.docx
GEOGRAPHY PAPER 1 QUESTIONS.docx
FRENCH PAPER 3 QUESTIONS.doc
FRENCH PAPER 2 SCHEME.docx
FRENCH PAPER 2 QUESTIONS.docx
FRENCH PAPER 1 SCHEME.docx
FRENCH PAPER 1 QUESTIONS.docx
ENGLISH PAPER 3 QUESTIONS.docx
ENGLISH PAPER 2 SCHEME.pdf
ENGLISH PAPER 2 QUESTIONS.pdf
ENGLISH PAPER 1 SCHEME.docx
ENGLISH PAPER 1 QUESTIONS.docx
CRE PAPER 2 SCHEME.docx
CRE PAPER 2 QUESTIONS.docx
CRE PAPER 1 QUESTIONS.docx

Teachers' Resources

STANDARD 8 SCIENCE SCHEMES OF WORK TERM 1-3

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SCIENCE SCHEMES OF WORK

STANDARD EIGHT

TERM I

REFERENCES:

  1. SCIENCE IN ACTION PUPILS BOOK8, OXFORD PUBLISHERS
  2. SCIENCE IN ACTION TEACHER’S GUIDE BOOK 8 OXFORD PUBLISHERS
  3. PRIMARY SCIENCE PUPILS BOOK8, JKF PUBLISHERS
  4. PRIMARY SCIENCE TEACHERS GUIDE  BOOK 8 JKF PUBLISHERS
  5. UNDERSTANDING SCIENCE PUPILS BOOK8 PUBLISHERS

Science schemes of work for standard _8______TERM___1____YEAR________

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES TEACHER’S ACTIVITIES EARNER’S ACTIVITIES RESOURCES REFERENCES ASSESSMENT REMARKS
1 REPORTING AND PREPARATION  
 

 

 

 

 

 

 

 

2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4

 1 Reproduction in human beings Fertilization in human beings By the end of this lesson the learner should be able to explain fertilization in human beings •  Identifying  essential parts

•  Explaining the role

of sperms and ova in 

fertilization

•  Discussion 

•  Identifying  essential parts

•  Explaining the role

of sperms and ova in 

fertilization

•  Discussion 

Photographs- –  charts on

the reproductive system

chart of reproductive system

 Ps Pbk8 Pg2-10

PSTG bk8Pg2-6

SCIA – 8 pg 2-6

TG – 8 pg 2

US PB 8Pg3-4

US TG8Pg1-5

 Drawing and labelling diagrams  
2   Foetal development The zygote By the end of this lesson the learner should be able to explain development of foetus in zygote stage •  Identifying  parts

•  Explaining the role

of sperms and ova in 

fertilization

•  Discussing the

 •  Identifying  parts

•  Explaining the role

of sperms and ova in 

fertilization

•  Discussing the

 –        Photographs – charts on

the reproductive system

 

 Ps Pbk8 Pg

PSTG bk8Pg

SCIA – 8 pg 2-6

TG – 8 pg 2

US PB 8Pg2-4

US TG8Pg1-5

 Written exercise  
3   Foetal development

The embryo

By the end of this lesson the learner should be able to discuss and explain development of foetus in embryo  stage •  Identifying 

•  Explaining

•  Discussing the

•  Identifying 

•  Explaining

•  Discussing the

Photographs and charts on

the reproductive system

 

 Ps Pbk8 Pg

PSTG bk8Pg

SCIA – 8 pg 2-6

TG – 8 pg 2

US PB 8Pg2-4

US TG8Pg1-3

 Filling in blank spaces  
4-5   Development of the foetus

 

 By the end of this lesson the learner should be able  to explain development of foetus in last  stage (foetus) –        Explanation 

–        Discussion

–        Observation

–         

–         

 –        Explanation 

–        Discussion

–        Observation

–         

–         

 –        Chart

–        Photographs

–        Diagrams from the book

 Ps Pbk8 Pg2-10

PSTG bk8Pg2-6

SCIA – 8 pg 2-6

TG – 8 pg 2

US PB 8Pg3-4

US TG8Pg1-3

 Oral exercise  
1-2   The process of birth By the end of this lesson the learner should be able to explain and describe the process of birth.   –        Description

–        Demonstration

–        Discussion

 

 –        Description

–        Demonstration

–        Discussion

 

 chart of reproductive system

–        Photographs

Diagrams from the b

 Ps Pbk8 Pg2-10

PSTG bk8Pg2-6

SCIA – 8 pg 2-6

TG – 8 pg 2

US PB 8Pg3-4

US TG8Pg1-3

 Drawing and labelling diagrams  
3   The process of birth By the end of this lesson the learner should be able to explain and describe the process of birth.   –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        chart

 

Diagrams from the book

 Ps Pbk8 Pg2-10

PSTG bk8Pg2-6

SCIA – 8 pg 2-6

TG – 8 pg 2

US PB 8Pg3-4

US TG8Pg1-3

 Written exercise  
4   The process of birth By the end of this lesson the learner should be able to explain and describe the process of birth.   –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        chart

–        Photographs

Diagrams from the book

 chart of reproductive system

 Ps Pbk8 Pg2-10

PSTG bk8Pg2-6

SCIA – 8 pg 2-6

TG – 8 pg 2

US PB 8Pg35-40

US TG8Pg17

 Filling in blank spaces  
5 The Excretory system The skin By the end of this lesson the learner should be able to identify the skin as an excretory organ –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Photographs

Diagrams from the book

chart of reproductive system

 Ps Pbk8 Pg10-15

PSTG bk8Pg6-8

SCIA – 8 pg 8-12

TG – 8 pg 2-7

US PB 8Pg5-8

US TG8Pg17

 Oral exercise  
1   The skin By the end of this lesson the learner should be able to  name the waste products the skin helps to remove –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 Diagrams from the book

–        Skin

–        hide

 Ps Pbk8 Pg10-15

PSTG bk8Pg6-8

SCIA – 8 pg 8-12

TG – 8 pg 2-7

US PB 8Pg5-8

US TG8Pg1-5

 Drawing and labelling diagrams  
2   The skin By the end of this lesson the learner should be able to  identify parts of  the skin –        Description

–        Drawing

–        Note taking

–        Explanation

–        Observation

 –        Description

–        Drawing

–        Note taking

–        Explanation

–        Observation

 –        chart

–        Photographs

Diagrams from the book

–        hide

 Ps Pbk8 Pg10-15

PSTG bk8Pg6-8

SCIA – 8 pg 8-12

TG – 8 pg 2-7

US PB 8Pg5-9

US TG8Pg7

 Written exercise  
3-5   The kidneys By the end of this lesson the learner should be able to identify the kidney as an excretory –        Description

–        Demonstration

–        Discussion

–        Explanation

Observation

 –        Description

–        Demonstration

–        Discussion

–        Explanation

Observation

 –        chart

–        Photographs

Diagrams from the book

 Ps Pbk8 Pg10-15

PSTG bk8Pg6-8

SCIA – 8 pg 8-12

TG – 8 pg 2-7

US PB 8Pg35-40

US TG8Pg17

 Filling in blank spaces  
5 1     By the end of this lesson the learner should be able to name the waste products it helps to remove. –        Description

–        Demonstration

–        Discussion

–        Drawing

–        Note taking

 

 –        Description

–        Demonstration

–        Discussion

–        Drawing

–        Note taking

 

  

–        Diagrams from the book

–        Picture

Ps Pbk8 Pg10-15

PSTG bk8Pg6-8

SCIA – 8 pg 8-12

TG – 8 pg 2-7

US PB 8Pg5-9

US TG8Pg7

 Oral exercise  
  2     By the end of this lesson the learner should be able to identify the external appearance of kidney. –        Description

–        Demonstration

–        Drawing

–        Note taking

Observation

 –        Description

–        Demonstration

–        Drawing

–        Note taking

Observation

 –        Diagrams from the book

Picture

 Ps Pbk8 Pg10-15

PSTG bk8Pg6-8

SCIA – 8 pg 8-12

TG – 8 pg 2-7

US PB 8Pg8-12

US TG8Pg7-9

 Drawing and labelling diagrams  
 

 

 

 

 

 

 

 

 

6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7

 3-5 Health education Meaning of STD’S By the end of this lesson the learner should be able to explain the meaning of sexually transmitted disease –        Description

–        Demonstration

–        Discussion

–        Explanation

Observation

 –        Description

–        Demonstration

–        Discussion

–        Explanation

Observation

 –        Diagrams from the book

Pictures

 Ps Pbk8 Pg15-18

PSTG bk8Pg8-11

SCIA – 8 pg 12-15

TG – 8 pg 10-12

US PB 8Pg13-14

US TG8Pg11

 Written exercise  
1     By the end of this lesson the learner should be able to give examples  of sexually transmitted disease –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Diagrams from the book

Pictures

 Ps Pbk8 Pg15-18

PSTG bk8Pg8-11

SCIA – 8 pg 12-15

TG – 8 pg 10-12

US PB 8Pg13-14

US TG8Pg12

 Filling in blank spaces  
2   Gonorrhoea By the end of this lesson the learner should be able to name causes of gonorrhoea and discuss the preventive measure –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Diagrams from the book

–        Pictures

 Ps Pbk8 Pg15-18

PSTG bk8Pg8-11

SCIA – 8 pg 12-15

TG – 8 pg 10-12

 Oral exercise  
3-4   Chancroid By the end of this lesson the learner should be able to name causes of Chancroid  and discuss the preventive measure –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Diagrams from the book

–        Pictures

 Ps Pbk8 Pg15-18

PSTG bk8Pg8-11

SCIA – 8 pg 12-15

TG – 8 pg 10-12

US PB 8Pg15-

US TG8Pg12

 Drawing and labelling diagrams  
5     Sexually transmitted diseases

Syphilis

By the end of this lesson the learner should be able to name causes of syphilis and discuss the preventive measure –        Description

–        Demonstration

–        Discussion

–        Drawing

–        Note taking

–        Description

–        Demonstration

–        Discussion

–        Drawing

–        Note taking

–        Diagrams from the book

–        Pictures

 Ps Pbk8 Pg15-18

PSTG bk8Pg8-11

SCIA – 8 pg 12-15

TG – 8 pg 10-12

US PB 8Pg5-4

US TG8Pg12

 Written exercise  
1     Sexually transmitted diseases By the end of this lesson the learner should be able to discuss preventive measures for sexually transmitted infections  –        Description

–        Drawing

–        Note taking

–        Explanation

–        Observation

 –        Description

–        Drawing

–        Note taking

–        Explanation

–        Observation

 –        Diagrams from the book

–        Picture

 Ps Pbk8 Pg15-18

PSTG bk8Pg8-11

SCIA – 8 pg 12-15

TG – 8 pg 10-12

 Filling in blank spaces  
2-3   Control of HIV/ AIDS By the end of this lesson the learner should be able to  identify control measures of HIV/ AIDS –        Description

–        Demonstration

–        Discussion

–        Drawing

–        Note taking

–        Description

–        Demonstration

–        Discussion

–        Drawing

–        Note taking

–        Diagrams from the book

–        Pictures

–        Posters

Ps Pbk8 Pg15-18

PSTG bk8Pg8-11

SCIA – 8 pg 12-15

TG – 8 pg 10-12

US PB 8Pg13-14

US TG8Pg13

 Oral exercise  
4     By the end of this lesson the learner should be able to  identify control measures of HIV/ AIDS –        Description

–        Demonstration

–        Discussion

–        Drawing

–        Note taking

–        Description

–        Demonstration

–        Discussion

–        Drawing

–        Note taking

–        Diagrams from the book

–        Pictures

–        Posters

 Ps Pbk8 Pg15-18

PSTG bk8Pg8-11

SCIA – 8 pg 12-15

TG – 8 pg 10-12

US PB 8Pg15-17

US TG8Pg12

 Drawing and labelling diagrams  
5   Mass education and the media By the end of this lesson the learner should be able to  identify control measures of HIV/ AIDS –        Demonstration

–        Discussion

–        Drawing

–        Note taking

–        Demonstration

–        Discussion

–        Drawing

–        Note taking

–        Diagrams from the book

–        Pictures

–        Posters

 Ps Pbk8 Pg15-18

PSTG bk8Pg8-11

SCIA – 8 pg 12-15

TG – 8 pg 10-12

US PB 8Pg15-18

US TG8Pg13

 Written exercise  
1 Plants Adaptation of plants By the end of this lesson the learner should be able to  observe adaptive features of plants –        Drawing

–        Nature walk

–        Note taking

–        Discussion

–        Drawing

–        Nature walk

–        Note taking

–        Discussion

–        Diagrams from the book

–        Picture

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg15-16

US TG8Pg16

 Filling in blank spaces  
8 2   Adaptation of plants

Dry area

 By the end of this lesson the learner should be able to explain how plants are adapted to dry area. –        Excursion 

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Excursion 

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Diagrams from the book

–        Pictures

–        Cactus

Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg15-16

US TG8Pg14

 Oral exercise  
  3-4   Adaptation of plants

Wet  area

 By the end of this lesson the learner should be able to explain how plants are adapted to wet environment. –        excursion 

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        excursion 

–        Demonstration

–        Discussion

–        Explanation

–        Observation

 –        Diagrams from the book

–        Pictures

–        Arrow root

Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

 Drawing and labelling diagrams  
 

 

 

 

 

 

9

 5   Adaptation of plants By the end of this lesson the learner should be able to describe different ways in which plants defend themselves –        Drawing

–        Note taking

–        Description

–        Demonstration

–        Discussion

–        Explanation

–        Drawing

–        Note taking

–        Description

–        Demonstration

–        Discussion

–        Explanation

–        Diagrams from the book

–        Pictures

 

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg15-18

US TG8Pg14

 Written exercise  
1   Signs of unhealthy crops By the end of this lesson the learner should be able to identify signs of unhealthy plants  –        Drawing

–        Note taking

–        Description

–        Demonstration

–        Discussion

–        Explanation

–        Drawing

–        Note taking

–        Description

–        Demonstration

–        Discussion

–        Explanation

–        Diagrams from the book

–        Pictures

–        unhealthy plant

Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg15-17

US TG8Pg17

 Filling in blank spaces  
2   Effect of crop diseases By the end of this lesson the learner should be able to observe effects of crop diseases in their habits around the school compound. –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Description

–        Demonstration

–        Discussion

–        Explanation

–        Diagrams from the book

–        Pictures

unhealthy plant

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Oral exercise  
3 Animals Feeding habits By the end of this lesson the learner should be able to identify the different feeding habit of animals in the school environment –        Drawing

–        Note taking

–        Description

–        Demonstration

–        Drawing

–        Note taking

–        Description

–        Demonstration

–        Diagrams from the book

–        Pictures

–        cow

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Drawing and labelling diagrams  
4-5   Feeding habit

herbivore

 By the end of this lesson the learner should be able to describe the characteristics of herbivores and their feeding habit –        Description

–        Demonstration

–        Discussion

–        Explanation

–        Description

–        Demonstration

–        Discussion

–        Explanation

Excursion

Hide/skin

Real animals

Pictures

Photograph

Drawing

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Written exercise  
10 1   Carnivores By the end of this lesson the learner should be able to explain the feeding habits of carnivores –        Drawing

–        Note taking

–        Description

–        Demonstration

–        Drawing

–        Note taking

–        Description

–        Demonstration

Excursion

Pictures

Photograph

Drawing

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Filling in blank spaces  
  2   Omnivores By the end of this lesson the learner should be able to explain the feeding habits of omnivores –        Drawing

–        Note taking

–        Description

–        Demonstration

 –        Drawing

–        Note taking

–        Description

–        Demonstration

 Hide/skin

Pictures

Photograph

Drawing

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Oral exercise  
  3   Adaptation of beaks for feeding By the end of this lesson the learner should be able to  explain how grain eater beaks are adapted to their feeding habitats –        Drawing

–        Note taking

–        Description

–        Demonstration

 –        Drawing

–        Note taking

–        Description

–        Demonstration

 Real animals

Pictures

Photograph

Drawing

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Drawing and labelling diagrams  
  4   Adaptation of beaks for feeding By the end of this lesson the learner should be able to  explain how filter feeder beaks are adapted to their feeding habitats –        Description

–        Demonstration

–        Discussion

–        Explanation

–        drawing

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–        drawing

 Pictures

Photograph

Drawing

Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Written exercise  
  5   Adaptation of beaks for feeding By the end of this lesson the learner should be able to  explain how fresh eater beaks are adapted to their feeding habitats –        Description

–        Demonstration

–        Discussion

–        Explanation

drawing

 –        Description

–        Demonstration

–        Discussion

–        Explanation

drawing

 Pictures

Photograph

Drawing

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Filling in blank spaces  
  1   Adaptation of beaks for feeding By the end of this lesson the learner should be able to  explain how nectar eater beaks are adapted to their feeding habitats –        Description

–        Demonstration

–        Discussion

–        Explanation

–        drawing

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–        drawing

 Pictures

Photograph

Drawing

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Oral exercise  
 

 

 

 

 

11

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

12

 

 

 2   Adaptation of animals to movement By the end of this lesson the learner should be able to explain how flying animals are adapted to their way of moving. –        Description

–        Demonstration

–        Discussion

–        Explanation

 

 –        Description

–        Demonstration

–        Discussion

–        Explanation

 

 Excursion

Pictures

Photograph

Drawing

 Ps Pbk8 Pg30-42

PSTG bk8Pg18-26

SCIA – 8 pg 28-40

TG – 8 pg 19-27

US PB 8Pg35-40

US TG8Pg17

 Drawing and labelling diagrams  
3     By the end of this lesson the learner should be able to explain how swimming animals are adapted to their way of moving. –        Description

–        Demonstration

–        Discussion

–        Explanation

–        drawing

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–        drawing

 Pictures

Photograph

Drawing

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Written exercise  
4-5     By the end of this lesson the learner should be able to explain how hopping and leaping animals are adapted to their way of moving. –        Description

–        Demonstration

–        Discussion

–        Explanation

–        drawing

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–        drawing

 Pictures

Photograph

Drawing

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Filling in blank spaces  
1   Livestock diseases By the end of this lesson the learner should be able to identify signs of ill health in livestock. –        Description

–        Demonstration

–        Discussion

–        Explanation

–        drawing

–        Description

–        Demonstration

–        Discussion

–        Explanation

–        drawing

Hide/skin

Pictures

Photograph

Drawing

 Ps Pbk8 Pg30-42

PSTG bk8Pg18-26

SCIA – 8 pg 28-40

TG – 8 pg 19-27

US PB 8Pg35-40

US TG8Pg17

 Oral exercise  
2   Effects of diseases on livestock By the end of this lesson the learner should be able to state the effect of ill health on livestock.  –        Drawing

–        Note taking

–        Description

–        Demonstration

–        Discussion

–        Explanation

 

 –        Drawing

–        Note taking

–        Description

–        Demonstration

–        Discussion

–        Explanation

 

 Excursion

Hide/skin

Real animals

Ps Pbk8 Pg30-42

PSTG bk8Pg18-26

SCIA – 8 pg 28-40

TG – 8 pg 19-27

US PB 8Pg35-40

US TG8Pg17

 Drawing and labelling diagrams  
13 –        REVISION

 

  
14 EXAMINATIONS  
          –          –                 

 

 

 

 

 

 

 

 

 

 

 

 

Science schemes of work

STANDARD EIGHT 2014

TERM II

 

 

 

 

 

REFERENCES:

  1. SCIENCE IN ACTION PUPILS BOOK8, OXFORD PUBLISHERS
  2. SCIENCE IN ACTION TEACHER’S GUIDE BOOK 8 OXFORD PUBLISHERS
  3. PRIMARY SCIENCE PUPILS BOOK8, JKF PUBLISHERS
  4. PRIMARY SCIENCE TEACHERS GUIDE  BOOK 8 JKF PUBLISHERS
  5. UNDERSTANDING SCIENCE PUPILS BOOK8 PUBLISHERS

 

 

 

WEKE LSN TOPIC SUB TOPIC OBJECTIVES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES RESOURCES REFERENCES ASSESSMENT REMARKS
1 REPORTING AND PREPARATION  
2   Water Hard and soft water By the end of this lesson the learner should be able to

(i)               define hard and soft water 

 

 –        Drawing

–        Note taking

–        Description

–        Demonstration

–        Discussion

–        Explanation

 

 –        Drawing

–        Note taking

–        Description

–        Demonstration

–        Discussion

–        Explanation

 

 Water

Salt

Source of heat

Soap

 Ps Pbk8 Pg30-42

PSTG bk8Pg18-26

SCIA – 8 pg 28-40

TG – 8 pg 19-27

US PB 8Pg35-40

US TG8Pg17

 Drawing and labelling diagrams  
2   Hard and soft water By the end of this lesson the learner should be able to

(ii)             State the differences between hard and soft water.

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–         

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–         

 Water

Salt

Source of heat

Soap

 Ps Pbk8 Pg30-42

PSTG bk8Pg18-26

SCIA – 8 pg 28-40

TG – 8 pg 19-27

US PB 8Pg35-40

US TG8Pg17

 Written exercise  
3   Advantages of hard and soft water By the end of this lesson the learner should be able to describe the advantages hard and soft water. –        Description

–        Demonstration

–        Discussion

–        Explanation

–         

 –        Description

–        Demonstration

–        Discussion

–        Explanation

–         

 Water

Salt

Source of heat

Soap

 Ps Pbk8 Pg30-42

PSTG bk8Pg18-26

SCIA – 8 pg 28-40

TG – 8 pg 19-27

US PB 8Pg35-40

US TG8Pg17

 Filling in blank spaces  
4-5   disadvantages of hard and soft water By the end of this lesson the learner should be able to describe the disadvantages of hard and soft water. –        Description

–        Demonstration

–        Discussion

–        Explanation

 

 –        Description

–        Demonstration

–        Discussion

–        Explanation

 

 Water

Salt

Source of heat

Soap

 Ps Pbk8 Pg30-42

PSTG bk8Pg18-26

SCIA – 8 pg 28-40

TG – 8 pg 19-27

US PB 8Pg35-40

US TG8Pg17

 Oral exercise  
3 1   Softening hard water By the end of this lesson the learner should be able to  soften hard water by boiling –        Description

–        Demonstration

–        Discussion

–        Explanation

 

 –        Description

–        Demonstration

–        Discussion

–        Explanation

 

 Water

Salt

Source of heat

Soap

 Ps Pbk8 Pg30-42

PSTG bk8Pg18-26

SCIA – 8 pg 28-40

TG – 8 pg 19-27

US PB 8Pg35-40

US TG8Pg17

 Drawing and labelling diagrams  

 

3

 

 

 

 

 

 

 

 

 1 ENVIRONMENT SOIL pollution By the end of this lesson the learner should be explain the meaning of soil pollution –        Description

–        Demonstration

–        Discussion

–        Explanation

Question and answer

 Soil Ps Pbk8 Pg30-42

PSTG bk8Pg18-26

SCIA – 8 pg 28-40

TG – 8 pg 19-27

    
2   Effect of soil pollution By the end of this lesson the learner should be able to explain and describe the effect of soil pollution on plants –        Description

–        Drawing

–        Discussion

–        Explanation

Question and answer

 Soil

 Charts

Diagram from the book

 

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Drawing and labelling diagrams  
3-4   Effect of soil pollution By the end of this lesson the learner should be able to explain and describe the effect of soil pollution on animals –        Description

–        Drawing

–        Discussion

–        Explanation

 

 Soil

Excursion

Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Written exercise  
5   Conservation By the end of this lesson the learner should be able to explain the meaning of soil conservation   –        Description

–        Drawing

–        Discussion

–        Explanation

 

 Soil

Charts

Diagram from the book

 

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Filling in blank spaces  
4 1     By the end of this lesson the learner should be able to describe soil conservation method. –        Description

–        Drawing

–        Discussion

–        Explanation

 

 Charts

Diagram from the book

 

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Oral exercise  
2     By the end of this lesson the learner should be able to describe soil conservation method. –        Description

–        Drawing

–        Discussion

–        Explanation

–        note taking

 Soil

Excursion

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Drawing and labelling diagrams  
 

 

 

 

 

 

 

 

 

 

 

 

 3-4   Air pollution By the end of this lesson the learner should be able to describe ways in which air is polluted  –        Description

–        Drawing

–        Discussion

–        Explanation

note taking

 Soil

Charts

Diagram from the book

 

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Written exercise  
5     By the end of this lesson the learner should be able to describe ways in which air is polluted  –        Listening

–        Drawing

–        Discussion

–        Explanation

note taking

 Soot

Soil dust

Excursion

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Filling in blank spaces  
5 1   Effect of air pollution By the end of this lesson the learner should be able to explain the effect of air pollution on plants. –        Description

–        Drawing

–        Discussion

–        Explanation

Soot

Soil dust

Charts

Diagram from the book

 

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Oral exercise  
2-3   Effect of air pollution By the end of this lesson the learner should be able to explain the effect of air pollution on animals –        Demonstration

–        Drawing

–        Discussion

–        Explanation

–        note taking

 Soot

Soil dust

Excursion

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Drawing and labelling diagrams  
4-5   Effect of air pollution By the end of this lesson the learner should be able to explain the effect of air pollution on non-living things –        Demonstration

–        Drawing

–        Discussion

–        Explanation

note taking

 Soot

Soil dust

Excursion

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Written exercise  
6

 

 

 

 

 

 

 1   Controlling  of air pollution By the end of this lesson the learner should be able to explain ways of controlling air pollution –        Demonstration

–        Drawing

–        Discussion

–        Explanation

–        note taking

 Soot

Soil dust

Charts

Diagram from the book

 

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Filling in blank spaces  
2-3   Controlling  of air pollution By the end of this lesson the learner should be able to explain ways of controlling air pollution –        Demonstration

–        Drawing

–        Discussion

–        Explanation

note taking

 Soot

Soil dust

Excursion

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Oral exercise  
4-5   Maintaining and use of resources By the end of this lesson the learner should be able to  appreciate the need to maintain and use environment wisely –        Demonstration

–        Drawing

–        Discussion

–        Explanation

note taking

 Soot

Soil dust

Charts

Diagram from the book

–         

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Drawing and labelling diagrams  
7 1   Maintaining and use of resources By the end of this lesson the learner should be able to  appreciate the need to maintain and use environment wisely –        Demonstration

–        Drawing

–        Discussion

–        Explanation

–        Observation

Soot

Soil dust

Charts

Diagram from the book

–         

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Written exercise  
2-3   Maintaining and use of resources By the end of this lesson the learner should be able to  appreciate the need to maintain and use environment wisely –        Drawing

–        Discussion

–        Explanation

Observation

 Soot

Soil dust

Excursion

 Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Filling in blank spaces  
 

 

8

 

 

9

 4-5 FOOD AND NUTRITION  Nutrition requirement By the end of this lesson the learner should be able to explain and identify special group of people –        Demonstration

–        Drawing

–        Discussion

–        Explanation

–        Nature walk

–        Different  types of food  Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Oral exercise  
MID TERM EXAMINATION    
1   Pregnant mother By the end of this lesson the learner should be able to identify nutrition requirements for pregnant mother  –        Drawing

–        Discussion

–        Explanation

Nature walk

 Different  types of food  Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Written exercise  
2-3   Lactating mother By the end of this lesson the learner should be able to identify nutrition requirements for lactating mother  –        Drawing

–        Discussion

–        Explanation

–        Question and answer

Different  types of food  Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

    
    Lactating mother By the end of this lesson the learner should be able to identify nutrition requirements for lactating mother    Different  types of food       

 

10

 

 

 

 

 

11

 1-2   infants By the end of this lesson the learner should be able to identify nutrition requirements for infants  –        Drawing

–        Discussion

–        Explanation

Question and answer

 Different  types of food  Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Drawing and labelling diagrams  
3   infants By the end of this lesson the learner should be able to identify nutrition requirements for infants  –        Drawing

–        Discussion

–        Explanation

–        Question and answer

 Different  types of food  Ps Pbk8 Pg18-30

PSTG bk8Pg11-18

SCIA – 8 pg 17-28

TG – 8 pg 12-19

US PB 8Pg25-30

US TG8Pg17

 Written exercise  
4-5   Breast milk By the end of this lesson the learner should be able to identify nutrition value of breast milk  –        Drawing

–        Discussion

–        Explanation

Question and answer

 Different  types of food  Ps Pbk8 Pg48-60

PSTG bk8Pg11-118

SCIA – 8 pg 117-128

TG – 8 pg 52-59

US PB 8Pg4049

US TG8Pg17

 Filling in blank spaces  
1   People with HIV/AIDS By the end of this lesson the learner should be able to identify nutrition requirements for people with HIV/AIDS  –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

 

 Ps Pbk8 Pg48-60

PSTG bk8Pg11-118

SCIA – 8 pg 117-128

TG – 8 pg 52-59

US PB 8Pg4049

US TG8Pg17

 Oral exercise  
2-3   People with HIV/AIDS By the end of this lesson the learner should be able to identify nutrition requirements for people with HIV/AIDS  –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

 

 Ps Pbk8 Pg48-60

PSTG bk8Pg11-118

SCIA – 8 pg 117-128

TG – 8 pg 52-59

US PB 8Pg4049

US TG8Pg17

 Drawing and labelling diagrams  
4 A People with HIV/AIDS By the end of this lesson the learner should be able to identify nutrition requirements for people with HIV/AIDS  –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

 

 Ps Pbk8 Pg48-60

PSTG bk8Pg11-118

SCIA – 8 pg 117-128

TG – 8 pg 52-59

US PB 8Pg4049

US TG8Pg17

 Written exercise  
5   Softening hard water By the end of this lesson the learner should be able to  soften hard water by boiling –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

 

 Ps Pbk8 Pg48-60

PSTG bk8Pg11-118

SCIA – 8 pg 117-128

TG – 8 pg 52-59

US PB 8Pg4049

US TG8Pg17

 Filling in blank spaces  
12 1 Water Hard and soft water By the end of this lesson the learner should be able to

(i)                

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

 Ps Pbk8 Pg48-60

PSTG bk8Pg11-118

SCIA – 8 pg 117-128

TG – 8 pg 52-59

US PB 8Pg4049

US TG8Pg17

 Oral exercise  
2                
13 REVISION    
14 EXAMINATION    

 

 

 

 

 

 

 

 

 

SCIENCE SCHEMES OF WORK

STANDARD EIGHT 2014

TERM III

 

 

 

 

 

REFERENCES:

  1. SCIENCE IN ACTION PUPILS BOOK8, OXFORD PUBLISHERS
  2. SCIENCE IN ACTION TEACHER’S GUIDE BOOK 8 OXFORD PUBLISHERS
  3. PRIMARY SCIENCE PUPILS BOOK8, JKF PUBLISHERS
  4. PRIMARY SCIENCE TEACHERS GUIDE  BOOK 8 JKF PUBLISHERS
  5. UNDERSTANDING SCIENCE PUPILS BOOK8 PUBLISHERS

 

 

 

 

WEEK LESSON TOPIC SUB-TOPIC OBJECTIVES TEACHER’S ACTIVITIES LEARNER’S ACTIVITIES REFERENCES RESOURCES ASSESSMENT REMARKS
1 REPORTING AND PREPARATION  
2 1 Food poisoning Food poisoning By the end of this lesson the learner should be able to state the causes of food poisoning  –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Different  types of food 

Charts

Diagram from the book

 Ps Pbk8 Pg48-60

PSTG bk8Pg11-118

SCIA – 8 pg 117-128

TG – 8 pg 52-59

US PB 8Pg4049

US TG8Pg17

 Written exercise  
2-3     By the end of this lesson the learner should be able to state the causes of food poisoning chemical  –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Different  types of food 

Charts

Diagram from the book

 

 Ps Pbk8 Pg48-60

PSTG bk8Pg11-118

SCIA – 8 pg 117-128

TG – 8 pg 52-59

US PB 8Pg4049

US TG8Pg17

 Filling in blank spaces  
4     By the end of this lesson the learner should be able to state the causes of food poisoning ,micro-organism –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Different  types of food  Ps Pbk8 Pg48-60

PSTG bk8Pg11-118

SCIA – 8 pg 117-128

TG – 8 pg 52-59

US PB 8Pg4049

US TG8Pg17

 Oral exercise  
5   Food poisoning By the end of this lesson the learner should be able to  discuss ways of prevention  food poisoning –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Different  types of food  Ps Pbk8 Pg48-60

PSTG bk8Pg11-118

SCIA – 8 pg 117-128

TG – 8 pg 52-59

US PB 8Pg4049

US TG8Pg17

 Drawing and labelling diagrams  
3 1   Food poisoning By the end of this lesson the learner should be able to  discuss the prevention of food poisoning –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Different  types of food 

Charts

Diagram from the book

 

 Ps Pbk8 Pg48-60

PSTG bk8Pg11-118

SCIA – 8 pg 117-128

TG – 8 pg 52-59

US PB 8Pg4049

US TG8Pg17

 Written exercise  
2 Energy Meaning of energy By the end of this lesson the learner should be able to state the meaning of energy –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

 

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Drawing and labelling diagrams  
3   Meaning of energy By the end of this lesson the learner should be able to discuss the situations in which energy is used.  –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

 

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Written exercise  
4-5   Meaning of energy By the end of this lesson the learner should be able to  discuss the situations in which energy is used –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

 

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Filling in blank spaces  
1-2   Types of energy

light energy

By the end of this lesson the learner should be able to describe and discuss light energy. –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

 

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Oral exercise  
4 3   Types of energy

Heat energy

By the end of this lesson the learner should be able to describe and discuss heat energy. –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

Source of heat

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Drawing and labelling diagrams  
 

 

 

 

5

 

 

 

5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 4   chemical energy By the end of this lesson the learner should be able to describe and discuss chemical energy.  –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

Cells

Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Written exercise  
5   Sound  energy By the end of this lesson the learner should be able to describe and discuss sound energy.  –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

Drums

Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Filling in blank spaces  
1-2     By the end of this lesson the learner should be able to describe sound and chemical energy.  –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

Batteries

Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Oral exercise  
3   Electrical  energy By the end of this lesson the learner should be able to describe electrical energy. –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

Magnet

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Drawing and labelling diagrams  
4   magnetic energy By the end of this lesson the learner should be able to describe magnetic energy. –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts

Diagram from the book

Magnet

Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Written exercise  
5   Energy transformations By the end of this lesson the learner should be able to describe energy transformations  in an electric circuit –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts on energy transformation

Diagram from the book

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Filling in blank spaces  
1   Energy transformations By the end of this lesson the learner should be able to describe energy transformations  in food –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts on energy transformation

Diagram from the book

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Oral exercise  
2-3   Energy transformations By the end of this lesson the learner should be able to describe energy transformations  in burning fuel –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts on energy transformation

Diagram from the book

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Drawing and labelling diagrams  
4   Energy transformations By the end of this lesson the learner should be able to describe energy transformations  in a radio –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Charts on energy transformation

Diagram from the book

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Drawing and labelling diagrams  
5   Energy transformations By the end of this lesson the learner should be able to describe energy transformations  in a simple electromagnet –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Model

Charts on energy transformation

Diagram from the book

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Written exercise  
7 MID TERM EXAMINATIONS  
 

 

 

 

 

8

 

 

 

9

 

 

 

 

 

 

 

 

10

 

 1   Energy conservation By the end of this lesson the learner should be able to state the methods of conserving energy. –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Model

Charts on energy conservation

Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Filling in blank spaces  
2   Energy conservation By the end of this lesson the learner should be able to explain how to conserve energy  by using energy sparingly –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Model

Charts

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Oral exercise  
3   Energy conservation By the end of this lesson the learner should be able to explain how to conserve energy  by using energy efficient devices –        Drawing

–        Discussion

–        Explanation

–        Question and answer

 –        Drawing

–        Discussion

–        Explanation

–        Question and answer

 Model

Charts

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Drawing and labelling diagrams  
4-5   Energy conservation By the end of this lesson the learner should be able to explain how to conserve energy  by using renewable energy –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Model

Charts

 Ps Pbk8 Pg120-153

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg53-60

US TG8Pg17

 Written exercise  
1  MAKING WORK EASIER Simple machines The inclined plane By the end of this lesson the learner should be able to investigate how inclined planes make work easier.  –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Model

Charts

 Ps Pbk8 Pg160-170

PSTGbk8Pg11-118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg125-130

US TG8Pg17

 Drawing and labelling diagrams  
2-3   The inclined plane

Ladder

By the end of this lesson the learner should be able to investigate how ladder make work easier  –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Model

Charts

Ladder

Ps Pbk8 Pg160-170

PSTGbk8Pg111118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg125-130

US TG8Pg17

 Written exercise  
4   The inclined plane

Road winding up

 By the end of this lesson the learner should be able to investigate how road winding up hill make work easier  –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Model

Charts

Road winding up

 Ps Pbk8 Pg160-170

PSTGbk8Pg111118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg125-130

US TG8Pg17

 Filling in blank spaces  
5   The inclined plane

Staircase

By the end of this lesson the learner should be able to investigate how staircases make work easier.   –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Model

Charts

Staircases

 Ps Pbk8 Pg160-170

PSTGbk8Pg111118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg125-130

US TG8Pg17

 Oral exercise  
1 Single fixed pulley The single fixed pulley By the end of this lesson the learner should be able to investigate how a single fixed pulley makes work easier  –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Model

Charts

Flag post

 Ps Pbk8 Pg160-170

PSTGbk8Pg111118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg125-130

US TG8Pg17

 Drawing and labelling diagrams  
  2-3   The single fixed pulley By the end of this lesson the learner should be able to investigate how a single fixed pulley makes work easier  –        Drawing

–        Discussion

–        Explanation

Question and answer

 –        Drawing

–        Discussion

–        Explanation

Question and answer

 Model

Charts

Flag post

 Ps Pbk8 Pg160-170

PSTGbk8Pg111118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg125-130

US TG8Pg17

 Written exercise  
  4-5   The single fixed pulley By the end of this lesson the learner should be able to investigate how a single fixed pulley makes work easier  –        Drawing

–        Discussion

–        Explanation

–        Question and answer

 –        Drawing

–        Discussion

–        Explanation

–        Question and answer

 Model

Charts

Flag post

 Ps Pbk8 Pg160-170

PSTGbk8Pg111118

SCIA  8 pg 137-148

TG – 8 pg 92-99

US PB 8Pg125-130

US TG8Pg17

    
11 1-5 REVISION  
12   EXAMINATIONS  
13   MARKING EXAMINATIONS  

 

 

Teachers' Resources

Grade 8 CBC Curriculum Designs pdf downloads

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The Kenya Institute of Curriculum Development, KICD, has released grade eight Curriculum Designs for the Competency Based Curriculum, CBC.

Download all the Grade 8 CBC Curriculum designs in PDF below;

GRADE 8 CURRICULUM DESIGNS- LIFE SKILLS.pdf
GRADE 8 CURRICULUM DESIGNS- INDIGENOUS LANGUAGES.pdf
GRADE 8 CURRICULUM DESIGNS- HOME SCIENCE.pdf
GRADE 8 CURRICULUM DESIGNS- HEALTH EDUCATION.pdf
GRADE 8 CURRICULUM DESIGNS- FRENCH.pdf
GRADE 8 CURRICULUM DESIGNS- ENGLISH.pdf
GRADE 8 CURRICULUM DESIGNS- BUSINESS STUDIES.pdf
GRADE 8 CURRICULUM DESIGNS- ARABIC.pdf
GRADE 8 CURRICULUM DESIGNS- AGRICULTURE.pdf
GRADE 8 PHE.pdf
GRADE 8 CURRICULUM DESIGNS- VISUAL ARTS.pdf
GRADE 8 CURRICULUM DESIGNS- PHYSICAL EDUCATION.pdf
GRADE 8 CURRICULUM DESIGNS- PERFORMING ARTS.pdf
GRADE 8 CURRICULUM DESIGNS- MATHEMATICS.pdf
GRADE 8 CURRICULUM DESIGNS- KISWAHILI.pdf
GRADE 8 CURRICULUM DESIGNS- INTEGRATED SCIENCE.pdf

Teachers' Resources

Form four latest updated notes, exams, schemes of work lesson plans, revision materials free

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Form four latest updated notes, exams, schemes of work lesson plans, revision materials free

Click on the titles/ headings below to download respective resources at no cost.

Form 4 KCSE latest Mocks, predictions with marking schemes

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Form 4 KCSE latest Mocks, predictions with marking schemes. Exam papers free downloads English Kiswahili Mathematics Biology Physics Chemistry General Science History and Government Geography Christian Religious Education (CRE) Islamic Religious Education (IRE) Home Science Arty and Design Agriculture Woodwork Metalwork Building…

AGRICULTURE PP2 FORM 4 KCSE EXAM WITH MARKING SCHEME

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Name: ………………………………………….Index No: ……………………. 443/2 AGRICULTURE Paper 2 2 hours KASSU EXAMINATION 2021 Kenya Certificate of Secondary Education AGRICULTURE PAPER 2 2 HOURS Instructions to candidates. Write your name and index number in the…

FORM 4 JOINT KCSE REVISION EXAMS WITH ANSWERS FREE

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DOWNLOAD ALL THE FORM FOUR KCSE REVISION EXAMS PLUS MARKING SCHEMES HERE AT NO COST. FORM 4 JOINT EXAMS PLUS MARKING SCHEMES AGR F4 PP1 MS AGR…

Form 4 Exams for all Subjects (Full Papers, Marking Schemes and Confidentials)

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In need of Form 4 Exams for all Subjects? You can now download full papers plus their marking schemes and confidentials. These exam papers…

FORM 4 AGRICULTURE SCHEMES OF WORK TERM 1-3

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AGRICULTURE SCHEMES OF WORK FORM FOUR  REFERENCES: Longhorn Secondary Agriculture Book Golden Tips KCSE Agriculture Certificate Agriculture Book KLB Top Mark Agriculture KLB Secondary Agriculture Teacher’s…

ENGLISH GRAMMAR FORM 4 ASSIGNMENTS

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ENGLISH GRAMMAR REVISION QUESTIONS         SECTION A GRAMMAR 1 (a)        Use the comparative form of the word in brackets at the end of…

ENGLISH FORM 4 KASSU JOINT EXAMINATION TEST PLUS ANSWERS

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Name …………………………………….………….. Index Number ………………….. /……..   Signature …………………………………   Date ………………………………………. 101/2 ENGLISH Paper 2 (Comprehension, Literary Appreciation and Grammar) 21/2 hours  KASSU JOINT EXAMINATION TEST Kenya Certificate of Secondary Education Write your…

BUSINESS STUDIES SCHEMES OF WORK FORM 4

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BUSINESS STUDIES, F4, T1 REFERENCES: Longman Explore Book , Inventor KLB Book, Certificate Business Studies Book, KLB Top Mark Series Business Studies WK LSN TOPIC SUB-TOPIC OBJECTIVES L/ACTIVITIES L/T AIDS REFERENCE REMARKS 1   REPORTING AND REVISION     2   1   Source…

ENGLISH PP1 FORM 4 JOINT EXAM WITH ANSWERS

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NAME…………………………………………………………ADM NO……………………… SCHOOL……………………………………………………. SIGNATURE ………………… DATE……………………………………………… 101/1 ENGLISH FORM FOUR PAPER 1 TIME:2 HOURS MWAKICAN JOINT EXAMINATIONS INSTRUCTIONS Write your name and admission number in the spaces provided Sign and write the…

ENGLISH FORM 4 POST-MOCK EXAM WITH MARKING SCHEMES

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101/3 FORM 4 ENGLISH  Paper 3 (Creative compositions and essays based on set texts) Time: 2 ½ Hours MWAKICAN JOINT EXAMINATIONS ENGLISH Paper 3 2 ½ Hours Instructions…

ENGLISH FORM 4 END OF TERM 2 EXAM WITH ANSWERS

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Name: …………………………       Adm No: ……… Class: …….…………………       Candidate’s Sign: …………………… Date: ……………………………………………………… 101/1 ENGLISH (Functional Skills) TIME: 2 HOURS  END OF TERM 2 EXAM  Kenya Certificate of…

FORM 4 BIOLOGY PP3 END TERM 2 EXAMS PLUS MARKING SCHEMES

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NAME ………………………………………………ADM. NO ………………CLASS:………. DATE…………….. 231/3 BIOLOGY PAPER 3 PRACTICAL MARCH/APRIL TIME: 13/4HRS KENYA CERTIFICATE OF SECONDARY EDUCATION Instruction to Candidates Write yourName, Adm. No., Class and Date in the spaces provided …

English Schemes of work term 1-3, Form 4 (Integrated)

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Looking for free English Schemes of work using Integrated reference Book ? Download them below. Download a pdf and editable copy of the schemes of…

Free KCSE Past Papers and Form 4 Revision Materials

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You can now have a free access to KCSE Past Papers for all subjects plus their marking schemes, here. You also get to download…

ENGLISH FORM 4 PP2 TRIAL EVALUATION TEST WITH ANSWERS

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NAME:………………… INDEX NO:………….…….  CANDIDATE’S SIGNATURE: ……  DATE: ……… 101/2 ENGLISH PAPER 2 (Comprehension, Literary Appreciation and Grammar) 2 ½ HOURS TRIAL ONE EVALUATION TEST Kenya Certificate of Secondary Education (KCSE) INSTRUCTIONS TO CANDIDATES Write…

Form 4 Exams With Marking Schemes

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Download free complete Form 4 Exams With Marking Schemes here at no cost. FREE FORM FOUR EXAMS PLUS MARKING SCHEMES. English- 101/1 QUESTIONS English- 101/1 ANSWERS English- 101/2…

FORM 4 KCSE MOCK JOINT EXAMS PLUS MARKING SCHEMES

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DOWNLOAD FREE FORM 4 POST MOCK JOINT EXAMS WITH MARKING SCHOOLS. KISWAHILI JOINT EXAMS PAPER 2 MARKING SCHEMES KISWAHILI JOINT EXAMS PAPER 2 KISWAHILI JOINT EXAMS PAPER…

Form 4 Paper 2 Mock Exams With Answers

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Name: ……………………………………………………    Adm No: ………………….. School: ……………………………………………………   Candidate’s Sign: ………… Date: ……………………………………………………… 101/2 ENGLISH (COMPREHENSION, LITERARY, APPRECIATION AND GRAMMAR) PAPER 2   TIME: 2 ½ HOURS END OF TERM  EXAM  Kenya Certificate of…

ENGLISH FORM 4 END OF TERM 2 EXAM PLUS MARKING SCHEME

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Name: ……………………………………………………    Adm No: ………………….. School: ……………………………………………………   Candidate’s Sign: ………… Date: ……………………………………………………… 101/2 ENGLISH (COMPREHENSION, LITERARY, APPRECIATION AND GRAMMAR) PAPER 2 TIME: 2 ½ HOURS END OF TERM 2 EXAM  Kenya Certificate…

KISWAHILI FORM 4 SCHEMES OF WORK TERM 1-3

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AZIMIO LA KAZI KIDATO CHA NNE             ASILIA KLB Mwongozo wa Mwalimu Oxford Kamusi JUMA KIPINDI   SOMO   SHABAHA   MBINU   VIFAA   ASILIA   MAONI 1 4-6 KUFUNGUA SHULE NA KUSAHIHISHA KAZI YA LIKIZO   2 5-6 Fasihi Hadithi fupi Kufika mwisho wa funzo mwanafunzi…

FORM 4 GEOGRAPHY PP2 JOINT EXAMS PLUS MARKING SCHEMES PDF

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Name: ………………………………………………… school……………………………….. Class:__________   Adm:________/index no……………………………… 321/2 GEOGRAPHY                Paper 2                                   …

FORM 4 GEOGRAPHY NOTES NEW SYLLABUS

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FORM 4 GEOGRAPHY LAND RECLAMATION Land reclamation is the process of converting wasteland into farm land for growing of crops and keeping of animals while land…

ENGLISH PP3 FORM 4 JOINT EXAM WITH ANSWERS

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101/3 FORM 4 ENGLISH  Paper 3 (Creative compositions and essays based on set texts) Time: 2 ½ Hours MWAKICAN JOINT EXAMINATIONS ENGLISH Paper 3 2 ½ Hours Instructions…

HISTORY PAPER 2 JOINT EXAMINATIONS FORM 4

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Name:……………………………………………AdmNo:……………..School:…………………… Candidate’s Signature…Date:………………………………………. History and Government PAPER 2 Time: 2 ½ hours JOINT EXAMINATION Kenya Certificate of Secondary Education FORM 4 HISTORY EXAMS INSTRUCTIONS TO CANDIDATE: Write your name, AdmNo,…

CRE SCHEMES OF WORK FOR FORM 4 UPDATED

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  SCHEME  OF  WORK                    FORM FOUR C.R.E.                    TERM   ONE  20…………… WK NO L/ NO TOPIC/ SUBTOPIC LESSON / SPECIFIC OBJECTIVES TEACHING / LEARNING ACTIVITIES MATERIALS / RESOURCES REF. REM. 1 1 INTRODUCTION TO  CHRISTIAN ETHICS     The meaning and importance of Christian ethics. By the end…

MOKASA JOINT EXAMINATIONS FORM 4 ENGLISH PP1

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Name:.………………………………………………………………Adm: ……….Class:……….. Index No: …………………. Date:……………………….. 101/1 ENGLISH Paper 1 (Functional Skills, Cloze Test and Oral Skills). Time: 2 Hours MOKASA 2 JOINT EXAMINATIONS Kenya Certificate of Secondary Education 101/1 ENGLISH Paper 1 (Functional…

SMARTPASS EXAMINATION FORM 4 ENGLISH PP2

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NAME……………………………………………………………….. Index No…………………………. Candidate’s Signature…………………………………………Date……………………………… 101/2 ENGLISH Paper 2 (Comprehension, Literary Appreciation and grammar) Time 2hrs 30mins   SMARTPASS EXAMINATION Kenya Certificate of Secondary Education (KCSE) MODEL ONE  101/2 ENGLISH Instructions to candidates (a) Write your name, index…

Biology Schemes of work term 1-3 Form 4

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Get free Form Four Biology schemes of work for term 1, 2 and 3. Download a pdf and editable copy of the schemes of work…

Form 4 Term 1-3 Free Exams and marking schemes; All subjects downloads

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You may be in need of free form four (4) examinations in all subjects. yes. You can now download form 4 Complete exams in…

FORM 4 CHEMISTRY NOTES HANDBOOK

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ACIDS, BASES A base  may be defined as a substance that turn litmus blue. Litmus is a lichen found mainly in West Africa. It changes its…

ENGLISH PP1 FORM 4 JOINT EXAM WITH ANSWERS

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NAME…………………………………………………………ADM NO……………………… SCHOOL……………………………………………………. SIGNATURE ………………… DATE……………………………………………… 101/1 ENGLISH FORM FOUR PAPER 1 END OF TERM  EXAMINATION TIME:2 HOURS MWAKICAN JOINT EXAMINATIONS INSTRUCTIONS Write your name and admission number in the spaces provided Sign…

CHEMISTRY FORM 4 NOTES- EDITABLE

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ORGANIC CHEMISTRY II: ALCOHOLS AND ALKANOIC ACIDS: 1. Alkanols Nomenclature of alkanols Primary secondary and tertiary alcohols Preparation and properties of alcohols Hydrolysis of halogenoalkanes …

SMARTPASS EXAMINATION FORM 4 ENGLISH PP3

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Name………………………………………………………….          Index No…………………… Signature……………………………                                                    Date……………………… 101/3                                                                                         ENGLISH                                                                                                             PAPER 3 TIME: 2 ½ HOURS SMARTPASS EXAMINATION Kenya Certificate of Secondary Education (KCSE) MODEL ONE  101/3 ENGLISH PAPER 3                                       INSTRUCTIONS…

KASSU Jet Form 4 Joint Examination 2021-2022 With Marking Schemes

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Download the latest free KASSU Jet Form 4 Joint Examination 2021-2022 With Marking Schemes below. Remember to check TEACHERS’ RESOURCES PORTAL for unlimited and…

Form 4 exams 2021-2022 With Answers (Term 1-3)

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Download free Comprehensive Secondary School Form Four (4) Exams with marking schemes, here. Remember to visit TEACHERS’ RESOURCES PORTAL for more free resources. FORM 4 SET…

CRE FORM 4 NOTES (NEW SYLLABUS)

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UNIT 1:                      WORK. Why do you think a man should work? A man works because it is a command from God to all men. …

ENGLISH FORM 4 EXAMS PP1 WITH ANSWERS

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NAME……………………………………….. INDEX NO………………………………… Candidate’s signature……………….. Date: ……………………………… 101/1 ENGLISH PAPER I (Functional Skills) Time: 2 Hours GATUNDU SOUTH FORM 4 EVALUATION EXAMINATION Instructions to candidates: Write your name and index number in the…

FORM 4 KCSE REVISION PAPERS WITH ANSWERS- MASENO SCHOOL, KAPSABET, JESMA

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You can now download free Form 4 KCSE revision exam papers plus their marking schemes, here; Mathematics English Kiswahili Biology Chemistry Physics Geography History…

FORM 4 MOKASA, KASSU, ELITE KCSE MOCK EXAMS FREE

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DOWNLOAD ALL THE KCSE REVISION MOCK EXAMS HERE AT NO COST. PHYSICS CONFIDENTIAL PHYSICS 3 MARKING SCHEME PHYSICS PAPER 1 ANSWERS PHYSICS PAPER 3 QUESTIONS PHYSICS PAPER 2 MARKING…

SCHEMES OF WORK FRENCH FORM 4

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FRENCH SCHEMES OF WORK QUATRIEME ANNEE-TROISIEME TRIMESTRE SEM CRS CONTENU CONCEPT OBJECTIFS DOCUMENTS DIDACTIQUES ACTIVITES D’APPRENTISSAGE MANUEL REMAR-QUES 1 1-4   PREMIER CONTROLE CONTINU       2 1-4 Révision L’examen  de fin du trimestre précédent Les  élèves seront capables de répondre correctement aux questions de grammaire et…

Chemistry Schemes of work term 1-3, Form 4

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Download the free Chemistry Schemes of work, below. Download a pdf and editable copy of the schemes of work here; Free updated schemes of work for…

COMPUTER STUDIES FORM 4 NOTES, ALL TOPICS

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INTRODUCTION TO NETWORKING AND DATA COMMUNICATION Chapter outline  1.1 Introduction 1.2 Definition of terms used in networking 1.3 Types of computer networks 1.4 Purpose and limitations of networking…

ENGLISH FORM 4 PP1 QUESTIONS WITH MARKING SCHEMES

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Name: …………………………………………………….               Adm No: ……………………………..   Class: …….………………………………………………                Candidate’s Sign: ……………………   Date: ………………………………………………………       101/1 ENGLISH (Functional Skills)   TIME: 2 HOURS     END OF TERM  EXAM  Kenya Certificate of Secondary Education (K.C.S.E.) FORM FOUR English (Functional…

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Name: ……………………………………………………………    Adm No: ……………………………… School: ………………………………………………………….      Candidate’s Sign: ……………………. Date: …………………………………………………………. 101/3 ENGLISH (CREATIVE COMPOSITION AND ESSAYS BASED ON SET TEXTS) PAPER 3 TIME: 2 HOURS 30 MINUTES END OF…

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SOURCE DOCUMENTS AND BOOKS OF ORIGINAL ENTRY These are documents containing the information that makes basis of making entries in the books of accounts. They…

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AGRICULTURE FORM 4 Livestock Production V (Poultry) Introduction Poultry industry in Kenya has developed tremendously due to the use of artificial incubation and brooding and…

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231/3 BIOLOGY PAPER 3 KASSU TIME: 2 HOURS Kenya Certificate of Secondary Education (K.C.S.E.) REQUIREMENTS FOR EACH CANDIDATE Solution P- starch Solution Q- egg white Solution Z- water Solution…

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FORM 4 GEOGRAPHY NOTES LAND RECLAMATION Land reclamation is the process of converting wasteland into farm land for growing of crops and keeping of animals while…

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FORM 4 GEOGRAPHY LAND RECLAMATION Land reclamation is the process of converting wasteland into farm land for growing of crops and keeping of animals while land…

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Name ……………………………… Index Number …….…………… School……………………Signature…………Class……….. Date  101/1 ENGLISH Paper (Functional Skills) 2Hours TRIAL ONE EVALUATION TEST  Kenya Certificate of Secondary Education ENGLISH Paper 1 Write your name and index number in the spaces provided…

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ORGANIC CHEMISTRY II: ALCOHOLS AND ALKANOIC ACIDS: 1. Alkanols Nomenclature of alkanols Primary secondary and tertiary alcohols Preparation and properties of alcohols Hydrolysis of halogenoalkanes …

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A.ACIDS AND BASES At a school laboratory: (i)An acid may be defined as a substance that turn litmus red. (ii)A base  may be defined as a substance…

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ELECTROCHEMISTRY Objectives By the end of the topic the learner should be able to: (a)  Explain reduction and oxidation in terms of gain and loss of electrons. (b)  Determine changes…

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Free Chemistry Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

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Free Chemistry Notes, Exams, Schemes of Work, Lesson Plans: Form 1 to 4

FORM 3 CHEMISTRY NOTES HANDBOOK

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Gas laws Matter is made up of small particle in accordance to Kinetic Theory of matter: Naturally, there are basically three states of matter: Solid,…

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Alliance Boys High school posted a Chemistry mean of 9.763 (B+ plus) to lead in the 2019 Kenya Certificate of Secondary Education (KCSE) examination….

BACHELOR OF SCIENCE (INDUSTRIAL CHEMISTRY) KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

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BACHELOR OF SCIENCE (INDUSTRIAL CHEMISTRY) KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023 BACHELOR OF SCIENCE (INDUSTRIAL CHEMISTRY) # PROG CODE INSTITUTION NAME PROGRAMME NAME 2022/2023 CUTOFF 2019/2021 CUTOFF 2018 CUTOFF 2017 CUTOFF 2016 CUTOFF 2015 CUTOFF 1 1082108 MASINDE…

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NITROGEN AND ITS COMPOUNDS Objectives By the end of the chapter the learner should be able to: (a)  Describe how nitrogen is isolated from air. (b)  Describe how nitrogen…

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The Chemistry practical paper that was done during the 2019 Kenya Certificate of Secondary Education, KCSE, exams may have leaked long before it was…

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A.ACIDS AND BASES At a school laboratory: (i)An acid may be defined as a substance that turn litmus red. (ii)A base  may be defined as a substance…

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Name: ……………………………………………………                Adm. No.: ……………. Stream: …………………………………………………….            Date: …………………… 233/1 Form II – Chemistry Kenya Certificate of Secondary Education (K.C.S.E.)  Chemistry 2 Hours Instructions to Students Write your name and admission…

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ACIDS, BASES A base  may be defined as a substance that turn litmus blue. Litmus is a lichen found mainly in West Africa. It changes its…

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 .3UNIT 2: NITROGEN AND ITS COMPOUNDS. Unit checklist. Introduction Preparation of nitrogen Isolation from air Isolation from liquid air Laboratory preparation Preparation from ammonia Properties…

METALS FORM 4 CHEMISTRY NOTES

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METALS Objectives By the end of this topic the learner should be able to: (a)  Name the chief ores of certain metals. (b)  Describe and explain the general methods used…

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ORGANIC CHEMISTRY II: ALCOHOLS AND ALKANOIC ACIDS: 1. Alkanols Nomenclature of alkanols Primary secondary and tertiary alcohols Preparation and properties of alcohols Hydrolysis of halogenoalkanes …

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CHEMISTRY FORM FOUR NOTES: NEW

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ORGANIC CHEMISTRY II: ALCOHOLS AND ALKANOIC ACIDS: 1. Alkanols Nomenclature of alkanols Primary secondary and tertiary alcohols Preparation and properties of alcohols Hydrolysis of halogenoalkanes …

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CHEMISTRY PRACTICAL GUIDE SPECIFIC OBJECTIVES OF CHEMISTRY PRACTICAL; i. To test if the student is able to select & handle apparatus for use in an experimental…

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CHEMISTRY FORM ONE NOTES INTRODUCTION TO CHEMISTRY Chemistry is a branch of Science. Science is basically the study of living and non-living things. The branch of…

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KNEC KCSE CHEMISTRY SYLLABUS CHEMISTRY Syllabus FORM 1 INTRODUCTION TO CHEMISTRY Definition of chemistry and its role in society Properties of matter States of matter Mixtures…

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UNIT 1: INTRODUCTION TO CHEMISTRY. Unit Checklist. Meaning of chemistry Matter States of matter Properties of the different states of matter. Conductors and non-conductors Role of chemistry…

Chemistry Topic By Topic Questions And answers (All Topics)

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Now you can download all the Chemistry Topic By Topic Questions And their answers here. Do not hesitate to check the Teachers’ Resources Portal…

FORM 2 CHEMISTRY NOTES HANDBOOK

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ATOMIC STRUCTURE The atom is the smallest particle of an element that take part in a chemical reaction. The atom is made up of three…

Latest Chemistry Form 3 Exams and Marking Schemes Free

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Latest Chemistry Form 3 Exams and Marking Schemes Free Set 1 CHEM P2 SET 1.doc CHEM P1 SET 1.doc CHEM P2 MS SET1.doc CHEM P1 MS…

CHEMISTRY NOTES F1-4: LATEST NOTES

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CHEMISTRY FORM ONE NOTES Introduction to chemistry Chemistry is a branch of Science. Science is basically the study of living and non-living things. The branch of…

KUPPET: Several students, teachers affected by dangerous chemical, Xylene, used in 2019 KCSE Chemistry…

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The Kenya Union of Post Primary Education Teachers, KUPPET, has blamed the Kenya National Examinations Council, KNEC, and the Ministry of Education over decision…

Chemistry Simplified Notes Form 1 to 4 Free

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Download the latest Chemistry notes for form 1 to 4 here. These notes are available at no cost. FREE CHEMISTRY NOTES FOR FORM ONE TO…

Advertised TSC Chemistry and other subject combinations internship vacancies per school

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You can now get an assorted list of all TSC advertised internship vacancies in Chemistry and other subject combinations. The vacancies include such combinations…

CHEMISTRY NOTES FOR FORM 3

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 UNIT 2: NITROGEN AND ITS COMPOUNDS. Unit checklist. Introduction Preparation of nitrogen Isolation from air Isolation from liquid air Laboratory preparation Preparation from ammonia Properties…

Chemistry Free Notes Form 1 to 4 – Latest

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Chemistry Free Notes Form 1 to 4 – Latest 52-introduction-to-chemistry-lesson-plans-form-1-chemistry-term1-word-format.docx 2013 KCSE CHEMISTRY QUESTIONS.docx 2016 LAINAKU PRE-MOCKS CHEM PP1 MS.docx 2016 LAINAKU PRE-MOCKS CHEM PP2…

CHEMISTRY CHEMISTRY- Comprehensive tutorial notes

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(a)Gas laws Matter is made up of small particle in accordance to Kinetic Theory of matter: Naturally, there are basically three states of matter: Solid,…

CHEMISTRY FORM 2 NOTES- EDITABLE

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UNIT 1: ATOMIC STRUCTURE AND THE PERIODIC TABLE. Checklist Structure of the atom The subatomic particles; Protons Neutrons Electrons; Atomic number and mass number Isotopes; …

ELECTROCHEMISTRY FORM 4 CHEMISTRY NOTES

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ELECTROCHEMISTRY Objectives By the end of the topic the learner should be able to: (a)  Explain reduction and oxidation in terms of gain and loss of electrons. (b)  Determine changes…

ORGANIC CHEMISTRY II FORM 4 CHEMISTRY NOTES

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ORGANIC CHEMISTRY II (ALKANOLS AND ALKANOIC ACIDS) Objectives By the end of the topic, the learner should be able to: Name and draw the structures of simple…

Teachers, students suffer brunt of Xylene used in KCSE Chemistry Practical; KUPPET blames KNEC,…

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The Kenya Union of Post Primary Education Teachers, KUPPET, has blamed the Kenya National Examinations Council, KNEC, and the Ministry of Education over decision…

Free Chemistry notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials,…

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Chemistry is one of the subjects offered as a Science in the Kenyan Education System. Testing of the subject during standard and national examinations…

FORM 2 CHEMISTRY OPENER EXAM

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CHEMISTRY FORM 2 TERM  OPENER EXAM TIME:2 HOURS NAME:…………………………………………………………………………….CLASS;……………..ADM;………… From the following list of compunds;zinc oxide,solid carbon (IV) oxide,sodium carbonate,nitric (V) acid,iron (III) chloride; (i)Identify two that sublime.(2…

Chemistry High School notes for form 1-4 (Free updated pdf downloads)

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Free and updated chemistry notes are now available here. Download our resources today at no cost. Also look out for the following free resources…

Bachelor of Technology in Applied Chemistry course; Requirements, duration, job opportunities and universities…

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The graduates in Bachelor of Technology in Applied Chemistry course will pursue careers in analytical and industrial chemistry, chemical and Biological, Pharmaceutical, Agricultural and…

INTRODUCTION TO CHEMISTRY NOTES- UPDATED & EDITABLE

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Introduction to chemistry Chemistry is a branch of Science. Science is basically the study of living and non-living things. The branch of science that study…

CHEMISTRY PRACTICALS GUIDE

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PRACTICAL CHEMISTRY GUIDE Introduction Scientific subjects are, by their nature, experimental.  It is accordingly important that an assessment of a student’s knowledge and understanding of Chemistry…

KCSE CHEMISTRY PRACTICALS PAST PAPERS, MARKING SCHEMES AND CONFIDENTIAL

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CHEMISTRY PAPER 3 PRACTICAL 1989 – 2020 PRACTICAL QUESTIONS COORDINATED MARK SCHEMES PREPARATION AND CONFIDENTIAL INSTRUCTIONS Table of Contents LEAD NOTES QUANTITATIVE AND QUALITATIVE ANALYSIS QUALITATIVE ANALYSIS IDENTIFICATION OF IONS …

Chemistry Schemes of work term 1-3, Form 4

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Download the free Chemistry Schemes of work, below. Download a pdf and editable copy of the schemes of work here; Free updated schemes of work for…

Chemistry Form 3 Latest Notes

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 .3UNIT 2: NITROGEN AND ITS COMPOUNDS. Unit checklist. Introduction Preparation of nitrogen Isolation from air Isolation from liquid air Laboratory preparation Preparation from ammonia Properties…

CHEMISTRY FORM 3 END TERM EXAMS PLUS ANSWERS

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ULTIMATE ACHIEVERS ACADEMY Name___________________________________________________AdmNo:_____________ Date__________________________________________Sign______________ END OF TERM  EXAMINATION  FORM THREE CHEMISTRY 2 HOURS Instructions to candidates: Answer all questions in both section A and B. All working must be…