SCIENCE SCHEMES OF WORK
STANDARD EIGHT
TERM I
REFERENCES:
- SCIENCE IN ACTION PUPILS BOOK8, OXFORD PUBLISHERS
- SCIENCE IN ACTION TEACHER’S GUIDE BOOK 8 OXFORD PUBLISHERS
- PRIMARY SCIENCE PUPILS BOOK8, JKF PUBLISHERS
- PRIMARY SCIENCE TEACHERS GUIDE BOOK 8 JKF PUBLISHERS
- 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 | |||||||||
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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 | ||||
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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 | |||
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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 | |||
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| 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
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| 14 | EXAMINATIONS | |||||||||
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Science schemes of work
STANDARD EIGHT 2014
TERM II
REFERENCES:
- SCIENCE IN ACTION PUPILS BOOK8, OXFORD PUBLISHERS
- SCIENCE IN ACTION TEACHER’S GUIDE BOOK 8 OXFORD PUBLISHERS
- PRIMARY SCIENCE PUPILS BOOK8, JKF PUBLISHERS
- PRIMARY SCIENCE TEACHERS GUIDE BOOK 8 JKF PUBLISHERS
- 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 | ||||
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| 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 | |||
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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:
- SCIENCE IN ACTION PUPILS BOOK8, OXFORD PUBLISHERS
- SCIENCE IN ACTION TEACHER’S GUIDE BOOK 8 OXFORD PUBLISHERS
- PRIMARY SCIENCE PUPILS BOOK8, JKF PUBLISHERS
- PRIMARY SCIENCE TEACHERS GUIDE BOOK 8 JKF PUBLISHERS
- 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 | ||
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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 | |||||||||
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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 | |||||||||